climate for learning leadership for learning teaching and ... - plf... · personal leadership...

Staff Development and School Support Services

Climate for Learning Leadership for LearningTeaching and Learning

Peel Leadership Frameworkfor Supervisory Officers

3

Peel Leadership Frameworkfor Supervisory Officers

• Becomingfamiliarwith

• Limitedopportunities toexperience

• Observingand recognizing

• Acquiringknowledgeabout

• Familiarwith andbeginning toincorporateintophilosophyandpractice

• Beginningtoapplyknowledge intoaction

• Someopportunitiestoexperienceandputintopractice

• Reflectingandexperimenting

• Incorporatesintophilosophyandpractice

• Appliesknowledge andaction

• Manyopportunities toexperienceandpractise

• Routineuse

• Consultative

• PhilosophyandpracticeareembeddedinSchoolSuccessPlanning

• Automaticandsophisticatedknowledgeandaction

• Anintegralpartofexperienceandpractice

• Intuitive,intentionalandsituational

Developmental Continuum

Thistoolhasbeendesignedto:• LinkandalignSchoolSuccessPlanningandleadershipdevelopment

• Honourthedevelopmentalcontinuumofleadershipgrowth

• Promotereflectionofleadershipdevelopment

• Identifycompetencyareas ofstrengthandnextstepsi.e.gapanalysis

• Provideacommonlanguageforconversationanddescriptivefeedback

PersonalAwareness

Stage

BeginningApplication

Stage

ApplicationStage

IntegrationStage

The Peel District School Board Peel Leadership Framework for Supervisory Officers is designed to:

• Inspireasharedvisionofleadershipinschoolsandboard

• Provideacommonlanguageandunderstandingofleadership

• Identifythecompetenciesoftransformationalleadershipthatareproventoimpactstudentachievement

• Provideaframeworkforreflectionandmentoring

• Guidethedesignandimplementationofprofessionallearningopportunitiestodevelopandstrengthenleadershipcompetenciesandknowledge

• SupportSchoolSuccessPlanning

• Alignperformance-basedassessmentwithevaluationandannualsuccessplanning

• Guideanddirectcandidatesthroughthepromotionprocess

• Attractpotentialleaders

4

PersonalLeadershipResourcesEffectiveleaderstendtopossessasmallbutcriticalnumberofpersonalleadershipresourcesthattheydrawonwhenenactingtheleadershippracticesidentifiedinthisframework.TheseresourcesareappliedbyeffectiveschoolleadersasneededacrosseachofthefivedomainsunderLeadershipforLearning,ClimateforLearningandWorkingandTeachingandLearningandplayakeyroleinconsideringreadinessforpromotion.

Cogntive Resources Problem-solving expertise•Understanding/interpretingproblems

•Identifyinggoals

•Articulatingprinciplesandvalues

•Identifyingconstraints

•Developingsolutionprocesses

•Maintainingcalm/confidenceinthefaceofchallengingproblems

Knowledge about school and classroom conditions with direct effects on student learning•Technical/rationalconditions

•Emotionalconditions

•Organizationalconditions

•Familyconditions

Systems thinking•Beingabletounderstandthedense,complex,andreciprocalconnectionsamongdifferentelementsoftheorganization

•Havingforesighttoengagetheorganizationinlikelyfuturesandconsequencesforaction

Social Resources Perceiving emotions•Recognizingourownemotionalresponses

•Discerningemotionalresponsesinothersthroughverbalandnonverbalcues

Managing emotions •Reflectingonourownemotionalresponsesandtheirpotentialconsequences

•Persuadingotherstolikewisereflectontheirresponses

Acting in emotionally appropriate ways•Beingabletoexercisecontroloverwhichemotionsguide ouractions

•Beingabletohelpothersactonemotionsthatserve theirbestinterests

Psychological Resources Optimism•Habituallyexpectingpositiveresultsfromourefforts

•Recognizingwherewehave,anddonothave,opportunities fordirectinfluenceandcontrol

•Takingpositiverisks

Self-efficacy•Believinginourownabilitytoperformataskorachieveagoal

•Asaresultofpositiveself-efficacy,takingresponsiblerisks,expendingsubstantialeffort,andpersistinginthefaceof initialfailure

Resilience•Beingabletorecoverfrom,oradjusteasilyto,change ormisfortune

•Beingabletothriveinchallengingcircumstances

Proactivity•Beingabletostimulateandeffectivelymanagechange onalargescaleundercomplexcircumstances

•Showinginitiativeandperseveranceinbringingaboutmeaningfulchange

5

PersonalLeadershipResources

COgnitive ReSOuRCeS

PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Problem-solvingexpertise

• Knowledgeaboutschoolandclassroomconditionswithdirecteffectsonstudentlearning

• Systemsthinking

SOCiAl ReSOuRCeS• Perceivingemotions

• Managingemotions

• Actinginemotionallyappropriateways

PSyChOlOgiCAl ReSOuRCeS• Optimism

• Self-efficacy

• Resilience

• Proactivity

these essential resources are applied as needed across each of the eight domains under leadership for learning, Climate for learning and Working and teaching and learning, within the appropriate context of a diverse school community. evidence of the Personal leadership Resources in action should be clear throughout the “evidence/Reflections/impact on Student Achievement and Personal leadership within a Diverse School Community” section for each of the eight domains.

6

Climate for Learning | Advocacy for learners

Key KnOWleDge AnD SKillS in ACtiOn

PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Assistsschoolstodevelopandmaintainarespectful,equitableandinclusiveclimateforlearningandworking.

• Welcomes,accommodates,celebratesandsupportsdiversityforstudents,staffandfamiliesinallworkplaces.

• MonitorsSchoolSuccessPlanninginschoolstoensuresustainabilitythatrespectstheprinciplesoftheOntarioEquityandInclusiveEducationStrategy.

• Ensuresthatstudentsandstaffhavesafeandappropriateplacestolearn andwork.

• Assistsschoolsinsupportingstudentcharacterdevelopment.

• EnsurestheimplementationofMinistryandboardpolicies,procedures,practicesandprogramsfortheexceptionallearnerandalllearners.

• Effectivelysupervisesallmattersrelatingtostudents,includingassessment&evaluation,studentprograms,placementandsupport,discipline,suspensions,expulsionsandSALEPinsupportofstudentsuccess.

Supporting evidence:

Thelearneristhefocusofallthatwedo.Theeffectivesupervisoryofficerconsistentlydemonstratesacommitmenttoensuringthattheneedsofalllearnersaremetinarespectful,inclusiveandequitableenvironment.Decision-makingandproblem-solvingarealwaysdirectedtoastandardofwhatisbestforthelearner.

7

Climate for Learning | interpersonal/intrapersonal Skills


PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Motivatesstaffwithinacultureofaprofessionallearningcommunitytoimprovestudentachievement.Exertsinfluence,balancingadvocacywithinquirytoenergize,motivateandengageothers.

• Consistentlycollaboratestofosteraninclusivecultureoflearningandsupport.Includesstaff,parents,students,businessandsupportstaffandothersindecision-makingwhereappropriate.

• Assistsothersindevelopingandunderstandingtheprocessforconflictresolution.Anticipatespotentialproblemareasandproactivelyseeksresolution.Mediatesandresolvesconflictsempathetically,fairlyandinthebestinterestofallstakeholders.

• Empowersotherstoanticipateopportunitiesand/orproblemstofindcreativesolutionsandenhanceresults.Buildscapacityandcreatestheclimateforsharedresponsibility,teamworkanddistributedleadership.

• Demonstrateseffectiveleadershipforchangebymodellingintegrity,optimism,honestyandconsideration.

• Re-engages,repairs,rebuildsandrestoresrelationshipsandasenseofsafetyandbelongingasneeded.


Asupervisoryofficerengagesinacomplexseriesofinterrelationshipsamongstaff,students,parents,districtstaff,trusteesandotherstakeholdersintheeducationalcommunity. Theeffectivesupervisoryofficerisawareofthecomplexitiesoftheseinterrelationshipsandunderstandstheimpactoftheserelationshipsonstudentachievement.Motivatingstudentsandstaff,cultivatingrelationships,resolvingconflicts,makingwisedecisionsandhelpingtofosterarespectful,equitableandinclusiveclimateforlearningandworkingarenecessaryskillsfortherole.

8

Climate for Learning | Parent and Community Relations


PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Workswithschoolstodealproactivelywithparentandcommunityissues.EncouragesschoolstoreachouttoparentstoengagethemintheworkofthePeelDistrictSchoolBoard.

• Isabletointerpreteducationalprogramsandboarddecisionsinaninclusiveandinformativestyleforthecommunity.

• Listenstoandaddressesconcernsinatimelyandsensitivemanner.

• Maintainspositive,professionalrelationshipswithtrustees,governmentofficials,administratorsandemployeegroups.

• RepresentsthePeelDistrictSchoolBoardatcommunityeventstoactivelypromotepubliceducation.

• Understandsthediversecommunityandisabletoadvocateforneedswithinthecontextofasystemperspective.


Positiveparentandcommunityrelationsareanintegralpartofoursuccessasasystem.Theeffectivesupervisoryofficersupportsandfosterstheeffortsofschoolsandtheboardtoforgepositiveandhealthyrelationshipswithparentsandthebroadercommunity.

9

Leadership for Learning | visionary leadership


PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Demonstratesleadershipinsupportingschoolstogenerateasharedvisionthatguidesactionsanddecisions.

• DemonstratesacommitmenttopersonalprofessionalgrowthandthecontinuousimprovementoftheorganizationthroughalignmentwiththeReportCardforStudentSuccess.

• Demonstratesastrongcommitmenttosocialjusticeandfostersequityinallpractices,policiesandprocedures.

• Developsastrongteamcommitmentthroughacollaborativeandreflectiveapproachthatvaluesdivergentpointsofview.

• SupportsandalignsprofessionallearningwithMinistryandPeelDistrictSchoolBoardinitiatives.

• Fostersleadershipofotherprofessionalsthroughmentoring,coachingandcollaborating.

• Modelsandsupportstheeffectiveuseofinstructionalandothertechnologiesthatsupportstudentachievement.


Aclear,sharedandfocusedvisioniscentraltoSchoolSuccessPlanning.Theeffectivesupervisoryofficerempowersallstakeholderstorealizethemission,visionandvaluesofthePeelDistrictSchoolBoardandbuildscapacityforassumingleadership.ThesupervisoryofficermodelsthePeelcharacterattributestoimpactstudentachievementandwell-being.

10


PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• IsknowledgeableaboutMinistryandboardpolicies,procedures,practicesandcollectiveagreementsandisabletoapplythisknowledgetodailysituationsandmakedecisionsaccordingly.

• Considersthelegalandproceduralramificationsofallactionsanddecisions.

• Ensuresthatstaffadheretoallboardpoliciesandoperatingprocedures,inadditiontomeetingalllegislation,standardsandcodes.

• Developseffectiveandtransparentsystemsforhandlingorganizationalresponsibilitiesrelatedtobudgetpriorities,recruitment,hiringandassignmentofstaff,performanceappraisal,leavesofabsenceandHumanRights.

• Adherestoproceduresforhandlingemergenciesandcrisesandmanagestheseinaproactivemannerthroughcontingencyplanning.


Leadership for Learning | Professional Knowledge in ActionTheeffectivesupervisoryofficerpossessesorisabletoaccessandprioritize,inatimelymanner,theinformationneededtomakeinformeddecisions.Aneffectivesupervisoryofficerisaknowledgeablepractitionerwhounderstandstheimpactofdecisionsonthesystem,school,studentsandcommunity.

11


PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Communicateseffectivelywithcolleagues,supervisors,trustees,administratorsandsupportpersonnel.

• Givesandreceiveseffectivefeedback.

• Communicatesusingvariousformsincludingtechnologytoallstakeholdersonaregularbasis.

• Respondstoissuesandconcernsthroughavarietyofmediainasensitive,timelyandprofessionalmanner.

• Providesandwelcomesopportunitiesfordialogue,inputandfeedbackfromdiverseperspectiveswithinschoolandsystemcommunities.

• Workscollaborativelywithinthesystemtopromoteandshowcasepubliceducation.

• Communicateseffectivelythroughoutcrisissituations.


Leadership for Learning | Communication SkillsOutstandingexpressiveandreceptivecommunicationskillsareessentialinsystemleadership.Asupervisoryofficercommunicateseffectivelyandpersuasivelyinbothoralandwrittenformatsandisskilledinactivelistening,providinginformationandfeedback.

12

Teaching and Learning | instructional leadership


PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Modelsthestandardsofpracticeandtheethicalstandardsoftheteachingprofession.

• Ensurestheimplementationofcurrentcurriculum,instructionandassessmentpractices.

• FocusesresourcesandbudgetdecisionsonsupportingschoolsintheirSchoolSuccessPlanning.

• Encouragesschoolstoreachouttoparentstoengagetheminthelearningprocessofstudents.


Theeffectivesupervisoryofficerfostersaclimateofcontinuousimprovementinteachingandlearning.Supervisoryofficerssupportschoolleadersinensuringthatallstudentsachievetothebestoftheirability.TheyassistschoolstosethighexpectationsthroughtheanalysisofdatatoguideSchoolSuccessPlanning,instructionalpractice,resourceallocationandongoingprofessionallearning.

13

Teaching and Learning | Supervision of Staff


PersonalAwareness

Stage


Stage

ApplicationStage

integrationStage

• Ensuresafair,respectfulandinclusiveworkingenvironmentforstaff.

• Understandsdueprocesswhendealingwithsupervisionissues.

• ActivelyengagesinthesupervisionofstaffinaccordancewithMinistryandboardrequirements.

• Ensurescompliancewithalllegislationandcollectiveagreementspertainingtoallemployeegroups.

• Understandsandensuresthatperformanceappraisalsareconductedappropriately,inatimelymanner,andinaccordancewithMinistryandboardrequirementswiththegoalofsupportingprofessionallearningandgrowth.

• Understandsandcommunicatestheconnectionbetweenprincipal/vice-principalperformanceappraisalsandSchoolSuccessPlanning.


Supervisionofstaffisoneofthemostimportantwaystoensureapositiveandrespectfulclimateforlearningandworking.Theeffectivesupervisoryofficerpossessestheknowledgeandskillstoclearlyarticulateroleexpectations,toassistothersinmeetingthoseexpectationsandtoprovideopportunitieswithinavailableresourcesforprofessionallearning,leadershipdevelopmentandmentoring.

RevisedDecember2014

the Peel leadership Framework for Supervisory Officers incorporates the practices and competencies of the Ontario leadership Framework

Staff Development and School Support Services

climate for learning leadership for learning teaching and ... - plf... · personal leadership...

Documents