opc pd catalogue 2016-17-ƒ - ontario principals' council · all items in this catalogue are...

• Aspiring School Leaders

• Vice-Principals

• Principals

• System Leaders

Educational Resources, Supports and Learning Opportunities for

ProfessionalLearning Opportunities

ProtectiveServices Team

InternationalSchool Leadership

Master’sDegree

AdditionalQualifi cationPrograms

Resources

LeadershipinPublic

Education

www.principals.ca

DEPARTMENT DIRECTORY


GENERAL [email protected]

PROFESSIONAL [email protected]

PROTECTIVE SERVICES [email protected]

MEMBERSHIP AND [email protected]@principals.ca

INTERNATIONAL SCHOOL [email protected]

a subsidiary of

All items in this catalogue are subject to modifications. For further information contact the OPC. OPC | Exemplary Leadership in Public Education 1

THE ONTARIO PRINCIPALS’ COUNCIL (OPC)The Ontario Principals’ Council (OPC) is the professional association representing practising principals and vice-principals in Ontario’s publicly funded school system. The goal of the OPC is to provide its Members and Associates with the professional services and supports they need to provide exemplary leadership in public education. Our 5,000 Members are elementary and secondary public school leaders from across Ontario and operate within the ethical guidelines of the Ontario College of Teachers (OCT).

EDUCATION LEADERSHIP CANADA® (ELC)The OPC is committed to supporting school leaders throughout the education system. Education Leadership Canada® (ELC), our professional development unit, seeks input from a multitude of sources to identify, design, develop and deliver the learning and support needs of our Members and colleagues. Support to Members can take many formats and can be customized to the learning needs of a district school board, a cohort of school leaders in a local region or to individuals. Full or part-day workshops, online learning opportunities, consultations with practising principals/vice-principals with an expertise in a particular field, or small group planning sessions are just a few of the delivery modes offered through ELC. The OPC recognizes the value of job-embedded learning, sharing promising practices and the distributed leadership model of principals sharing with principals.

INTERNATIONAL SCHOOL LEADERSHIP (ISL)International School Leadership (ISL), a subsidiary of the OPC, is devoted to the provision of exemplary professional development for teachers, principals, school heads and systems leaders around the world. ISL provides professional consulting services, training and certification programs to K-12 leaders around the world who drive the highest levels of achievement.

LEADERSHIP DEVELOPMENT CONSULTATIONSThe OPC staff is available to work with school boards, local OPC groups and others to plan leadership development programs and devise ways in which courses may be integrated with local initiatives.

ADDITIONAL QUALIFICATION (AQ) PROGRAMSELC offers a number of additional qualification programs for educators in Ontario. Each program is accredited by the OCT. The courses are practical, current, research-based and provide solid training for the challenges and complexities of school leadership.

FUNDINGThe OPC is a not-for-profit corporation. All training opportunities are offered on a cost-recovery basis for sustainability. Fees charged for one-day workshops or for other services reflect the direct costs of developing and delivering the programs. Workshops are available in two methods: groups (boards, local OPCs or others) can request a workshop in their area, or the OPC can sponsor a workshop in an area that would be open to individuals wishing to participate. Funding for professional development for principals and vice-principals may be available from the Ministry of Education. When this funding is provided to the OPC, local OPC groups and district school boards will be informed and the cost of the professional development reduced accordingly.

PROTECTIVE SERVICES TEAM (PST)The Protective Services Team (PST) is comprised of Protective Services Consultants and Legal Counsel. Consultants, who are experienced principals, provide counselling, representation and advice on professional issues. Our lawyers are experienced in matters of law that pertain to school administrators and in all matters related to issues of disability, accommodation and long term disability insurance. As well as direct support to Members in need, the PST offers a number of articles, resources and workshops on emergent issues to assist Members.

QUALITY ASSURANCEThe OPC is an ISO 9001 compliant organization. This means that the OPC has obtained the internationally recognized standard for quality management in the design and delivery of training and professional development programs, and the provision of support services. The quality management system ensures the highest level of products and services for Members.

MORE INFORMATIONFor the most up-to-date listing of learning opportunities, please visit our website at www.principals.ca. To reserve any of the workshops or for information about resources listed in this catalogue, please contact Education Leadership Canada® at [email protected].

2 OPC | Exemplary Leadership in Public Education All items in this catalogue are subject to modifications. For further information contact the OPC.

Table of Contents

Resources, Supports and Learning Opportunities Organized by the Ontario Leadership Framework ...............................................4Framework Components ............................................5

Professional Learning Opportunities ........................13Aspiring School Leaders’ Program (ASLP) ...................14Challenging Conversations ...........................................14The Challenge of Leading for 21st Century Change ....15Collaborative School Reviews .......................................16Community Engagement Workshop .............................16Effective Communications .............................................17 Emotional Intelligence ...................................................18

EQ 2.0® and EQ-360® .......................................................... 28Experienced Teacher Performance Appraisal ..............18Foundational Coaching Skills Training ...............................19Good to Great to Innovate ............................................20Global Principal Partnerships ........................................19Leadership in Equity and Inclusion ...............................21Leading and Learning Through Professional Learning Communities ..................................................21

Lumina Spark ................................................................28Making Math Count .......................................................23Mentor-Coaching Institute .............................................24Mentor-Coaching Institute (Session 4) ..........................25Mentoring: Strategies for Success ................................25Principal Inquiry into Leadership Practice ....................23Principal Performance Appraisal (PPA) ........................26Redefining Leadership for Literacy ..............................26Speaker Series ..............................................................29Special Education and the Principalship ......................27Stress is Normal, Resilience is the New Skill ................28

Protective Services Team (PST) ................................31Legal Support and Representation ...............................32Long-Term Disability Benefits (LTD)/Accommodation of Disability ....................................................................32Professional Advice and Counselling ...........................32Professional Learning Workshops .................................33Risk Management Tools ................................................33Services for Local OPC Districts ...................................33Support for Local District Terms and Conditions Committees ..........................................33

International School Leadership ................................35 International School Leadership Certificate ..................37Leading International Schools Certificate .....................38Education Study Tour ....................................................38Consultation and Program Customization ....................38

Additional Qualification Programs ............................39Overview ........................................................................40Education Law Qualification Program (ELQP) ..............41Mentoring Qualification Program (MQP) .......................42Principal’s Development Course (PDC) ........................43Principal’s Qualification Program (PQP) .......................44Special Education for Administrators Qualification Program (SEAQP) ....................................45Supervisory Officer’s Qualification Program (SOQP) ....46

Master’s Degree ...........................................................47Overview ........................................................................48


Resources ....................................................................49 All Systems Go ..............................................................57Big City School Reforms ...............................................57Breakthrough .................................................................57Coherence .....................................................................57Collaborative School Reviews .......................................57Creative Thinking Classrooms ......................................57Deliverology 101 ...........................................................57Digital Leadership .........................................................57 Engaging Student Voices ..............................................53The Fourth Way .............................................................58Freedom To Change .....................................................58Good to Great to Innovate ............................................58The Global Fourth Way .................................................58The Online Handbook for School Leaders ...................52Health and Physical Education New Curriculum Toolkit ..58High School Graduation ................................................58Indelible Leadership .....................................................58Institute for Education Leadership (IEL) .......................54Leadership for Equity and Inclusive Education: Online modules .............................................................55Leading Student Achievement Series ...........................56

• The Principal as Professional LearningCommunity Leader ...............................................56

• The Principal as Data-Driven Leader ....................56• The Principal as Early Literacy Leader .................56• The Principal as Instructional Leader in Literacy .56• The Principal as Leader of the Equitable School .56• The Principal as Mathematics Leader ..................56• The Principal as Leader of Challenging

Conversations .......................................................56 Leading Collaborative Learning ....................................58LGBT Database .............................................................53The Moral Imperative of School Leadership .................59

Moral Imperative Realized ............................................59Motion Leadership ........................................................59Motion Leadership In Action .........................................59The New Meaning of Educational Change ...................59No More Bystanders = No More Bullies .......................59The OPC Website ..........................................................50The Principal .................................................................59Professional Capital ......................................................59Putting Faces On the Data ............................................60 The Quick Reference Handbook for School Leaders ...60Realization .....................................................................60The Register Magazine .................................................51School Self-Assessment ................................................60Stratosphere ..................................................................60The Succession Challenge ...........................................60The Taking Action Guide to Building Coherence .........60The Teacher’s Ultimate Stress Mastery Guide .............60Technology-Enabled Learning and Leading ................53Uplifting Leadership ......................................................61Video Resources ...........................................................55 What’s Worth Fighting For in the Principalship (2nd Edition) ....................................................................61When Mentoring Meets Coaching ................................58


Resources, Supports and Learning Opportunities Provided by the Ontario Principals’ Council Organized by the Ontario Leadership Framework (OLF)

This comprehensive catalogue, modeled after the Institute for Education Leadership (IEL)’s leadership framework structure, offers professional learning opportunities, leadership materials and professional services focused on discovering key practices of successful education leaders and how best to put these practices into action in order to achieve your goals.

The purpose of the framework is to • inspire a shared vision of leadership in schools and boards• promote a common language that fosters an understanding of leadership and what it means to be a

school or system leader• identify the practices and attributes (personal leadership resources) that describe effective leadership

based on leading edge research• guide the design and implementation of professional learning and development for school and system

leaders• identify the characteristics of highly performing schools and systems as outlined in the Ministry’s School

Effectiveness Framework and the district effectiveness framework and• aid in the recruitment, development, selection and retention of school and system leaders.

Containing a range of professional learning resources in various learning modes, in addition to professional services offered specifically to OPC Members, this catalogue encourages school leaders to discover the practices and Personal Leadership Resources of effective leaders, and be exposed to a common leadership language that enables effective dialogue, professional learning and collaboration.

Visit www.education-leadership-ontario.ca to access

the Ontario Leadership Framework (OLF) or learn more

about the Institute for Education Leadership.


1. SETTING DIRECTIONSThe principal builds a shared vision, fosters the acceptance of group goals and sets and communicateshigh performance expectations.

2. BUILDING RELATIONSHIPS AND DEVELOPING PEOPLEThe principal strives to foster genuine trusting relationships with students, staff, families and communities,guided by a sense of mutual respect. The principal affirms and empowers others to work in the bestinterests of all students.

3. DEVELOPING THE ORGANIZATION TO SUPPORT DESIRED PRACTICESThe principal builds collaborative cultures, structures the organization for success and connects the schoolto its wider environment.

4. IMPROVING THE INSTRUCTIONAL PROGRAMThe principal sets high expectations for learning outcomes and monitors and evaluates the effectivenessof instruction. The principal manages the school effectively so that everyone can focus on teaching andlearning.

5. SECURING ACCOUNTABILITYThe principal is responsible for creating conditions for student success and is accountable to students,parents, the community, supervisors and the board for ensuring that students benefit from a high qualityeducation. The principal is specifically accountable for the goals set out in the school improvement plan.

6. PERSONAL LEADERSHIP RESOURCESThe Ontario Leadership Framework includes a small but critical number of personal leadership resourcesthat leaders draw on to enact leadership practices effectively.

Cognitive resources, including• problem-solving expertise• knowledge of school and classroom conditions that directly affect student learning

Social resources, including abilities to • perceive emotions• manage emotions• act in emotionally appropriate ways

Psychological resources, including• optimism• self-efficacy• resilience.

Framework Components

6


1. Setting Directions

PROFESSIONAL LEARNING AQ PROGRAMS RESOURCES

• Aspiring School Leaders’ Program (ASLP)

• Challenging Conversations

• The Challenge of Leading for the 21st Century

• Collaborative School Reviews

• Effective Communications: Crisis communications

• Leadership in Equity and Inclusion

• Leading and Learning Through Professional Learning Communities

• Lumina Spark

• Mentor-Coaching Institute

• Online Learning Opportunities

• Principal Inquiry into Leadership Practice

• Principal Performance Appraisal (PPA)

• Speaker Series

• Technology-Enabled Learning and Leading

• Mentoring Qualification Program (MQP)

• Principal’s Development Course (PDC)

• Principal’s Qualification Program (PQP)

• Special Education for Administrators Qualification Program (SEAQP)

• Supervisory Officer’s Qualification Program (SOQP)

• All Systems Go• Big-City School Reforms• Building Coherence• Coherence• Collaborative School Reviews• Creative Thinking Classrooms• Engaging Student Voices• The Fourth Way• Freedom to Change• The Global Fourth Way• Good to Great to Innovate• The Handbook for School Leaders• Health and Physical Education

Administrator’s Toolkit• Indelible Leadership• Institute for Education Leadership• Leadership for Equity and Inclusive

Education Online Modules• Leading Collaborative Reviews• The Moral Imperative Realized• The New Meaning of Educational

Change (2nd Edition)• The OPC website Member area• The Principal: Three keys to

maximizing impact• Professional Capital • Putting Faces on the Data• The Quick Reference Handbook

for School Leaders• Realization• The Register magazine• School Self-Assessment• Stratosphere• The Succession Challenge• Video Resources

7


2. Building Relationships and Developing People



• Community Engagement Workshop

• Effective Communications: Public Relations (Part One)

• Effective Communications: Media Training (Part Two)

• EQi® and EQ-360®

• Foundational Coaching Skills Training


• Lumina Spark

• Making Math Count

• One-on-One Leadership Coaching




• Special Education and the Principalship

• Speaker Series

• Stress is Normal, Resilience is the New Skill

• Education Law Qualification Program (ELQP)






• Breakthrough• Building Coherence• Coherence• An Educator’s Guide to

Workplace Harassment• The Fourth Way• The Global Fourth Way• The Handbook for School Leaders• Institute for Education Leadership• Leading Collaborative Reviews• LGBT Resource Database• The Moral Imperative Realized• The Moral Imperative of School

Leadership• The New Meaning of Educational

Change (2nd Edition)• No More Bystanders = No More

Bullies• The OPC website Member area• The Principal: Three keys to

maximizing impact• The Principal as Leader of

Challenging Conversations• The Principal as Leader of the

Equitable School• Professional Capital• The Quick Reference Handbook

for School Leaders• Realization• The Register magazine• School Self-Assessment• Uplifting Leadership• Video Resources• What’s Worth Fighting

for in the Principalship?• When Mentoring Meets Coaching

8


3. Developing the Organization to Support Desired Practices






• Effective Communications:Public Relations (Part One)

• Effective Communications:Media Training (Part Two)

• Experienced TeacherPerformance Appraisal (ETPA)


• Global Principal Partnerships

• Good to Great to Innovate


• Lumina Spark


• Mentoring: Strategies for Success



• Principal Performance Appraisal(PPA)

• Speaker Series


• Technology-Enabled Learningand Leading

• Education LawQualification Program (ELQP)



• Principal’s Qualification Program(PQP)

• Special Education for AdministratorsQualification Program (SEAQP)

• Supervisory Officer’sQualification Program (SOQP)

• All Systems Go• Big-City School Reforms• Breakthrough• Building Coherence• Collaborative School Reviews• Coherence• Digital Leadership• An Educator’s Guide to

Workplace Harassment• The Fourth Way• Freedom to Change• The Global Fourth Way• Good to Great to Innovate• The Handbook for School Leaders• High School Graduation• Institute for Education Leadership• Leading Collaborative Reviews• The New Meaning of Educational

Change (2nd Edition)• The Moral Imperative Realized• The Moral Imperative of School

Leadership• Motion Leadership• Motion Leadership in Action• The Principal as Leader of

Challenging Conversations• The Principal as Leader of the

Equitable School• The OPC website Member area• The Quick Reference Handbook

for School Leaders• Realization• The Register magazine• School Self-Assessment• The Succession Challenge• Uplifting Leadership• Video Resources• What’s Worth Fighting

for in the Principalship?• When Mentoring Meets Coaching

9


4. Improving the Instructional Program






• Experienced TeacherPerformance Appraisal (ETPA)


• Global Principal Partnerships



• Lumina Spark




• Redefining Leadership for Literacy

• Special Education and the Principalship

• Speaker Series

• Technology-Enabled Learningand Leading

• Education LawQualification Program (ELQP)




• Special Education for AdministratorsQualification Program (SEAQP)

• Supervisory Officer’sQualification Program (SOQP)

• All Systems Go• Breakthrough• Coherence• Creative Thinking Classrooms• Deliverology 101• Digital Leadership• Engaging Student Voices• The Fourth Way• The Global Fourth Way• Good to Great to Innovate• The Handbook for School Leaders• Health and Physical Education

Administrator’s Toolkit• High School Graduation• Indelible Leadership• Institute for Education Leadership• Leading Collaborative Reviews• All Leading Student Achievement

Series Books• Leadership for Equity and Inclusive

Education Web-based Modules• LGBT Resource Database• The Moral Imperative Realized• The Moral Imperative of School

Leadership• More High School Graduates• The New Meaning of Educational

Change (2nd Edition)• The OPC website Member area• The Principal: Three keys to

maximizing impact• Professional Capital• Putting Faces on the Data• The Quick Reference Handbook

for School Leaders• Realization• The Register magazine• School Self-Assessment• Stratosphere• The Teacher’s Ultimate

Stress Mastery Guide• Technology-Enabled Learning

and Leading Institute• Video Resources• What’s Worth Fighting

for in the Principalship?

10


5. Securing Accountability




• Effective Communications: Crisis Communications (Part Three)

• Experienced Teacher Performance Appraisal (ETPA)

• Good to Great to Innovate





• Professional Services Issues for Principals: Hot Topics

• Redefining Leadership for Literacy

• Speaker Series


• Education Law Qualification Program (ELQP)






• Building Coherence • Coherence• Collaborative School Reviews• Creative Thinking Classrooms• The Fourth Way• The Global Fourth Way• Good to Great to Innovate• The Handbook for School Leaders• Institute for Education Leadership• Leading Collaborative Reviews• LGBT Resource Database• The Moral Imperative Realized• The New Meaning of Educational

Change (2nd Edition)• Leadership for Equity and Inclusive

Education Web-based Modules• The OPC website Member area• The Principal as Leader of

Challenging Conversations• Professional Capital• Putting Faces on the Data• The Quick Reference Handbook

for School Leaders• Realization• The Register magazine• School Self-Assessment• Stratosphere• The Teacher’s Ultimate

Stress Mastery Guide• Video Resources• When Mentoring Meets Coaching

11


6. Personal Leadership Resources


• Aspiring School Leaders’ Program (ASLP)


• Emotional Intelligence



• Lumina Spark

• Mentor-Coaching Institute










• Engaging Student Voices• Freedom to Change• Indelible Leadership• Institute for Education Leadership• Leadership for Equity and Inclusive

Education Web-based Modules• Leading Collaborative Reviews• LGBT Resource Database• The New Meaning of Educational

Change (2nd Edition)• No More Bystanders = No More Bullies• The OPC website Member area• The Principal: Three keys to

maximizing impact• The Principal as Leader

of Challenging Conversations• The Principal as Leader

of the Equitable School• The Principal as Professional Learning

Community Leader• Professional Capital• Putting Faces on the Data• The Teacher’s Ultimate

Stress Mastery Guide• Technology-Enabled Learning

and Leading Institute• Uplifting Leadership• Video Resources• When Mentoring Meets Coaching

Professional LearningOpportunities


OVERVIEW The Aspiring School Leaders’ Program (ASLP) is intended to support individuals in the development of skills, attitudes, knowledge and practices understood to be threshold competencies for school administrators. The program is driven by what we know about how aspiring school leaders view the barriers, incentives and disincentives related to school leadership roles.

ASLP courses are offered both online and onsite. The onsite courses are 2.5 hours in length and the online courses are 5 hours in length, extending over a 2-week period using a state-of-the-art learning management system.

The program provides for a variety of delivery options for school boards, although customized arrangements may be developed with consultation. Boards may wish to arrange for a 12-month certificate program that offers 3 online courses, a self-assessment and an online learning forum.

COURSES

• Challenging Conversations• Becoming More Emotionally Intelligent• Personal Wellness for School Leaders• Using Restorative Practices in Schools• Role Transition – Teacher to Vice-Principal• Role Transition – Vice-Principal to Principal• Conducting Your First Performance Appraisal• Becoming More Culturally Intelligent

Aspiring School Leaders’ Program (ASLP)

Challenging Conversations: Essential skills

OVERVIEW The development of effective skills for addressing contentious issues is a core leadership competency and essential for sustained school improvement. The Challenging Conversations program provides the school leader with opportunities to consider ways to achieve open dialogue, foster relational trust and encourage commitment among all stakeholders within a school community.

KEY INSIGHTS • resolve disagreements respectfully, candidly and skillfully• build acceptance and trust that support a positive approach to change in a school community• enhance professional relationships and improve school performance• speak persuasively, not abrasively and• initiate and support essential conversations that promote sustained school improvement.

RELATED RESOURCEThe Principal as Leader of Challenging ConversationsA part of the Leading Student Achievement Series

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RELATED RESOURCE Creative Thinking Classsroms: Leading educational change for a 21st century world

Garfield Gini-Newman and Roland Case

OVERVIEW Learn how education leaders can make sense of, and realistically respond to, the diverse education initiatives and policies that are promoted each year. This professional learning session explores the ideas needed to successfully lead education initiatives, nurture effective instructional practice and deepen student learning. KEY INSIGHTS

• why thinking needs to be at the heart of 21st century learning • five principles that best support student learning regardless of the particular initiative and• how TC2 professional learning and resources can enrich school and district initiatives.

IS INQUIRY THE SOLUTION OR THE PROBLEM?

While the Ministry promotes inquiry as the approach to teaching and learning, critics often blame inquiry for deteriorating test results. Find out what distinguishes inquiry that powerfully engages students in rigourous learning from misdirected “inquiry” approaches that frustrate students and undermine understanding and competence. KEY INSIGHTS

• the difference between discovery and critical inquiry • how to support continuous inquiry using a cascading challenges approach and• the role of direct instruction in teaching the tools for critical inquiry.

The Challenge of Leading for 21st Century Change The OPC in partnership with the Critical Thinking Consortium (TC2)


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Collaborative School Reviews

OVERVIEW Collaborative reviews provide a frame to support evidence-gathering, to build collaborative expertise and to map short-term, medium-term and long-term actions. This program is grounded in improvement/change literature outlined in Collaborative School Reviews: How to shape schools from the inside, by Di Cecco and Freedman.

Multiple options are offered to customize the fit that best meets your school or system’s unique needs. We collaborate in the design and development of school and system reviews to effectively meet your requirements. Collaborative reviews build collective agreement and ownership, engaging staff and faculty in the process of change. Our consultants will assist you in mapping out next steps, providing templates and walking you step-by-step through the process of collectively developing accountability and leadership, gathering evidence, measuring impact, providing feedback and strategically selecting the next areas for improvement.

OVERVIEW Schools must be responsive to, engage, explain, consult and empower the communities that they serve. Community engagement enriches the life of the school and leads to greater student achievement and holistic success. Research indicates that good schools become even better when there is a strong trusting connection with parents/guardians/families/communities. They play a vital role in the development and education of children/youth and in achieving equitable outcomes.

This workshop will support you in learning how to increase community engagement in your school. It will draw from the teachings of a research-based framework — Dr. Joyce Epstein’s Framework of Parent and Community Involvement — along with the principles and implementation guidelines.

KEY INSIGHTS This professional learning will demonstrate links among these resources and the ways in which they can be used to deliver the Ministry priorities in Achieving Excellence: A renewed vision for education in Ontario.• Achieving Excellence• Ensuring Equity • Promoting Well-Being • Enhancing Public Confidence

RELATED RESOURCE

Collaborative School Reviews: How to shape schools from the insideBeverley Freedman and Raffaella di Cecco

Community Engagement Workshop


OVERVIEW This course will help you to promote your school to the wider school community. Whether you are dealing with parents, staff, students, the media, government representatives or community groups, you want to ensure that you and your school are presented in a positive light.

KEY INSIGHTS • develop a public relations plan for your school • introduce yourselves to the local media • determine your target audiences • identify key media opportunities and• develop a media kit.

Effective Communications: Public Relations (Part One)

Effective Communications: Media Training (Part Two)

OVERVIEW This course will prepare you for media interviews by helping you understand what reporters want and how to prepare yourself.

KEY INSIGHTS• understand today’s media • understand the risks of interviews • learn to take control of an interview• develop key messages and• review the do’s and don’ts of media interviews.

Effective Communications: Crisis Communications (Part Three)

OVERVIEW When a crisis occurs, a well thought-out communication plan will go a long way towards helping you deal with your school community and the media. This course will help you plan steps you can take to prepare yourself and your staff.

KEY INSIGHTS• review particular crisis communication plans • develop a proactive crisis plan for your school and • learn how to deal with the media during a crisis.

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OVERVIEW This program recognizes the pivotal role that school leaders play in mobilizing members of the education community to lead school improvement efforts that focus on student learning. It also reflects and examines the complexity inherent in the day-to-day responsibility of school leadership and can enhance the efforts of current school leaders or develop the skills of aspiring school leaders.

KEY INSIGHTS • learn the components of EI • understand the connection between EI and successful school leadership • receive personal feedback based on the results of assessment inventories and • be introduced to strategies that will further enhance your EI toolkit.

Emotional Intelligence (EI): A key to effective leadership

Experienced Teacher Performance Appraisal (ETPA)

OVERVIEW This updated interactive workshop outlines the Experienced Teacher Performance Appraisal (ETPA) and the relevant legislation. Participants will focus on a collaborative environment within the context of the Professional Learning and Teaching Community (PLTC) and the role of the ETPA within that community. The sharing of effective practices, opportunities for networking and strategies for implementation will underpin the aspects of the interactive elements of this workshop.

KEY INSIGHTS • the Standards of Practice identify the five domains of practice • professional learning and opportunities for growth are self-directed through the teacher’s Annual Learning

Plan (ALP) • collaboration and opportunities for reflection will be established in the professional dialogue that takes

place during the pre-observation and post-observation meetings and • satisfactory and unsatisfactory ratings and comments needed to link teacher performance and pathways

for improvement will be provided.

ONLINE OPTION

ONLINE OPTION


Foundational Coaching Skills Training: Structured conversations that access engagement and build capacity

OVERVIEW This course is an opportunity to explore fundamental coaching skills and principles that will support individuals and the work being done as an inspired educational leader at both the school and system levels.

Offered in three one-day sessions* as follows Part 1: Laying the Foundation Part 2: Mobilizing Part 3: Integration and Sustainability Prior learning credit for the Mentoring Qualification Program (MQP) will be applied to all candidates who complete Part 1 and 2 of the Foundational Coaching Skills Training.

KEY INSIGHTS• introduction to the coaching frame and mindset in service of inspired and sustainable leadership• experience in a selection of Fundamental Coaching Skills and Principles as a new model for supporting

sustainable leadership in your work with faculty, staff, students, colleagues, parents etc.• provide support over time and maximize practice and integration by structuring the course as three

sessions over several months and• access opportunities for coaching practice and the integration of skills: demonstration coaching,

peer coaching, case studies, scenarios and application of skills between sessions.

*Sessions can be booked individually or as a program.

Global Principal Partnerships (GPP)

OVERVIEW Global Principal Partnerships (GPP) is a formalized one-week exchange program in which Ontario school leaders are invited to participate in an international exchange program with colleagues from abroad. As we become more and more focused on improving student performance, we recognize that we have much to share with and to learn from our colleagues in other countries engaged in the same pursuit.

The GPP program is three pronged — shared knowledge, immersed learning and inquiry-based research.

Each school leader will be matched with another school leader through the data provided in the Survey Profile, as shared knowledge by like-minded professionals forms the basis for deep conversations.

Each school leader will job shadow their partner during the exchange with accommodation and meals being provided.

School leaders will work on improving student achievement by selecting a specific area of focus to investigate. Following the exchange, participants will complete a survey that follows the Ontario Leadership Framework and speaks to the changes or enhancements to their leadership as a reflection from this exchange.

Culturally and professionally, former GPP participants pronounce these experiences as exceptional.

RELATED RESOURCE When Mentoring Meets Coaching: Shifting the stance in educationKate Sharpe & Jeanie Nishimura

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RELATED RESOURCE Good to Great to Innovate: Recalculating the route to career readiness, K-12+ Lyn Sharratt and Gale Harild

OVERVIEW As teachers and educational leaders, we all have an opportunity to shape education for our students’ life-long prosperity and our own professional success. This interactive workshop is designed for you to have an opportunity to• examine what truly matters most in recalculating the route for our students K-12+• consider and explore what it takes to move from Good to Great to Innovate in your classrooms, schools

and systems, in order to ensure “an innovative mind-set” for our future nation builders and• bring to life personal/professional commitment to action as school and system leaders once a “pathway”

lens is applied to increase all students’ achievement and well-being.

KEY INSIGHTS

• identify multiple pathway opportunities to success• reflect on your own perceptions• self-assess your leadership attributes to do this work and• leave with practical, high-impact ideas and approaches that will “up-shift” staff, parent, community

partners and student perceptions about the value and power of inquiry-based and experiential learning.

These sessions are led by Lyn Sharratt and Gale Harild.

Good to Great to Innovate - Recalculating the Route K-12+


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OVERVIEW Four workshop options will inform and assist school and system leaders in developing and implementing Ontario’s Equity and Inclusive Education Strategy in your school communities. KEY INSIGHTSParticipants will learn about• board policies, programs, guidelines and practices• shared and committed leadership• school – community relationships• inclusive curriculum and assessment practices• religious accommodation • school climate and the prevention of discrimination and harassment and• accountability and transparency.

Option 1 Inclusive LeadershipOption 2 School, Family and Community PartnershipsOption 3 The Equity Walk Option 4 Ontario’s Equity & Inclusive Education Strategy – Critical Conversations on Realizing the Promise of Diversity

Leadership in Equity and Inclusion: Implementing Ontario’s Equity and Inclusive Education Strategy

Please note these modules can be delivered individually or in any combination according to school and/or board needs. For more information visit www.principals.ca/equity.

Leading and Learning Through Professional Learning Communities

OVERVIEW A Professional Learning Community (PLC) builds a strong foundation to increase staff capacity and improve student learning. The PLC framework is relevant and necessary to enable administrators to create the conditions for professional learning and leading the learning agenda in today’s school.

KEY INSIGHTS

• time for staff to engage in successful collaboration to address identified student learning needs • improve staff capacity through learning teams, staff meetings, networking and collaborative inquiry• create the conditions to implement the professional learning cycle to improve student learning• use data to identify the focus for student learning and capacity building for staff.

Module 1 The Professional Learning Community (PLC) – Using a framework to improve student learning through improved staff capacity Module 2 Learning Teams in a Culture of Collaboration and Inquiry Module 3 Leading Student Achievement (LSA) Theory of Action – The four paths of leadership influence on student learning. Ontario based research on improving the learning environment for student learningModule 4 Instructional Leadership – How does the administrator lead the instructional program? Creating a balance of trust and collegiality with moving the learning agenda forward is a challenge for the administrator.

RELATED RESOURCE The Principal as Professional Learning Community Leader A part of the Leading Student Achievement Series

RELATED RESOURCE

The Principal as Leader of the Equitable School A part of the Leading Student Achievement Series


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Making Math Count: Building leadership capacity

OVERVIEW Strengthening the role of the principal as an instructional leader is an important strategy that contributes to leadership in mathematics education. Ontario schools are committed to raising overall student achievement levels in mathematics.

This workshop is intended for principals and vice-principals who are • committed to improving math instruction using Job Embedded Professional Learning (JEPL) • interested in leading the development of mathematics related professional learning communities within

their school and • want to learn more about current research and best practice related to mathematics instruction

(i.e. teaching through problem solving).

KEY INSIGHTS*

• explore sound professional learning practices/models • identify school effectiveness indicators of mathematics programs that enable high achievement and • experience high yield instructional strategies (teaching through problem-solving, math congress, bansho,

strings, etc.) and tools (manipulatives, calculators, software, etc.).

*Please note a strong math background is not a prerequisite for this workshop.

RELATED RESOURCE The Principal as Mathematics Leader A part of the Leading Student Achievement Series

OVERVIEW Principal inquiry into leadership practice, conducted by administrators to reflect on their own practice, empowers those who participate to improve leadership capacity, especially within the context of the Ontario Leadership Framework. Whether collaboratively or individually, participants will explore their leadership practices that impact on teacher instructional practice and its impact on student learning — setting directions, building relationships and developing people, developing the organization to support desired practices and improving the instructional program.

KEY INSIGHTS

• review principles that guide principal inquiry • examine leadership practices that support the principal either in self and/or principal team action to

improve leadership effectiveness • develop a leadership inquiry plan to support school capacity building and• determine self/team assessment strategies of principal inquiry actions and resulting effects.

Principal Inquiry into Leadership Practice


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Mentor-Coaching Institute

OVERVIEW This unique four-day institute brings mentoring and coaching together as powerful allies to support a robust process for leading and learning in relationships. Participants acquire and practise skills inherent in mentoring and coaching relationships, putting their learning into action and developing a mentor-coaching mindset. Since its inception in 2007, this initiative has provided participants — administrators, supervisory officers, teachers, directors of education, board employees — with an enhanced skill set that supports capacity building in a variety of educational contexts.

KEY INSIGHTS

• develop an understanding of the mentor-coaching model and basic coaching skills, principles and tools • support mentee learning and growth through the use of impactful questions, deep listening and

meaningful feedback• develop an understanding of how to navigate structured mentor-coaching conversation• expand skills and capacities with a variety of experiential activities • engage in coach practice — demonstration coaching, peer coaching with guided observation and reflection• explore real-world applications through case studies and role-playing scenarios and• set intentions for key areas of learning and leadership development for leaders/mentor-coaches and

mentees.

PARTICIPANTS RECEIVE

• a copy of When Mentoring Meets Coaching: Shifting the Stance in Education • course study book (includes access to digital support materials, including videos, podcasts and additional

working tools) • Laminated mentor-coaching conversation guide and• Digital Badge*

Session 1 (Two-Days)Introduce fundamental coaching principles, models and skills

Session 2 (One-Day)Enhance mentoring and coaching skills in co-creating the mentor-coaching relationship, connect to strengths, and navigate the mentor-coaching conversation

Session 3 (One-Day)

Further develop mentor-coaching skills in exploring energy management, offering feedback and setting intentions.

*Participants will be eligible to receive a Digital Badge to reflect completion of The Mentor-Coaching Institute. This easy-to-use digital badge can be used to display your qualifications on social media sites, networking sites and in email.



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Mentoring: Strategies for success

OVERVIEW The OPC MentoringCoaching program offers a one-day workshop on effective practice, introduces best practices and provides opportunities for participants to work with key concepts.

MENTORING AS REFLECTIVE PRACTICE The OPC’s unique MentoringCoaching model builds on the experience and expertise that currently exists in district school boards, utilizing the infrastructure in associations that has been successful and acknowledges the support and commitment that schools can provide. This program is based on the research and publications by Dr. Lois Zachary, Leadership Development Services, LLC.

KEY INSIGHTS• recognize the four phases of the mentoring cycle and the key components of each phase • distinguish goal setting and issues of trust and confidentiality as part of the mentoring relationship • increase awareness of personal learning style and understand its impact in mentoring relationships and • offer practical tools, tips and strategies for mentoring success.

RELATED RESOURCE The Mentor’s Guide: Facilitating effective learning relationships

Lois J. ZacharyA complimentary copy is included in registration or can be purchased separately.

Mentor-Coaching Institute (Session 4)Mentor-coaching skills enhancement: Expanding capacity and impact

OVERVIEW This additional full-day session is in response to a request for further mentor-coaching skills development and practice. The emphasis will be on expanding competencies in core skills and providing further practice, observation and feedback.

KEY INSIGHTS

• expand competencies in core skills and strategies, grounded in the mentor-coaching model and guiding principles

• acquire additional mentor-coaching concepts, tools and techniques and• expand confidence and capacity as a mentor-coach, to support learning relationships, leadership and

change through mentor-coaching.



OVERVIEW The OPC and the Ontario Public Supervisory Officials Association (OPSOA) work together to offer support for the implementation of Ontario Regulation 234/10, Principal and Vice-principal Performance Appraisal. Principal Performance Appraisal (PPA) is designed as a growth-based model for developing leadership capacity. The appraisal process requires professional dialogue and collaboration. Using the revised Ontario Leadership Framework as the basis for the conversations that deepen understanding for the appraiser and the appraisee related to the leadership practices of effective leaders, this workshop outlines what the PPA is, what it is not, and gives participants a collaborative opportunity to become familiar with the regulation through the Principal/Vice-principal Performance Appraisal Technical Requirements Manual.

KEY INSIGHTSThis full-day session highlights the importance of the Principal/Vice-Principal Performance Appraisal process, which is an essential component of the Board Leadership Development Strategy (BLDS). When all the components are implemented in a coherent way, linked to school improvement goals, and connected to on-going professional learning, the process becomes fully integrated into the daily work that leaders do.

Principal Performance Appraisal (PPA)

Redefining Leadership for Literacy

OVERVIEW Ontario schools are committed to raising overall student achievement levels in literacy. Strengthening the role of the principal as instructional leader is an important strategy that contributes to this leadership for literacy.

KEY INSIGHTS • examine the role of the principal/vice-principal in literacy learning • build capacity as a literacy leader • review current research on literacy leadership and • explore successful strategies for implementation and supervision of effective school-wide literacy

programs.

RELATED RESOURCE The Principal as Early Literacy Leader A part of the Leading Student Achievement Series

RELATED RESOURCE The Principal as Instructional Leader in Literacy A part of the Leading Student Achievement Series

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ONLINE OPTION


Special Education and the Principalship

OVERVIEW The belief that all students can succeed is the foundation for education in Ontario. The Ministry of Education Expert Panel Report: Learning for All (2013) supports an inclusive, non-categorical approach to programming for students with special needs. Administrators play a vital role in ensuring that these core beliefs are central to creating an inclusive culture and “growth mindset” for students, staff and community.

This one-day course is an opportunity to explore relevant Ministry of Education Legislation and policy documents that support participant’s work. As well, a review of how the Ontario Leadership Framework and School Effectiveness Framework align with School Improvement Plans and personal growth objectives are key components of this day.

Participants from both the elementary and secondary panel will leave with ideas for change, personal growth and staff development. Discussion and experiences from the day will affirm that programming designed to meet the needs of individual learners is possible in all school settings.

A UNIQUE ASPECT FOR THIS WORKSHOPPlease note that the instructors will differentiate this workshop to meet the unique leadership needs of your group. District school board policies and procedures may be considered as required and an interactive format ensures that participants will have ideas and supporting documents to take away with them for use in their schools or work setting.

KEY INSIGHTS

• reflect on current special education regulations and policies • set school goals for using school-based teams to strengthen relationships and clarify roles and

responsibilities for students, parents, staff and community members• collaborate with colleagues on best practices used by administrators to meet the needs of all learners

in an inclusive, equity based classroom• review Learning For All (2013) and the School Effectiveness Framework (2013) with a focus on individual,

professional and school goals and• identify alternate resources beyond the school, including current research, online support links and

community agencies.

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EQ 2.0® and EQ-360®

OVERVIEW The Emotional Quotient-Inventory (EQ 2.0®) and Emotional Quotient-360 (EQ-360®) are designed to provide individuals with a comparison of their self-assessment of their emotional intelligence skills with an assessment made by people who know and/or work with them.

KEY INSIGHTS

• learn components of emotional intelligence and understand the connection between emotional intelligence and successful school leadership

• receive personal feedback based on the results of assessment and inventories and• be introduced to strategies that will further enhance their Emotional Intelligence (EI) toolkit.

Lumina Spark

OVERVIEW This unique OPC partnership program provides an introduction to Lumina Spark that includes highly interactive and fun experiences in which learners explore who they are by using an individualized psychometric profile tool called a Lumina Portrait. The program provides a colourful framework for better self-understanding and helps identify how to improve working relationships with others.

KEY INSIGHTS

• in-depth facilitated processes for teamwork • the development of transformational leaders • the creation of a high performance culture across the entire organization and • breakthrough coaching based on empowered dialogue.

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ONLINE OPTION


Speaker Series

OVERVIEW

Annually, the OPC sponsors workshops with internationally renowned speakers. The purpose of these Speaker Series sessions is to provide education leaders with current research and relevant information from qualified speakers who are recognized for their work in the field.

Speakers in this series have included

• Damien Cooper • Sean Covey • Carmel Crévola• Anne Davies• Rick DuFour• Lorna Earl• Michael Fullan O.C. • Garfield Gini-Newman

• Avis Glaze• Erin Gruwell• David Hamlett• Andy Hargreaves• Gale Harild• John Hattie• Sandra Herbst• Dr. Karyn

• Linda Lambert• Jay McTighe• Anthony Muhammad• Beate Planche• Lyn Sharratt• Todd Whitaker• Lois Zachary

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Protective Services Team


Protective Services Team (PST) Services for OPC Members

OVERVIEW Comprised of experienced principals and lawyers, the Protective Services Team (PST) offers an array of services to OPC Members and Associates through a variety of avenues.

PROFESSIONAL ADVICE AND COUNSELLING (MEMBERS ONLY)The PST is composed of Intake Consultants, Protective Services Consultants, General and Legal Counsel (Benefits) and administrative support staff. Intake Consultants respond to the initial call from Members and refer matters to the Protective Services Consultants, who are experienced principals, providing on-going counselling, representation and advice on professional issues.

Issues that may prompt a call can include• allegations of harassment• custody and access to information• cyberbullying• documentation and privacy law• health and safety• human rights complaints• negligence claims (lawsuits)• pension and retirement• principal/vice-principal conflicts

LEGAL SUPPORT AND REPRESENTATION (MEMBERS ONLY)Should a PST consultant determine that a Member seeking advice requires legal support and representation, OPC Counsel will become involved. The Protective Services Policy establishes the conditions under which professional and legal services are provided to the Member including the Member’s responsibilities within this relationship.

The following are issues that likely require legal support• serious discipline, demotion or dismissal of a Member by employer board• complaint of professional misconduct to the Ontario College of Teachers (OCT) and• provincial offences (eg. failure to report a child in need of protection to a CAS).

LONG-TERM DISABILITY (LTD) BENEFITS/ACCOMMODATION OF DISABILITY (MEMBERS AND CLASS 4 & 5 ASSOCIATES*)Members and Class 4 & 5 Associates* who are experiencing health-related challenges may seek the support of the PST with the following matters:• applying for LTD benefits• accommodation for a disability• appealing the denial of LTD benefits and/or• developing a return to work plan after illness.

• relations with boards• relations with parents• relations with unions• reporting child abuse• school council issues• education challenges• supervision of staff• supervision of students/safe schools and• terms and conditions provisions (transfer, leaves, etc.).

* Class 4 Associates are defined through the OPC’s Membership Policy as former OPC Members employed as Ontario district school board senior staff. Class 5 Associates are former OPC Members on leave or secondment who do not meet the definition of Member. All Associates must also be employees of boards that are enrolled in the OPC Benefits Program.


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PROFESSIONAL LEARNING: WORKSHOPS*Each local OPC group is entitled to one full-day workshop per year, at no cost, presented by a PST consultant on one of the following topics:

HOT TOPICS A case-study approach is used to review the most common issues that have prompted Members to seek professional advice or legal support in the previous and current year. Specific reference is made to the local board policy and to relevant case law.

THE ROLE OF THE VICE-PRINCIPAL A case-study approach is used to review the legal and practical elements of the role of the vice- principal with a special emphasis on the political management of issues that arise between the role as assigned and the role that may emerge upon the absence of the principal. *Additional workshops may be offered on a fee basis. These workshops may be booked in the months of October through April.

SERVICES FOR LOCAL OPC DISTRICTSPST assistance is available to OPC districts in areas including, but not limited to,• advocacy• dispute resolution• governance• financial management• policy review and• terms and conditions (see following paragraph).

SUPPORT FOR LOCAL DISTRICT TERMS AND CONDITIONS COMMITTEESSupport for local district Terms and Conditions Committees will be provided in accordance with OPC’s Policy F-6 – Best Practices for OPC District Terms and Conditions Negotiations and may include• training for all district committees based on an analysis of existing contracts, improvements sought by

districts and legislative changes impacting on district terms and conditions and• assistance to individual districts regarding

- the identification of provisions/language that ought to be negotiated and/or amended - the legal advice to support changes and/or - the development of a negotiating strategy(ies) and rationale for the change(s).

RISK MANAGEMENT TOOLS

WEB LIBRARYThe Handbook for School Leaders is a comprehensive online practical reference guide for principals and vice-principals and is used as a resource in all OPC Additional Qualifications courses. It also includes references to legal information essential to Members, including the role of the principal as defined by statute; professional misconduct, discipline, demotion dismissal; liability and negligence in schools; confidentiality and disclosure of information; labour relations; and the Ontario College of Teachers. This handbook is updated regularly to ensure that the information provided is current and accurate.

The PST has also written a number of articles summarizing advice to Members on the various topics outlined above. These articles include• papers presented by PST at conferences• past legal issues articles from The Register and• OPC Advisories.

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InternationalSchool Leadership


OVERVIEWInternational School Leadership (ISL), a subsidiary of the Ontario Principals’ Council, is devoted to the provision of exemplary professional development for teachers, principals, school heads and systems leaders around the world. ISL provides professional consulting services, training and certification programs to K-12 leaders globally who drive the highest levels of achievement.

FEATURES AND BENEFITS

• driven by a highly-educated and dedicated team of experienced educational leaders who have consistently demonstrated excellence in the delivery of student-centred leadership training in Ontario and around the world

• founded on evidence-based research that shows conclusively the impact school leaders have on student achievement — effective school leadership realizes higher student achievement scores

• guided by four principles proven to produce progressive results: local ownership, participator development, adult learning best practices and the use of technology to enhance learning opportunities

• authored and delivered by exemplary school leaders, who have been trained and certified in Ontario• built on the Ontario Principals’ Council’s standard of excellence and international reputation for leadership

and• utilizes an advanced learning management system for effective online delivery.

a subsidiary of

www.internationalschoolleadership.com • [email protected]

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Connect with ISL on @ischoolleaders

Program Advisory Panel

Dr. Simon Breakspear Dr. Karen Edge Dr. Michael Fullan, O.C. Dr. Avis Glaze

Dr. Andy Hargreaves Dr. Ken Leithwood Dr. Lyn Sharratt


This program represents the culmination of many years of experience in providing professional development in Ontario, Canada and around the world. It builds on the strengths of the Ontario certification program, our international work to date and our vision for the future. Certification is awarded at three levels upon successful completion of the required modules.

Candidates are able to achieve multiple levels of certification or complete a selection of modules with the opportunity to earn graduate degree credits towards a Master of International Education (School Leadership) with Charles Sturt University.

DELIVERY OPTIONS

Onsite — offered in various locations around the world (view course calendar for upcoming dates)Online — advanced learning management system through our Online Academy

Level 1 Module 1 Principal Leadership for School ImprovementModule 2 Characteristics of Effective Schools and Systems

Module 3 Building Relationships and Developing People Module 4 Setting Goals and Expectations Using Data Informed Decision Making Module 5 Leading Improvement in Classroom Instruction: Meeting the needs of all learners Module 6 Instructional Leadership Project Proposal Development: The application of theory to practice

Level 2:1 Module 7 Planning, Executing and Monitoring School ImprovementModule 8 Resource Management for Improved Student Learning

Module 9 Personal Qualities, Competencies and Problem Solving Module 10 Mentoring, Coaching and Evaluating for Improved Teaching Module 11 Parent and Community Engagement Module 12 Instructional Leadership Project Completion: General reporting requirements

Level 2:2 Module 13 Instructional Leadership Project Completion: Masters’ recognition requirements

Level 3 Module 14 Becoming a Facilitator for the International School Leadership Certificate Program

HOURS OF INSTRUCTION

All modules are 15 to 20 hours of instruction, with the exception of Module 6 (10 hours), Module 12 (50 hours) and Module 13 (20 hours).

MASTER’S DEGREESee section on Master’s Degree (see page 47).


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International School Leadership Certificate


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International Schools and Systems Certificate

This specialized certificate is designed for teachers and administrators who are preparing for teaching or leading in an international school. Guiding the development of this program was the Council of International Schools, with whom we have ensured that three key themes radiate throughout: internationalism, global citizenship and inter-cultural competencies.

This is a five-week, 15–20 hour online course, offering two units per week (3–4 hours).

Unit 1 The Evolving Nature of International SchoolsUnit 2 International School SystemsUnit 3 Governance StructuresUnit 4 Curricular Programs for International SchoolsUnit 5 Third Culture SchoolsUnit 6 Third Culture Kids Unit 7 Third Culture Teachers and AdministratorsUnit 8 Defining International School Effectiveness: Part 1 – Intercultural Competency for AllUnit 9 Defining International School Effectiveness: Part 2 – Frameworks and Accreditation ProcessesUnit 10 Specific Challenges

Education Study Tour

Customized education study tours are provided to those who wish to understand the Ontario experience in driving student achievement improvements. Our tours provide an opportunity to learn about the Ontario education system at all three levels — the school, school district and Ministry of Education. Candidates will gain an understanding of the alignment and focus of our highly effective school system.

DELIVERYArrange an Education Study Tour for school leaders from your jurisdiction.

KEY INSIGHTS• custom design tours to meet your group’s learning requirements• engage with Ontario educational experts and world renowned guest speakers on current education topics

and trends• experience the delivery of effective practice in our schools and institutions• explore beautiful downtown Toronto, a word class city• collaborate and share with colleagues, online and onsite• build professional networks across the world and• return home with renewed focus and instructional learning practices to improve student achievement.

Consultation and Program Customization

International School Leadership offers jurisdictions an expert team to assess the professional development needs of school and system leaders. Consultation services are available to assist in the development of improved standards of practice, professional development plans and certification processes. This service will provide a complete review of existing programs and present recommendations for increased success. Our team will collaborate with systems to customize programs that will meet unique localized needs.

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Additional QualificationPrograms


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The OPC offers several additional qualification courses for educators in Ontario. The courses are

• accredited by the Ontario College of Teachers• aligned with the Ontario Leadership Framework and the School Effectiveness Framework • designed, written and implemented by OPC principals and vice-principals• developed with course material that encompasses current research and professional knowledge about

effective leadership in both elementary and secondary schools and the school system• available to be presented and customized for boards to meet their contextual needs• open to candidates from public, catholic and francophone boards and private school systems• provided with a strong provincial perspective balanced with varied group discussions about regional

challenges and experiences for leaders • reviewed by the OPC Additional Qualification Advisory Committee annually and• offered in a blended and/or online delivery model.

Additional Qualification (AQ) Programs Overview

Education Law Qualification Program (ELQP)

Mentoring Qualification Program (MQP)

Principal’s Development Course (PDC)

Principal’s Qualification Program (PQP)

Special Education for Administrators Qualification Program (SEAQP)

Supervisory Officer’s Qualification Program (SOQP)


Education Law Qualification Program (ELQP)

OVERVIEW Our Education Law Qualification Program (ELQP) provides candidates with exposure to the statutes that inform education in Ontario with a particular emphasis on the laws, regulations and policies from a federal level to a board and school level that inform a principal’s accountability. This program will utilize a case-study approach and will be further supported by a variety of resources including case law reviews, expert presenters, OPC Protective Services Team resources and external legal websites.

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ELQP LEARNING CREDITQualified candidates may also apply to Charles Sturt University for inclusion of the Education Law AQ as a prior learning credit towards the Master of International Education (School Leadership) degree (see page 47).

More information: [email protected]

Module 1 Legal Contexts

Module 2 Management of Schools

Module 3 Rights of Students and Employee

Module 4 Safety and Health


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Mentoring Qualification Program (MQP)

OVERVIEW The Mentoring Qualification Program (MQP) includes tools and structures that will guide candidates through the foundations of effective mentoring, with a sequential, practical approach to applying mentoring skills. The program provides considerable practice and focused application, to better equip mentors to offer valuable support to newly appointed individuals, small groups and colleagues. Through a combination of posted videos, blended and online instruction, a meaningful, immediately useful and powerful program is provided.


Module 1 Introducing and Understanding Mentor/Coaching

Module 2 Mentor Coach Training, Part One with Practice and Courageous Conversations

Module 3 Leading with Mentoring

Module 4 Applications


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Principal’s Development Course (PDC)

OVERVIEW Our Principal’s Development Course (PDC) will engage candidates in critical inquiry and the co-construction of knowledge and learning as it applies to complex issues related to creating and sustaining vibrant school and system cultures that enhance student learning and well–being.

Candidates will further explore the ethical dimensions of leadership through the shared experiences of candidates.

PDC employs a critical, pedagogical lens to explore in a holistic and integrated manner through various module topics. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgement and generating new knowledge for practice.

This course consists of a selection of five-hour modules on a variety of topics. To receive the Additional Qualification (AQ) certification, candidates will need to complete a total of five modules of their choice. The intent is to ensure a flexible offering with new modules being added on a regular basis. Below is a list of our current module offers.

*Completion of modules 1 and 5 are mandatory to receive the AQ certification.More information: [email protected].

Module 1 Principal Legal Duties and Liabilities*

Module 2 Instructional Leadership for School Improvement

Module 3 Leading an Equitable and Inclusive School

Module 4 Mentoring Coaching and School Leadership

Module 5 Collaborative Leadership Inquiry/Digital Leadership Portfolio*

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Principal’s Qualification Program (PQP)

OVERVIEW Our Principal’s Qualification Program (PQP) provides a foundation for the role of principal and vice-principal in Ontario schools. The program is designed to support candidates in becoming critically reflective educational leaders who function effectively in dynamic, diverse and complex contexts characterized by rapidly changing circumstances.

The PQP consists of two parts and is offered in local districts. A required component is a 60-hour Leadership Inquiry Practicum. Candidates must complete the Leadership Inquiry Practicum Proposal to receive credit for Part I and complete their Leadership Inquiry Practicum to earn credit for Part ll.

The PQP program includes case studies, in-basket exercises, collaborative discussions, guest speakers, digital tool conferencing sessions, coaching, mentoring and online learning all presented in the Ontario educational context.

PART I

PART II

MASTER’S DIMENSION OF THE PQP - EARN MASTER’S CREDITS The Ontario Principals’ Council has established agreements with a number of universities for the accreditation of the PQP Master’s Dimension within their respective university degrees as noted in the “Obtaining a Master’s Degree” section (see page 47). With the Master’s Dimension, modifications to the requirements for the Leadership Inquiry Practicum proposal and reports have been made to elevate the research base and academic level of the reports. An additional registration fee provides the candidate with an Academic Advisor who will assist in ensuring the requirements are met. The Master’s Dimension Handbook provides additional information about the program (see page 47).


Module 1 What does it mean to be a principal?

Module 2 Human Resources: Supervision of staff

Module 3 Interpersonal Skills: Decision making and the use of data

Module 4 School Operations/Learning Communities

Module 5 Special Education: Procedures and protocols

Module 4 Protecting Our Students

Module 7 The Changing Nature of Principals’ Work

Module 8 Managing School Resources

Module 9 Co-creating an Inclusive School

Module 10 Evidence Based Decision Making

Module 11 Building Relationships with Parents and the Community

Module 12 21st Century Leadership

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Special Education for Administrators Qualification Program (SEAQP)

OVERVIEWOur Special Education for Administrators Qualification Program (SEAQP) provides an opportunity to explore relevant Ministry of Education legislation and policy documents that support work in leading the Special Education program in schools.

The SEA course employs a critical, pedagogical lens to explore in a holistic and integrated manner theoretical foundations, learning theory, program planning, development and implementation, instructional design and practices, assessment and evaluation, the learning environment, research and ethical considerations related to learning and leading the special education program in schools. Through these explorations, candidates strengthen professional efficacy by gaining in-depth knowledge, refining professional judgement and generating new knowledge for practice.

The program includes blended and online learning with an experienced instructor and local colleagues. The program is differentiated to meet the needs of the learner and leadership levels for both elementary and secondary candidates.

SEA LEARNING CREDITQualified candidates may also apply to Charles Sturt University for inclusion of the Special Education for Administrators AQ as a prior learning credit towards the Master of International Education (School Leadership) degree (see page 47).


Module 1 Setting Directions and Theoretical Foundations

Module 2 Improving the Instructional Program

Module 3Building Relationships and Developing People – Securing accountability

Module 4 Developing the Organization to Support Desired Practices


Supervisory Officer’s Qualification Program (SOQP)

OVERVIEW Our Supervisory Officer’s Qualification Program (SOQP) is offered in partnership with the Ontario Public Supervisory Officials’ Association (OPSOA). The SOQP has a province-wide focus and it is founded upon the Standards of Practice for the Teaching Profession the Ethical Standards for the Teaching Profession.

Our SOQP includes emphasis on personal and professional perspectives, school boards, community and system perspectives, provincial perspectives, Ministry of Education, Ontario College of Teachers and leadership management, organization, change, learning and policy theories. Although the modules are distinct, the program will build upon each to demonstrate integration of all perspectives into the role of the successful supervisory officer. The practicum will be introduced to the candidates during their modules and in the program information.


Module A The Personal Perspective

Module B Leadership/Management Perspective

Module C The Provincial Perspective

Module D The System Perspective

Module E The Leadership Practicum


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Master’s Degree

The Ontario Principals’ Council and its subsidiary International School Leadership (ISL) have entered into partnerships with universities to provide school leaders with avenues to pursue a master’s degree that focuses on school leadership and recognizes prior learning.

The OPC and ISL collaborated in the development of the following two degrees and remain involved in program review and modifications. Charles Sturt UniversityMaster of International Education (School Leadership) University of Western OntarioMaster of Professional Education – International School Leadership

Our Principals’ Qualification Program (PQP) and our Principals’ Qualification Program (PQP) Master’s Dimension are both currently recognized for credit in both degrees. Charles Sturt University also provides additional credit for a number of our AQ programs. Each of the following universities recognizes the OPC and ISL programs and some provide additional credit for PQP Master’s Dimension and AQs.

Charles Sturt UniversityMaster of International Education (School Leadership)

University of Western OntarioMaster of Professional Education – International School Leadership

University College London, Institute of Education (UCL IOE)Master of Arts – Leadership

Program descriptions and further information are available on the OPC and ISL websites.www.principals.cawww.internationalschoolleadership.com/masters-degree

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The OPC Website

The OPC website is an interactive communication vehicle designed to offer school leaders access to professional development opportunities, support materials and current insight on the education issues at hand. The website features a secure area that provides OPC Members with exclusive programs and information.

Once logged in, OPC Members may access• time-sensitive legal updates• practical templates (such as news releases and media advisories) for communication strategies• summaries on legal issues such as school safety • updates on legislation from Queen’s Park• terms and conditions information from around the province• Professional Services resources• online courses and AQ programs for OPC Members• online polling capability for school leaders to provide instant feedback to the OPC on various issues

and topics• back issues of The Register and• the OPC Member database to keep membership information current.

In addition to the secure area of the site, the OPC also offers non-members an opportunity to tap into selected information and resources through the public side. It features an events calendar announcing programs and workshops that are offered across the province, as well as online registration for certain professional learning opportunities.

Visit www.principals.ca for full descriptions, pricing and the most current list of available resources.

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THE REGISTER - AWARDS RECEIVED

YEAR AWARD

2016 Gold - Best Focus/Profile ArticleSilver - Best Opening Page or Spread

2013 Gold - Best Focus/Profile InterviewHonourable Mention - Best Opening Page or Spread Best Front Cover Digital Imagery

2012 Honourable Mention - Opening Page or Spread2012 Honourable Mention - Feature Design2010 Honourable Mention - Feature Design2009 Honourable Mention - Front Cover, Special Issue2007, 2006 Honourable Mention - Best Opening Page or Spread2006, 2005 Honourable Mention - Best Feature Article and Cover Illustration

2009, 2004 Award of DistinctionCanadian Association of Communicators in Education

2007, 2003 Award of Excellence Canadian Association of Communicators in Education

2016 Gold - Best Illustration

2015 Honourable Mention - Best Professional Article

2015, 2011 Honourable Mention - Best Illustration

2008, 2007 Top Ten Finalist - Best Illustration

2007 Top Ten Finalist - Best Cover - Canadian Business Press

The Register Magazine

The Register is a magazine published three times a year (October, February, June) by the Ontario Principals’ Council. It offers current, professional coverage on various topics and issues that school leaders face on a day-to-day basis. The OPC membership enrollment includes a subscription to The Register. Yearly subscriptions can be purchased by non-members by contacting [email protected]. To place an advertisement in the magazine visit the OPC website under Communications, The Register, or call the OPC for the rate card.


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The Online Handbook for School Leaders A Practical Guide for Principals and Vice-principals

OVERVIEW The online Handbook for School Leaders: A practical guide for principals and vice-principals is a hands-on reference available for access by OPC Members. The handbook is designed to function as a stand alone resource, or in collaboration with district school board policies and procedures. It is an Ontario-based resource, invaluable to experienced, new or aspiring school leaders as the latest, most up-to-date information. It also serves as the primary resource for many of our OPC Additional Qualification courses. This comprehensive online resource contains a helpful search function to assist the user in locating information regarding the administrative role. Within this easy to navigate resource, you will have access to checklists, helpful tips, sample schedules, letters and forms, as well as references to key pieces of legislation. During the 2016-2017 school year, the online handbook will be significantly revised to reflect the most common inquiries from our Members. The content will focus on Risk Management and contain several newly written Quick Reference guides on topics such as Testifying as a Witness, Civil Liability, Custody and Access and Reporting a Child in Need of Protection. While this new and revised handbook is under construction, the content of the current handbook will continue to be updated to reflect new information. OPC Members and AQ candidates will receive notification of changes as they appear.


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OVERVIEW Many parents and groups have raised questions and concerns about the content of the newly revised Health and Physical Education curriculum and the way it will be implemented and taught within our schools. Principals and vice-principals are playing a primary role in managing dialogue with these groups on such matters. The OPC, in partnership with the Catholic Principals’ Council | Ontario (CPCO), has developed a resource to help support administrators in implementing the revised Health and Physical Education curriculum. This resource can be downloaded by administrators and used to guide and support dialogue between schools, parents and other groups.

This online toolkit aims to• build administrator understanding of the curriculum’s key changes• support school outreach and dialogue with parents (individually or in groups) and community partners on

the updated Health and Physical Education curriculum and• support school-wide professional development and discussions on the updated Health and Physical

Education curriculum. Download this free resource from www.principals.ca.

Health and Physical Education Curriculum Administrators Toolkit



OVERVIEW The OPC is actively engaged through a variety of initiatives in the field of 21st century learning — also referred to by some as “technology-enabled learning” and/or “deep learning.”

Please visit the following to dig deeper with us.

The OPC YouTube channel has a number of videos that support learning leaders in their work.

Our partnership with TeachOntario (TVO) will allow us to live stream our keynote presentations during our professional learning offerings throughout the year. Stay in touch with us on Twitter, Instagram and Facebook for the schedule of the most current live streaming sessions.

#OntEdLeaders

OVERVIEW The OPC, l’Association des directions et directions adjointes des écoles franco-ontariennes (ADFO) and The Catholic Principals’ Council | Ontario (CPCO), have produced innovative and educational training modules for administrators across the province interested in engaging and involving the student voice in their school.

By utilizing the Ministry of Education’s Student Voice Initiative programs, administrators can capture a diverse set of experiences and engage students to impact and improve the Ontario education system.

Visit www.engagingstudentvoices.ca today to learn how Students as Researchers, SpeakUp in a Box and SpeakUp Projects can be used separately or together to help build effective student-teacher partnerships and encourage reciprocal learning through collaboration in your school.

OVERVIEW The Ontario Principals’ Council, in partnership with the other Principal Associations, has created a database of resources for principals and vice-principals to assist in supporting students who identify as LGBT. This resource database has been annotated by OPC Members and is intended to provide easy access to, and a better understanding of, the information sources available. Each resource includes an explanation as to how it may be used in schools and how they link to the Ontario Leadership Framework. Resources are updated regularly to ensure the most up-to-date and relevant resources are available to administrators. The database can be found under Resources in the professional development section on our website.

Technology-Enabled Learning and Leading

Engaging Student Voices

Ontario Principals and Vice-Principals LGBT Database

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The OPC YouTube channel has a number of videos that support learning leaders in their work.



Institute for Education Leadership (IEL)

OVERVIEW Ontario’s Institute for Education Leadership (IEL) is a virtual organization which is made up of representatives from Ontario’s principals, academic and business community, supervisory officers’ associations, various councils of directors of education and the Ministry of Education. Its four key goals are development, research, practice and communication. The OPC is a member of the IEL. The purpose of the IEL is to lead with purpose and focus on results, thus ensuring that the IEL does not negatively impact other initiatives within the associations, while supporting and defining superior leadership practice in the province. The IEL aims to support districts in improving student achievement and well-being.

The IEL website features numerous resources• The Ontario Leadership Framework (OLF) — describes what good leadership looks like, identifies the

practices of successful school and system leaders, and includes a small but critical number of personal leadership resources

• APPLIKI – a search engine that offers shared resources for building educational leadership in Ontario• Leading Safe and Accepting Schools resources to support districts in the implementation of safe and

accepting schools programs and policies in all four sectors• Self-Assessment Tools – based on the leadership practices found in the OLF, which includes the Personal

Leadership Resources (PLR). The purpose of the self-assessment tools is to provide leaders with a resource they can use to assess and reflect on the extent to which they demonstrate the leadership practices and to identify next steps

• Research Reports — such as the OLF (2013), with a discussion of the research foundations by Ken Leithwood, Strong Districts and Their Leadership (2013), the IEL sponsored new administrators and supervisory officers seminars.

Visit www.education-leadership-ontario.ca to access the OLF or learn more about the IEL.

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Leadership for Equity and Inclusive Education Online Modules

These online modules have been developed by the OPC Equity and Inclusion Team to support principals and vice-principals in implementing Ontario’s Equity and Inclusive Education Strategy.

1. Leading Expert Voices from the Field in Equity and Inclusion 2. Critical Issues in Equity and Inclusion: Part One – Complexities 3. Critical Issues in Equity and Inclusion: Part Two – The need for action 4. Equity Frameworks 5. Leading the Inclusive School: Part One – The personal journey 6. Leading the Inclusive School: Part Two – Culturally responsive and relevant leadership 7. Engaging Parents and Communities 8. Closing the Achievement Gap 9. Equity Walk10. Anti-Racist Education11. Religious Accommodation

View and download these free resources from www.principals.ca/equity.

Video Resources

OVERVIEW Various online resources are available to assist with facilitating professional development and the sharing of effective practices in education as a method of overcoming the challenges of distance, time and cost.

Visit our YouTube channel or online video library (www.principals.ca/video) to access archived web conference resources and video clips.

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Leading Student Achievement Series A Joint Publication of the Ontario Principals’ Council and Corwin Press

The Leading Student Achievement book series is a joint publication between the OPC and Corwin Press as part of an active commitment to support and develop excellent school leadership. One of the roles of the OPC is to identify, design, develop and deliver workshops that meet the learning needs of school leaders. Most of the handbooks in this series were originally developed as workshops by their authors as a method of sharing their expertise in areas of school leadership.

Each handbook is grounded in action and is designed as a hands-on, practical guide to support school leaders in their roles as instructional leaders. From novice principals who are assuming the principalship, to experienced principals who are committed to continuous learning, readers from all levels of experience will benefit from the accessible blend of theory and practice presented. The provision of practical strategies that principals can use immediately in their schools makes this series a valuable resource to all who are committed to improving student achievement.

The Principal as

Leader of the

Equitable School

The Principal

as Leader of

Challenging

Conversations

The Principal as

Professional Learning

Community Leader

The Principal as

Data-Driven Leader

The Principal

as Mathematics

Leader

The Principal as

Early Literacy

Leader

The Principal as

Instructional Leader

in Literacy


Resources

Deliverology 101:

A field guide for

educational leaders

Michael Barber

Digital Leadership:

Changing paradigms for

changing times

Eric Sheninger

All Systems Go:

The change imperative

for whole system reform

Michael Fullan

Coherence: The right drivers

in action for schools, districts,

and systems

Michael FullanJoanne Quinn

Collaborative School

Reviews: How to shape

schools from the inside

Beverley FreedmanRaffaella di Cecco

Big-City School Reforms:

Lessons from New York,

Toronto and London Michael FullanAlan Boyle

Breakthrough Michael FullanPeter HillCarmel Crévola


Creative Thinking Classrooms:

Leading educational change

for a 21st century world

Garfield Gini-Newman Roland Case

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Related Resource



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Resources

The Fourth Way:

The inspiring future for

educational change

Andy HargreavesDennis Shirley

Leading Collaborative

Learning: Empowering

excellence

Lyn SharrattBeate Planche

When Mentoring Meets

Coaching: Shifting the

stance in education

Kate SharpeJeanie Nishimura

High School Education:

K-12 strategies that work Avis Glaze Ruth Mattingley Rob Andrews

Freedom to Change: Four

strategies to put your inner

drive into overdrive

Michael Fullan

Good to Great to Innovate:

Recalculating the route to

career readiness, K-12+

Lyn Sharratt Gale Harild

Indelible Leadership: Always

leave them learning

Michael Fullan

Related Resource

The Global Fourth Way:

The quest for educational

excellence

Andy HargreavesDennis Shirley

Related Resource



Resources

No More Bystanders

= No More Bullies:

Activating action in

educational professionals

Shona Anderson

Professional Capital:

Transforming teaching

in every school

Andy HargreavesMichael Fullan

The Principal:

Three keys to

maximizing impact Michael Fullan

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The Moral Imperative Realized

Michael Fullan

Motion Leadership in Action:

More skinny on becoming

change savvy

Michael Fullan

Motion Leadership:

The skinny on becoming

change savvy

Michael Fullan

The Moral Imperative

of School Leadership

Michael Fullan

The New Meaning of

Educational Change

(5th Edition)

Michael Fullan

Related Resource Related Resource

Related Resource Related Resource


The Teacher’s Ultimate Stress

Mastery Guide: 77 proven

prescriptions to build your

resilience

Jack Singer

The Taking Action Guide

to Building Coherence in

Schools, Districts and

Systems

Michael FullanJoanne QuinnEleanor Adam

The Succession Challenge:

Building and sustaining

leadership capacity through

succession management

Dean Fink

Stratosphere: Integrating

technology, pedagogy

and change knowledge

Michael Fullan

Resources

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School Self-Assessment:

The road to school

effectiveness

Forward by Michael Fullan

Putting FACES on

the Data: What great

leaders do!

Lyn SharrattMichael Fullan

The Quick Reference

Handbook for School Leaders

(for audiences throughout Canada and the United States)

Realization: The

change imperative

for deepening

district-wide reform

Lyn Sharratt Michael Fullan

Related Resource


What’s Worth Fighting

for in the Principalship

(2nd Edition)

Michael Fullan

Uplifting Leadership:

How organizations, teams,

and communities raise

performance

Andy HargreavesAlan Boyle Alma Harris

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Resources

International School Leadership Ltd.180 Dundas Street West, 25th FloorToronto, Ontario M5G 1Z8

Telephone: 1-416-322-7452

Toll-Free: 1-800-701-2362 Ext. 234 (North America)

General Email: [email protected]

The Ontario Principals’ Council180 Dundas Street West, 25th FloorToronto, Ontario M5G 1Z8

Telephone: 1-416-322-6600

Toll-Free: 1-800-701-2362

Fax: 1-416-322-6618

General: [email protected]

Membership: [email protected]

Benefi ts: opcbenefi [email protected]

Education Leadership Canada®: [email protected]

www.principals.ca


Connect with OPC on @OPCouncil

2016 - Edition 2

@ischoolleaders

opc pd catalogue 2016-17-ƒ - ontario principals' council · all items in this catalogue are...

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