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Principal’s Qualification Program – Instructor Resource Booklet Part II
1
INSTRUCTOR RESOURCE
PQP PART II
2016
Contacts:
Content/Instruction
Cam Fraser – Program Lead
Finance/ Logistics
Sarah LeBlond – PQP Coordinator
Technology
Principal’s Qualification Program – Instructor Resource Booklet Part II
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INTRODUCTION Please read this entire resource, candidate’s acceptance package (CAP) and module resource
information before starting the course.
Adult Learning Theory
Please apply the following as you plan your facilitation.
1. Learning is a process.
2. For optimum transfer of learning, the learner must be actively involved in the
learning experience, not a passive recipient of information.
3. Each learner must be responsible for his/her learning.
4. The learning process has an affective as well as an intellectual component.
5. Adults learn by doing; they want to be involved.
6. Problems and examples must be realistic and relevant to the learners.
7. Adults relate their learning to what they already know.
8. An informal environment works best.
9. Variety stimulates.
10. Learning flourishes in a win- win, non-judgmental environment.
This resource contains some additional suggestions in terms of teaching/learning activities, but it is not
intended to be prescriptive.
It also contains resources that you may need to conduct some of the activities.
Module At-A-Glance charts are found at the end of each module and in Candidate Acceptance Package
(CAP). The order of activities may change to reflect the external speakers that are engaged by each site
instructor.
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MONITORING CANDIDATE PROGRESS AND SUCCESS
At the end of the course you will be asked to complete a Recommendation Form for each candidate.
Candidates who successfully complete all requirements of the course, as confirmed by the instructor,
will be recommended to the Ontario College of Teachers.
The requirements for successful completion at either Level 3 or Level 4 are:
Cover letter activity
E-Learning completion
Collaborative Inquiry Group presentation
Book talk
Group skills
Assignment and Activities for all Modules
Reflective Journal
CHECK LIST FOR INSTRUCTORS (PRE-COURSE TASKS)
1. Review carefully the candidate acceptance package. This information has been sent
electronically to each candidate registered at your site. You may access it from the instructor
web link. www.principals.on.ca/documents/PQPInstForms.htm
2. Contact your candidates by email to introduce yourself and remind them:
a. what they need to bring to the course.
b. to complete the Emotional Intelligence assignment online - please emphasize that
candidates must complete EQ-i inventory.
3. Remind the candidates of the pre-course assignment on writing a cover letter.
4. Check the e-learning requirements. The 22 hours of e-learning is integral to the course. Test
computer site equipment for web cast readiness.
5. Check the candidate assignments and material for all modules.
6. Check the Required and Recommended Resource List in CAP.
7. Check the module resources and the materials necessary to complete the instruction.
8. Gather other suitable resources to supplement the course where appropriate.
9. Review the online course “Shades of Grey – the Role of the Vice-Principal”
10. Check the modules for workshops and presenters arranged by OPC.
Module 10 – LNS presentation
11. Arrange for speakers from a local board during the following modules:
Module 8 – HR representative to discuss hiring policies and procedures
Module 9 – Equit lead to discuss the implementation of the Ontario Equity Strategy
Module 11 – A trustee to discuss the role of the trustee
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Module 12 – A panel (2 or 3) of current vice-principals to discuss preparing for the
interview, entry plans, professional growth plans and wellness.
12. AQ Course Site Fee Advance
Instructions
You will receive a $650 advance at the beginning of each session to be used for the
following:
1) Guest expert facilitators that provide a workshop on a topic that will enhance
the experience of the candidates
a. Maximum 2 hour presentations
b. $80 gift card presented to guest (including LNS presenter)
c. Maximum guest presenters per session is 6 (not including LNS)
d. Expert Facilitators are not to be paid in cash
2) Resources that the instructor requires to facilitate the session. An example
would be required texts.
3) Consumables and photo copying
If the item you would like to purchase is not on the list, please contact the Program
Lead for approval.
Please note: The site advance fee should not be used for purchasing food,
technology or office supplies.
Submission Requirements
At the end of the program, instructors are required complete the Site Advance
Accounting Form and send to OPC
a cheque, representing the unused portion of the site advance payable to The
Ontario Principals’ Council,
original receipts for all purchases and
a completed Site Advance Accounting Form tracking all expenditures.
If the site advance is not reconciled prior to the end of the course, the OPC may
hold the final instructor payment.
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AT THE END OF THE COURSE
Within one week of the last session, please COURIER the following to
Ontario Principals' Council (no abbreviation please)
Attn. Sarah LeBlond
180 Dundas Street West, 25th Floor
Toronto, ON M5G 1Z8
1. The forms you need to complete and send are
a) - Recommendation Form for each candidate. Check off the appropriate boxes and sign/date
the document. (see explanation in #2 below)
b) - Site Fee Accounting Form – Receipts required - The Accountants require you to account for
the $650 advance that is sent to you at the beginning of the course. Any money not used is to be
returned to OPC by cheque payable to Ontario Principals' Council. Please do not send cash.
c) - Instructor Invoice Form - Claim $70 per candidate per module. Payment will be processed
and forwarded to you when we have received all required information from you as outlined. (Please note the practicum evaluation will be remunerated when we receive from you the
practicum completion form.)
d) - Travel Expense Form - You may claim for mileage trips if you have been asked to teach
outside of your district. Please note OPC will not reimburse you for meals or overnight
accommodation unless previously approved in writing.
2. Recommendation Form
For candidates who have not completed all the requirements listed on the Recommendation Form:
a. Leave blank the corresponding box on the Recommendation Form
b. Sign the Recommendation Form in the appropriate places
c. Complete the Non-Completion box on the Recommendation Form explaining
requirements not completed
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FIRST DAY TASKS FOR INSTRUCTORS
1. Welcome and introductions. Share your experience and background. Conduct some form of
icebreaker exercise that allows candidates to introduce themselves to each other.
2. Ensure candidates have sent in requirements for acceptance. E.g. Practicum Proposal
confirmation; you will have received notification of this from the OPC office.
3. Distribute candidate usernames and passwords for access to the online modules. This
information is found on the class lists. The usernames are the OPC # and the password is the
postal code.
4. Note the Module At A Glance includes assignments and E-Learning at the end of each module in
the modules and CAP.
5. ** Refer candidates to the collaborative inquiry presentations and the assessment rubric which
they have received in their candidate acceptance package. During the first day, arrange the
groups to conduct a collaborative inquiry. Review the Jenni Donohoo inquiry guideline included
in the CAP. http://misalondon.ca/PDF/collabpdfs/Collaborative_Inquiry_Guide_2011.pdf
6. Assign book talk presentations.
7. Review the reflective journal process, reminding candidates that their reflections should bear the
perspective of the principal and refer to the Ontario Leadership Framework. The reflective
journal for Module 12 should be completed before Day 2 of this last module.
8. Remind candidates that all assignments are to be completed before the last day of the course.
9. Advise candidates that the website will be available to them until one week following the last
day of the course.
10. Review the e-learning assignments and explain entry to the website and procedures for login –
see candidate acceptance package for details. Distribute login/password information. Invite
candidates to login and checkout the site.
11. Advise candidates that troubleshooting for the e-learning component is available through
12. Remind candidates to complete the EQ-i inventory if they have not done so. Refer them to
the Candidate Acceptance Package (link) for details. This is available to instructors via the
instructor web link.
13. PLEASE ENSURE THAT THERE ARE 13 HOURS OF FACE-TO-FACE
INSTRUCTION FOR EACH MODULE. WHERE THIS IS NOT THE CASE OPC
PROVIDER STATUS IS JEOPARDIZED.
The activities are listed in the order presented in the At A Glance published in the electronic
candidate acceptance package. The order id flexible as long as the content is covered.
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Just In Time (JIT) Case Studies
Before and during the PQP, collect tasks, questions and dilemmas that you deal with on a
daily basis. Present these authentic case studies for discussion throughout the modules.
Module: 7
The Changing Nature of the Principal’s Work
Strategies/Activities
Welcome by OPC PQP program lead by adobe connect
Welcome and overview of the course requirement.
Co-create a GAFE environment for the Personal/Professional Learning Network
(PLN) of PQP 2 invite PQP Program Lead [email protected]
o Include:
OSSEMOOC - https://ossemooc.wordpress.com/about/
The Principal of Change by George Couros -
http://georgecouros.ca/blog/
Review Achieving Excellence: A Renewed Vision for Education in Ontario and brainstorm how
it impacts the principal’s role http://www.edu.gov.on.ca/eng/about/renewedVision.pdf
Review Standards of Practice for the Teaching Profession and the Ethical Standards for the
Teaching Profession and how they relate to the role of the principal through exploration of the
OCT website https://www.oct.ca/
Review Ministry and District websites to explore the organizational infrastructures of both.
Highlight the similarities and differences
o Ministry Organizational Chart - http://www.edu.gov.on.ca/eng/general/edu_chart.pdf
o Candidates locate organizational chart for their board
Candidates will review the Ontario Leadership Framework (OLF) using their philosophy of
education developed in part 1.
Investigate the Principal Performance Appraisal (PPA) and make connections to the OLF :
http://www.edu.gov.on.ca/eng/policyfunding/leadership/appraise.html Highlight the Performance
Plan Working Template on pg. 58. Instructor will share their experiences with PPA
The Ontario Institute for Education Leadership website: https://www.education-leadership-
ontario.ca/content/home and explore the tools in the site.
o Focus on the Transition to the role of Principal and Vice-Principal study.
Principal’s Qualification Program – Instructor Resource Booklet Part II
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https://www.education-leadership-
ontario.ca/resources/home/download/97/Role%20of%20Principal_FINAL.pdf
Review study – The Changing Nature of Principals Work
http://www.edu.uwo.ca/faculty_profiles/cpels/pollock_katina/OPC-Principals-Work-Report.pdf
Candidates will participate in an activity dealing with the characteristics of the 21st Century
Principal, include the following:
o 21st Century Leadership: Looking Forward, Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/policyfunding/leadership/fall2012.pdf
o What if? Technology in the 21st Century Classroom. Ontario Public School Board
Association
http://www.opsba.org/files/WhatIf.pdf
o Education for the 21st Century. HWDSB.
http://www.hwdsb.on.ca/wp-content/uploads/2012/09/strategic-directions-education-in-
hwdsb-full-report.pdf
Principal’s Transforming Schools – https://www.youtube.com/watch?v=KZ3FhXsvOOs
After searching sources, reading and viewing, discuss and define the 21st Century Principal.
Candidates will choose a Book Talk and Collaborative Inquiry to investigate and present.
Principal’s Qualification Program – Instructor Resource Booklet Part II
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Module: 8
Managing School Resources
Strategies/Activities
Using the pre-course assignment, discuss the writing, reading and interpretation of a cover letter
Hiring Practices ( HR representative from local board to discuss hiring procedures and
policies)
o Review HR hiring procedures and policies
o Teaching Staff: Selection and Development from OPC's Handbook for School Leaders
o Review of Regulation 274
http://www.edu.gov.on.ca/eng/policyfunding/memos/nov2014/REG274EN.pdf
o Review Reg. 274/12 - https://www.principals.ca/Display.aspx?cid=9038
o Q & A Reg. 274/12 OSSTF - http://www.osstf.on.ca/en-CA/news/regulation-274-
information
o Understanding Reg. 274/12 - http://www.etfo.ca/resources/reg274/pages/default.aspx
New Teacher Induction Program - Candidates will review resource handbook for principals
http://www.edu.gov.on.ca/eng/teacher/resourcehandbooks.html Review the roles and
responsibilities of the principal and the D.S.B. for the New Teacher Induction program
Explore hiring the right teachers o The Essence of Professional Capital https://www.youtube.com/watch?v=aNPDTXTutMY
o Human, Social and Decisional Capital https://www.youtube.com/watch?v=49Rfxzgi6FM
Instructor will share their school’s staff development plan and make connections to the data and Board
Improvement Plan and School Improvement Plan – discuss the role of the principal and link to the OLF,
and human, social and decisional capital.
The instructor will explain student focused funding and connect it to the school budget. The
instructor will share a school budget and how funds in the school are allocated.
Instructor will demonstrate the use of technology to track and manage financial resources and
discuss the implications
Instructor will facilitate the discussion of the process of allocating staff and include a simulation
exercise
Discuss dilemmas in budgeting
In groups, candidates will design a school budget, present their rationale for their allocations and
discuss guiding principles. Groups will also share how Equity and Inclusive Education and
Diversity was considered in budget development.
Candidates will participate in a “walk-about in the school” exercise to identify the complexities
of maintenance and physical plant issues including health and safety. They will explore issues
regarding inspection and priorities
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Candidates will role-play “The Principal on the Hot Seat” and respond to frequently asked
questions that pertain to school program by a variety of stakeholders. INSTRUCTOR WILL
PROVIDE “JIT” AUTHENTIC CASE STUDIES FOR THIS ACITIVITY
Candidates will discuss Ken Leithwood’s video comparing leadership and management
http://www.principals.ca/stream/video/launchVid.aspx?vidID=103
Collaborative Inquiry presentation - Managing Resources
Book Talk - Leader of Challenging Conversations
Candidates to complete the on-line EQ-I Instrument
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Module: 9
Co-creating an Inclusive School
Strategies/Activities
A local school board guest expert will present the Ontario Equity, Inclusive Education and
Diversity Strategy and its implementation including PPM #119, school board
Policy/Procedures/Programs/Practices/Development and Review Tool
http://www.campaignlifecoalition.com/shared/media/editor/file/PPM_No119_document.pdf
Instructor will facilitate a collaborative inquiry about leading an Equitable, Inclusive School.
Include the following and other digital information mined by the candidates.
o Principal Equity Champions
https://www.principals.ca/Documents/Register%20Fall%202014.pdf
o Preparing for new Canadians
https://www.principals.ca/Documents/432540_PL_432540_OPC.pdf
o Equity and Inclusive Education – Leading the Inclusive School: Part Two –Culturally
Responsive and Relevant Leadership
http://www.principals.ca/stream/video/launchVid.aspx?vidID=18
o Elizabeth Coelho – Linguistic Diversity: An Asset
www.curriculum.org/k-12/en/projects/elizabeth-coelho-linguistic-diversity-an-
asset
Principal as Co-Learner https://vimeo.com/118496060
Participate in an activity that uses equity and inclusion SAFE@SCHOOL website. Candidates
review the site and then become expert in one area to share with the rest of the group. Use
questions included in the website to guide the inquiry.
The instructor will lead a jigsaw activity based workshop on cultural competence and proficiency
using Anthony Muhammad’s series of short video clips
http://www.curriculum.org/k-12/en/projects/leaders-in-educational-thought-steven-katz-carmel-
crevola-anthony-muhammad
Discuss Ontario’s Equity, Inclusive Education and Diversity Strategy lives in the curriculum and
its impact on assessment. Refer to the Growing Success document.
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Instructor will review the websites www.edu.gov.on.ca/eng/amenagement and
www.edu.gov.on.ca/eng/aboriginal
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Review The Aboriginal Perspective Toolkit
http://www.edu.gov.on.ca/eng/aboriginal/toolkit.html
o Discuss what this looks like, sound like and feels like in your school
Collaborative Inquiry group presentation – Technology Enhanced Learning and Leading in an
Inclusive School
Book Talk – Leader of the Equitable School
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Module: 10
Evidence Based Decision Making
Strategies/Activities
Video to start discussion https://vimeo.com/118495106 - Steve Mundy, Question Evidence
Instructor will review the “School Effectiveness Framework”
http://curriculum.org/secretariat/framework/leadership1.shtml
Understanding Child/Youth Development and how it impacts learning and teaching
o Candidates collaborate to research, review and share characteristics of students in
Primary, Junior, Intermediate and Senior. Some research to consider:
o http://www.children.gov.on.ca/htdocs/English/topics/youthopportunities/steppingstones/y
outh_policy.aspx
o http://curriculum.org/secretariat/framework/leadership1.shtml
o http://www.edu.gov.on.ca/childcare/oelf/continuum/continuum.pdf#page=24
o http://www.pent.ca.gov/mh/40devassets.pdf
o http://childdevelopmentinfo.com/ages-stages/
Candidates will review the Carmel Crevola video clips and the messaging about instructional
leadership in expert groups
http://www.curriculum.org/k-12/en/projects/leaders-in-educational-thought-steven-katz-carmel-
crevola-anthony-muhammad
View Steven Katz at Curriculum Services Canada - http://www.curriculum.org/k-
12/en/projects/leaders-in-educational-thought-steven-katz-carmel-crevola-anthony-muhammad (
short video clips will be divided in the class to determine the key points)
After reading and viewing, discuss and define the principal’s role in developing and sustaining a
professional learning community
The instructor will demonstrate using board technology, how data is used in decision making
o EQAO Resource link: http://www.eqao.com/IP/ImprovementPlanning.aspx?Lang=E
The instructor will demonstrate how the EQAO data is used in their school
o Discuss ways to communicate the school and board data to all stakeholders in the
community
o Identify potential roadblocks to school planning for improvement and determine
strategies to overcome these
Candidates will receive completed EQ-i's.
o Watch Daniel Goleman https://www.principals.ca/stream/video/launchVid.aspx?vidID=184
o The instructor will facilitate a discussion of Emotional Intelligence, candidate inventories, result
and next steps ( see power point in instructor resources)
Candidates will participate in a presentation by the Literacy/Numeracy Secretariat
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Collaborative Inquiry group presentation – Leading Mentally Healthy Schools
Book Talk – Creating Thinking Classrooms
What does system level leadership look like in the OLF? Discuss following Ken Leithwood’s video clip.
http://www.principals.ca/stream/video/launchVid.aspx?vidID=107
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Module: 11
Building Relationships with Parents and the Community
Strategies/Activities
Parent Engagement - read and discuss implications for the role of the principal
o “Parent Engagement” monograph
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_parentEngage.pdf
o “Relations with Parents” OPC Register
o https://www.principals.ca/Documents/637096_OPC_Final_72dpi.pdf
o “Parent Involvement Committees”
o http://www.edu.gov.on.ca/eng/teachers/PIC_EN.pdf
o “Parent Engagement”
o http://www.ontariodirectors.ca/parent_engagement.html
o Equity and Parents - https://www.principals.ca/stream/video/launchVid.aspx?vidID=20
Review School Administrators Guide to Parent Engagement
https://www.principals.ca/documents/ParentEngagementHandbook.pdf
Problem-solving strategies for parent-teacher interviews will be examined
Instructor will facilitate workshop “Relationship with Parents” see power point in instructor
resources and notes in module
o Role Play scenario below
Instructor will invite a trustee to discuss the role of the trustee
Candidates will examine the essentials of successful school communication with parents, the
community at large and the media
Candidates will review the districts school action and communication plan to manage a crisis
Instructor will lead discussion around profiling the school in the community, demographics,
declining enrolment, graduation rates, pathways and their implications
Collaborative Inquiry Presentation: Safe Schools - Character Education, Bullying Prevention progressive
discipline & restorative practices, and how to address bullying prevention in the curriculum
Book Talk – No More Bystanders = No More Bullies
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PARENT ROLE PLAY
WHEN REASONABLENESS FAILS
Scenario:
Chris Doak is in Grade 7 (or 9). He has had a number of altercations with his teachers over the last year,
and has been suspended twice for swearing at other students. There were no such problems or
difficulties with his siblings.
Last night, Chris told Dale (his parent) that, in the bus loop, a Grade 8 (or 10) student pushed, punched
and kicked him. Chris will not “rat out” the assailant.
Today:
Dale Doak, the parent, calls the school and asks to speak to Pat Proust, the principal. The Office
Administrator reports that Pat is not available. Dale tells the O.A. that Chris was bullied by a Grade 8
(10) student yesterday after school. He knows that the teacher responsible for supervising the loading of
buses missed the duty. According to Dale, Chris is now too scared to come to school. He wants to
transfer to another school. He wants the teacher fired. Dale wants to know what Principal Proust is going
to do about this. This used to be a good school until Proust took over and Dale is trying to decide
whether to call the police or start a petition. The O.A. sets an appointment for Dale to meet with
Principal Pat and alerts Pat that there is an irate parent wishing a meeting, soon.
In anticipation of the meeting with Dale, Pat conducts an investigation. Pat is able to confirm that:
The teacher missed the duty;
Chris was pushed;
Chris denies any punching or kicking;
Chris refuses to name the assailant.
Pat suspects that the assailant is the boyfriend of a girl Chris has expressed interest in by visiting her
locker repeatedly.
Pat arrives fifteen minutes late for the appointment.
Backgrounder for Actors Only
PAT PROUST THE PRINCIPAL:
Has been principal of the school for eight months;
Experienced good support from the School Council until recently; and
Has been criticized by some parents for a perceived decline in disciplinary standards.
Role-Play: Key messages
You were working on budget plans and lost track of the time
You have investigated and conclude that this incident is not bullying it’s “boys will be boys”
Since Chris won’t tell you who the assailant is, you can’t really do much
Chris himself provokes other kids regularly
You are eager to explain the anti-bullying policy of the school board and the actions that the
school has taken
Take a cell phone call
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Interrupt frequently, but not constantly
Promise that Chris will never be bullied again
Defend the teacher vigorously, explaining how hard the teacher works
React very strongly to an allegation that discipline standards have declined on your watch
Offer to arrange a transfer for Chris
DALE DOAK THE PARENT:
Is the parent of three children, two of whom have graduated to Secondary school (or
College/university), and Chris
Was formerly Chair of the school council
Communicates in a straightforward, sometimes brusque, manner
Role-play: Key messages
You are upset that Pat is late for this appointment
You want the teacher fired threaten a report to the College of Teachers
You think Pat is biased because of Chris’ previous behaviour issues
You do not want to listen to the board’s anti-bullying policy or the school’s plans
Stress that discipline standards have declined since Pat’s arrival at the school
Argue that the bully should be transferred
Offer to transfer Chris if Pat agrees to name and expel the bully
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Module: 12
21st Century Leadership
Strategies/Activities
A panel of current vice-principals will discuss preparing for the interview, entry plans,
professional growth plans and wellness.
Read “The Entry Plan”
http://www.principals.ca/Documents/RegisterVol.12No.1-Mar10-web.pdf
o The instructor will share entry plans. Teams will create entry plans including:
Internal and external stakeholder groups included
How are you going to collect the information?
How are you going to share the information collected with all of the groups?
Initial directions and goals
Complete a mock interview using questions the instructor has supplied and discuss techniques,
look-fors and pitfalls
Review the principal’s legal obligations with the following:
The Role of the Union
https://www.principals.ca/stream/video/launchVid.aspx?vidID=135
Supervision of Performance
https://www.principals.ca/stream/video/launchVid.aspx?vidID=136
Who does the Principal Supervise?
https://www.principals.ca/stream/video/launchVid.aspx?vidID=137
The role of the District School Board
https://www.principals.ca/stream/video/launchVid.aspx?vidID=138
Supervision of Behaviour
https://www.principals.ca/stream/video/launchVid.aspx?vidID=139
Accountability
https://www.principals.ca/stream/video/launchVid.aspx?vidID=140
Disability Management
https://www.principals.ca/stream/video/launchVid.aspx?vidID=141
Instructor will facilitate and In-Basket Activity – Candidates work in pairs – Activity below o Discuss how to manage the In-Basket
Book Talk – Digital Leadership
Collaborative Inquiry presentation – Leading a Professional Learning Community in the 21st
Century
Instructor will lead a discussion about the pluses and minuses of using GAFE in this course
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Final reflection as a group about the OLF and Ken Leithwood’s reflection
http://www.principals.ca/stream/video/launchVid.aspx?vidID=108
Celebrate the end of the PQP courses by reviewing Celebrating Success in the OPC Handbook
for School Leaders
Interruptions can be called out by instructor during activity. For instructor eyes only!
IN-BASKET ACTIVITY INTERRUPTIONS
A. Phone call from parent, Mrs. Slide, who says that the playground is too icy for students to play safely and
that they should be kept in the building for recess and lunch.
B. Phone call from Mr. Kotter who wants his three children to register. The family lives out of the school
catchment area. The children are in JK, Grade 1 and Grade 5.
C. Phone call from superintendent Dale Schmidt’s secretary. A parent has called regarding the lack of soap
in the school’s washroom soap dispensers.
D. Phone call from the Daily Record. A reporter wants to know what is happening in the school with regard
to co-curricular activities.
E. As you are leaving to go to the System Leaders meeting at the education centre, you are informed by
Secretary Jim Matz that there has been an accident in the gym. A boy is unconscious after hitting his
head on the floor. He had been knocked over while playing floor hockey. What questions do you ask?
What do you do?
F. Secretary Barb Dwyer advises you that superintendent Dale Schmidt is on the phone waiting to speak to
you about a phone call received from Ahmed Mohammed. The School Council Chair is alleging that a
teacher struck his son on the head.
G. Phone message received from parent, Mr. Reeder. His daughter failed the grade 10 Literacy Test. What
programming help is available?
H. Two police officers arrive with three students who went into the local church at lunch, stole the fire
extinguisher and sprayed part of the church entrance. The police want to leave you to deal with the
culprits because of the age of the children, 12, 12 and 11, and their own busy schedule.
I. Two officials from the Children’s Aid Society arrive and want to interview Sam Elliot a Grade 4 student
in response to an allegation that his parents supplied alcohol to Sammy on Christmas Eve.
J. An irate father arrives at your office wanting to see his daughters aged 13 and 15. The girls’ mother had
called yesterday to advise that he was now living in a shelter for victims of domestic violence. She had
expressed her fear that her husband would show up at the school. You have also received word from the
police advising that this man is very difficult to deal with. There is no custody order.
K. An educational assistant arrives at the office. She has just come in from the school parking lot to report to
you that her brand new van is missing.
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IN-BASKET EXERCISE – print and cut up some into individual pieces, put others on google
The in-basket activity includes the following:
1. The school context for the activity
2. The day plan of pre-scheduled activities for the principal
3. 14 written artefact items numbered 1-14
4. Instructor may provide you with additional items.
THE CONTEXT
You are the principal of PQP Composite School, a FDL to grade 12 facility whose catchment
area is largely urban but also serves a small rural section of the district school board.
Two school buses transport the rural students daily.
The urban students walk to school.
The school is located 10 minutes from the Education Centre of the DSB
There are 850 students in total and 47 teachers
The fu1l-time principal is Chris Cross and the vice-principal is Kim Kan
The superintendent of schools is Dale Schmidt
The school council chair is Ahmed Mohammed.
The local trustee is Ima Starr.
Included in the teaching staff are
2 guidance counsellors
2 special education resource teachers
1 ESL teacher
2 full-time Office Administrators, Barb Dwyer and Jim Matz
1 full-time day custodian, Ian Clean
DAY PLAN OF PRE-SCHEDULED ACTIVITIES FOR PRINCIPAL
7:45 a.m. – 8:30 a.m. Meeting of the school-based team (elementary)
11:45 a.m. – 12:15 p.m. Meeting of the staffing committee (secondary)
1:00 p.m. – 2:00 p.m. System leaders meeting at the Education Centre – main agenda
item is the latest report on EQAO results
4:00 p.m. – 4:30 p.m. Meeting with Chris Smith from “Nutrition for Life” regarding
planning for a school breakfast program
7:00 p.m. – 8:30 p.m. School Council meeting – The main agenda items is student
behaviour. The principal’s report to council is a regularly
scheduled item
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ITEM #1
From: M. More
To: Chris Cross
Subject: Fed up
Dear Principal Cross:
We are troubled and thought we should write this letter and send it to several people.
We as parents expect a professional, responsible, mature teacher to be teaching our children. This is not
what we got last year when our child was in grade 7. We are very concerned because we have another
child coming to that grade and we don’t want to be in the same situation that we were in last year.
Our child is presently in grade 8 and has had a wonderful year with remarkable teacher. Last year it was
a frustrating and disappointing year in Mr. Incompetent’s class.
Our next-door neighbour is in the same situation and we have had a lot of discussion about this.
We don’t understand how someone can be allowed to teach when they are so unprofessional in manner,
actions and behaviour. Last year my child would often complain about the nonsense and silliness that
went on in class that was started by the teacher. His attitude is not professional yet the kids seem to
want to be in that class because it is so much fooling around time. The blatant favoritism is also
upsetting to a lot of students.
We don’t like to interfere with the school but from speaking to several other parents we feel this is
something that needs to be dealt with. We want action!
A group of concerned parents!
ITEM #2
From: Deanna Fairchild
To: Chris Cross
Subject: Gifted
Dear Principal,
As you are well aware my son has been described as gifted. I am formally requesting that Philip be
I.P.R.C.’ed and that he be placed in the Congregated Gifted class as an outcome of the I.P.R.C.
My husband and I will be available to attend I.P.R.C. any day after 5:00 p.m.
I look forward to receiving your formal response to this request.
Sincerely,
Deanna Fairchild Deanna Fairchild
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ITEM #3
From: June Anderson
To: All Principals
Subject: Winter Safety
Until further notice playground equipment on school property will be out of bounds to all students. Icy
conditions are compromising the safety of our students.
June Anderson, Superintendent of Operations
Markville District School Board
188 Sento Street
Marktown, ON L6R2Y7
Phone: 905-333-3223, Extension 2217
This e-mail contains legally privileged and confidential information intended only for the individual or entity named in the
message. If the reader of this message is not the intended recipient, or the agent responsible to deliver it to the intended
recipient, you are hereby notified that any review, dissemination or copying of this communication is prohibited. If this
communication was received in error, please notify us by reply e-mail and delete the original message.
ITEM #4
From: James Jordan
To: All Principals
Subject: John Jones
John Jones, former superintendent with our Board, has unexpectedly passed away. Please notify staff
and take appropriate action.
James Jordan, Director of Education
Markville District School Board
188 Sento Street
Marktown, ON L6R2Y7
Phone: 905-333-3223, Extension 2202
This e-mail contains legally privileged and confidential information intended only for the individual or entity named in the
message. If the reader of this message is not the intended recipient, or the agent responsible to deliver it to the intended
recipient, you are hereby notified that any review, dissemination or copying of this communication is prohibited. If this
communication was received in error, please notify us by reply e-mail and delete the original message.
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ITEM #5
From: Principal of Innovation
To: All Principals
Subject: Reminder – Innovation Workshop
Innovation workshop is available for only thirty teachers on a first-come first serve basis. Coverage is
provided, for these thirty teachers for the full day. An additional thirty teachers may attend if the
principal can arrange internal coverage.
The deadline for registration is one week from Friday.
Robert Mitchell, Principal of Innovation
Markville District School Board
188 Sento Street
Marktown, ON L6R2Y7
Phone: 905-333-3223, Extension 2266
This e-mail contains legally privileged and confidential information intended only for the individual or entity named in the
message. If the reader of this message is not the intended recipient, or the agent responsible to deliver it to the intended
recipient, you are hereby notified that any review, dissemination or copying of this communication is prohibited. If this
communication was received in error, please notify us by reply e-mail and delete the original message.
Principal’s Qualification Program – Instructor Resource Booklet Part II
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ITEM #6
From: Carle Jackman
To: All School Administrators - Urgent
Subject: Students Safety
Please be informed that a green van attempted to pick-up a grade seven girl one block from Highland
School. The student returned to school in safety.
Carle Jackman, Associate Director of Education
Markville District School Board
188 Sento Street
Marktown, ON L6R2Y7
Phone: 905-333-3223, Extension 2205
This e-mail contains legally privileged and confidential information intended only for the individual or
entity named in the message. If the reader of this message is not the intended recipient, or the agent
responsible to deliver it to the intended recipient, you are hereby notified that any review, dissemination
or copying of this communication is prohibited. If this communication was received in error, please
notify us by reply e-mail and delete the original message.
I T E M # 7
From: Eric George
To: Chris Cross
Subject: Play based learning is a bust!
Dear Chris Cross,
My son Jeff is in Grade One at your school. I do not believe that he is learning how to sound out words
so he will be able to read. They do not teach spelling at that school of yours.
Jeff says they play all day!! My wife Melissa is at home all day. Jeff will no longer attend school and
Melissa will teach him at home.
Sincerely,
E George Mr. E. George
Parent
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ITEM #8
From: David Careful
To: Chris Cross, Principal
Subject: Parent report of H&S issues at PQP Composite
I received a phone call from one of your parents concerned with some issues in your auto body
shop. Below is a listing of those concerns:
Students in the auto body shop are not properly instructed to enter the industry and receive very
little or no health & safety instruction;
Students are allowed to bring food and drinks into the auto body shop where industrials
chemicals and coating are being used;
Emergency eye was equipment is poorly maintained and not in working order at times and, when
it is working, is used inappropriately to rinse down vehicles;
First aid supplies are not readily available in the auto body shop and must be obtained from a
nearby shop;
Students were observed blowing off their clothing with compressed air nozzles;
Tools and equipment are in a poor state of repair, i.e. Students used cracked grinding disks;
The auto body shop is poorly organized and housekeeping practices are no-existent;
Available safety glasses/goggles are so badly scratched that they are unusable.
Allegations against the teacher include:
The selling or trading of vehicles to students for personal gain or for items taken home for
personal use;
Allowing students to use the shop in exchange for payment, favors, etc. or personal gain;
Selling Board property, i.e. Vehicles, auto parts, for personal gain;
Personal use of Board materials, equipment and facilities.
The student mentioned that he is available and wishes to be contacted to further discuss the
above. He also indicated that other students could be contacted for further information to
confirm many of the above claims.
Please call should you have any questions or concerns, or if I can be of assistance as you attend to
these issues.
David Careful,
Health and Safety Officer
Markville District School Board
188 Sento Street
Marktown, ON L6R2Y7
Phone: 905-333-3223, Extension 2209
This e-mail contains legally privileged and confidential information intended only for the individual or entity named in the
message. If the reader of this message is not the intended recipient, or the agent responsible to deliver it to the intended
recipient, you are hereby notified that any review, dissemination or copying of this communication is prohibited. If this
communication was received in error, please notify us by reply e-mail and delete the original message.
Principal’s Qualification Program – Instructor Resource Booklet Part II
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ITEM #9
From: Barb Dwyer
To: Chris Cross
Subject: Interviews
As I was scheduling interviews for Thursday night Parent – Interview evening, I was informed by three
of our teachers that they are unwilling to participate in interviews after 5:00 p.m.
They have stated that 5:00 p.m. is the end of the school day.
I tried to tell them that parents can’t make it in during the day – they say that this is just one more
expectation that is stressing them out and reducing morale —
Help!!
Barb Dwyer Barb Dwyer
Office Administrator
ITEM #10
Principal Cross,
You have a new music teacher at PQP Composite School.
You should check into his background.
Anonymous
ITEM #11
From: Jane Whitehouse
To: Chris Cross
Subject: Help
I am one of your students. I have 15 credits and I wish to continue my studies at home.
I am expecting a child in March and am finding it too difficult to attend school.
I do not want to change course now. I want to continue some courses at home and receive credits?
Help me.
Yours truly,
Jane Whitehouse
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ITEM #12
From: Ima Starr
To: Chris Cross
Subject: Campaign
Dear Chris,
I just want to let you know that I will be delivering to your office next week, my campaign literature for
the upcoming elections. Please send my flyer home with your students.
I do appreciate your hard work and rely upon my Principals to distribute this to their students.
With many thanks for your outstanding work and support.
Sincerely,
Ima Starr Ima Starr
Trustee, Ward 6
ITEM #13
From: Jim Matz
To: Chris Cross
Subject: Olsen
Chris,
I think you should know about this one…Mr. Olsen who is the Principal of EQI private school down the
road is very concerned about his twin daughter’s marks…I have recorded as best I can remember…
If you recall Ashley and Kate are in two different Grade 7 classes taught by Mrs. Kovacs and Mr.
Fischer.
a) Ashley’s English marks are much higher than Kate’s marks
b) Ashley rarely has homework and Kate is “swamped” with work
c) Kate’s writing skills (spelling, grammar, creativity) have always been stronger but her English
mark is 4% lower than Ashley’s mark
d) Ashley has high marks, but her teacher Mrs. Kovacs hasn’t “taught her a thing”, she has done
“no work” this year (very few curriculum expectations are being met)
e) “Why are there no standards at your school? How can the differences be so huge? Why
haven’t you done anything about it?”
f) “I want this matter dealt with. Something has to be done about it!”
g) “Why is Mrs. Kovacs doing computational work in math all the time, while Mr. Fisher is doing
problem solving? I see what they are bringing home each night. I know what’s going on!”
Jim Jim Matz,
Office Adminstrator
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I T E M # 1 4
From: Barb Dwyer
To: Chris Cross
Subject: Grade Eight Girl
Chris,
I think you need to jump on this one…
A Grade Eight girl (I’ll tell you the name when I see you) who you have seen repeatedly for discipline
matters came to me last night after you had left and said that her science teacher “felt her up”. I know
that this girl is sexually active and you have spoken to her numerous times. Just after she left, the
science teacher came in really angry to say she was angry with him for contacting her parents about
missing assignments and skipped detentions and that she told him she would “get him good”. I didn’t
tell him what she said.
Barb
Barb Dwyer
Office Administrator