climate for learning leadership for learning teaching and ... - plf... · personal leadership...
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Staff Development and School Support Services
Climate for Learning Leadership for LearningTeaching and Learning
Peel Leadership Frameworkfor Supervisory Officers
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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
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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
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PersonalLeadershipResources
COgnitive ReSOuRCeS
PersonalAwareness
Stage
BeginningApplication
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.
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Climate for Learning | Advocacy for learners
Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
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.
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Climate for Learning | interpersonal/intrapersonal Skills
Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
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.
Supporting evidence:
Asupervisoryofficerengagesinacomplexseriesofinterrelationshipsamongstaff,students,parents,districtstaff,trusteesandotherstakeholdersintheeducationalcommunity. Theeffectivesupervisoryofficerisawareofthecomplexitiesoftheseinterrelationshipsandunderstandstheimpactoftheserelationshipsonstudentachievement.Motivatingstudentsandstaff,cultivatingrelationships,resolvingconflicts,makingwisedecisionsandhelpingtofosterarespectful,equitableandinclusiveclimateforlearningandworkingarenecessaryskillsfortherole.
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Climate for Learning | Parent and Community Relations
Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
integrationStage
• Workswithschoolstodealproactivelywithparentandcommunityissues.EncouragesschoolstoreachouttoparentstoengagethemintheworkofthePeelDistrictSchoolBoard.
• Isabletointerpreteducationalprogramsandboarddecisionsinaninclusiveandinformativestyleforthecommunity.
• Listenstoandaddressesconcernsinatimelyandsensitivemanner.
• Maintainspositive,professionalrelationshipswithtrustees,governmentofficials,administratorsandemployeegroups.
• RepresentsthePeelDistrictSchoolBoardatcommunityeventstoactivelypromotepubliceducation.
• Understandsthediversecommunityandisabletoadvocateforneedswithinthecontextofasystemperspective.
Supporting evidence:
Positiveparentandcommunityrelationsareanintegralpartofoursuccessasasystem.Theeffectivesupervisoryofficersupportsandfosterstheeffortsofschoolsandtheboardtoforgepositiveandhealthyrelationshipswithparentsandthebroadercommunity.
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Leadership for Learning | visionary leadership
Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
integrationStage
• Demonstratesleadershipinsupportingschoolstogenerateasharedvisionthatguidesactionsanddecisions.
• DemonstratesacommitmenttopersonalprofessionalgrowthandthecontinuousimprovementoftheorganizationthroughalignmentwiththeReportCardforStudentSuccess.
• Demonstratesastrongcommitmenttosocialjusticeandfostersequityinallpractices,policiesandprocedures.
• Developsastrongteamcommitmentthroughacollaborativeandreflectiveapproachthatvaluesdivergentpointsofview.
• SupportsandalignsprofessionallearningwithMinistryandPeelDistrictSchoolBoardinitiatives.
• Fostersleadershipofotherprofessionalsthroughmentoring,coachingandcollaborating.
• Modelsandsupportstheeffectiveuseofinstructionalandothertechnologiesthatsupportstudentachievement.
Supporting evidence:
Aclear,sharedandfocusedvisioniscentraltoSchoolSuccessPlanning.Theeffectivesupervisoryofficerempowersallstakeholderstorealizethemission,visionandvaluesofthePeelDistrictSchoolBoardandbuildscapacityforassumingleadership.ThesupervisoryofficermodelsthePeelcharacterattributestoimpactstudentachievementandwell-being.
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Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
integrationStage
• IsknowledgeableaboutMinistryandboardpolicies,procedures,practicesandcollectiveagreementsandisabletoapplythisknowledgetodailysituationsandmakedecisionsaccordingly.
• Considersthelegalandproceduralramificationsofallactionsanddecisions.
• Ensuresthatstaffadheretoallboardpoliciesandoperatingprocedures,inadditiontomeetingalllegislation,standardsandcodes.
• Developseffectiveandtransparentsystemsforhandlingorganizationalresponsibilitiesrelatedtobudgetpriorities,recruitment,hiringandassignmentofstaff,performanceappraisal,leavesofabsenceandHumanRights.
• Adherestoproceduresforhandlingemergenciesandcrisesandmanagestheseinaproactivemannerthroughcontingencyplanning.
Supporting evidence:
Leadership for Learning | Professional Knowledge in ActionTheeffectivesupervisoryofficerpossessesorisabletoaccessandprioritize,inatimelymanner,theinformationneededtomakeinformeddecisions.Aneffectivesupervisoryofficerisaknowledgeablepractitionerwhounderstandstheimpactofdecisionsonthesystem,school,studentsandcommunity.
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Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
integrationStage
• Communicateseffectivelywithcolleagues,supervisors,trustees,administratorsandsupportpersonnel.
• Givesandreceiveseffectivefeedback.
• Communicatesusingvariousformsincludingtechnologytoallstakeholdersonaregularbasis.
• Respondstoissuesandconcernsthroughavarietyofmediainasensitive,timelyandprofessionalmanner.
• Providesandwelcomesopportunitiesfordialogue,inputandfeedbackfromdiverseperspectiveswithinschoolandsystemcommunities.
• Workscollaborativelywithinthesystemtopromoteandshowcasepubliceducation.
• Communicateseffectivelythroughoutcrisissituations.
Supporting evidence:
Leadership for Learning | Communication SkillsOutstandingexpressiveandreceptivecommunicationskillsareessentialinsystemleadership.Asupervisoryofficercommunicateseffectivelyandpersuasivelyinbothoralandwrittenformatsandisskilledinactivelistening,providinginformationandfeedback.
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Teaching and Learning | instructional leadership
Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
integrationStage
• Modelsthestandardsofpracticeandtheethicalstandardsoftheteachingprofession.
• Ensurestheimplementationofcurrentcurriculum,instructionandassessmentpractices.
• FocusesresourcesandbudgetdecisionsonsupportingschoolsintheirSchoolSuccessPlanning.
• Encouragesschoolstoreachouttoparentstoengagetheminthelearningprocessofstudents.
Supporting evidence:
Theeffectivesupervisoryofficerfostersaclimateofcontinuousimprovementinteachingandlearning.Supervisoryofficerssupportschoolleadersinensuringthatallstudentsachievetothebestoftheirability.TheyassistschoolstosethighexpectationsthroughtheanalysisofdatatoguideSchoolSuccessPlanning,instructionalpractice,resourceallocationandongoingprofessionallearning.
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Teaching and Learning | Supervision of Staff
Key KnOWleDge AnD SKillS in ACtiOn
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
integrationStage
• Ensuresafair,respectfulandinclusiveworkingenvironmentforstaff.
• Understandsdueprocesswhendealingwithsupervisionissues.
• ActivelyengagesinthesupervisionofstaffinaccordancewithMinistryandboardrequirements.
• Ensurescompliancewithalllegislationandcollectiveagreementspertainingtoallemployeegroups.
• Understandsandensuresthatperformanceappraisalsareconductedappropriately,inatimelymanner,andinaccordancewithMinistryandboardrequirementswiththegoalofsupportingprofessionallearningandgrowth.
• Understandsandcommunicatestheconnectionbetweenprincipal/vice-principalperformanceappraisalsandSchoolSuccessPlanning.
Supporting evidence:
Supervisionofstaffisoneofthemostimportantwaystoensureapositiveandrespectfulclimateforlearningandworking.Theeffectivesupervisoryofficerpossessestheknowledgeandskillstoclearlyarticulateroleexpectations,toassistothersinmeetingthoseexpectationsandtoprovideopportunitieswithinavailableresourcesforprofessionallearning,leadershipdevelopmentandmentoring.
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RevisedDecember2014
the Peel leadership Framework for Supervisory Officers incorporates the practices and competencies of the Ontario leadership Framework
Staff Development and School Support Services