Public

CSAC Principal/Vice Principal Profile

ALTERNATIVE PROFILE

Then the apostles and elders, with the whole church, decided to choose

some of their own men…who were leaders among the believers.

Acts 15:22

Created, Draft First Tabling Review

February 18, 2014 March 6, 2014

Rory McGuckin – Superintendent of Learning, Human Resources/Labour Relations

INFORMATION REPORT

Vision:

At Toronto Catholic we transform the world

through witness, faith, innovation and action.

Mission:

The Toronto Catholic District School Board is an

inclusive learning community rooted in the love of

Christ. We educate students to grow in grace and

knowledge and to lead lives of faith, hope and

charity.

G. Poole

Associate Director of Academic Affairs

A. Sangiorgio

Associate Director of Planning and Facilities

S. Pessione

Associate Director of Business Services,

Chief Financial Officer and Treasurer

Angela Gauthier

Director of Education

REPORT TO

Student Achievement & Well

Being, Catholic Education &

Human Resources Committee

Page 122 of 137

Page 2 of 3

A. EXECUTIVE SUMMARY

An alternative CSAC Principal/Vice Principal Profile is being piloted in 32 schools in

February/March 2014. Although not deviating significantly from the parent input being

sought, the Principal/Vice Principal Profile is formatted differently from the current

CSAC Profile, and is designed to allow for a more focused discussion at CSAC in respect

of School Characteristics and Leadership Attributes, moving towards an online format in

2015.

B. PURPOSE

1. To present the existing CSAC Principal/Vice Principal Profile, with a minor modification to the placement of the school and CSAC information. (Appendix A)

2. To present an alternative CSAC Elementary Principal/Vice Principal Profile that will be the precursor to the online version. (Appendix B)

3. To present an alternative CSAC Secondary Principal/Vice Principal Profile that will be the precursor to the online version. (Appendix C)

C. BACKGROUND

1. For the 2010-2011 school year, the CSAC Principal/Vice Principal Profile was revised to better align with the Ontario Catholic Leadership Framework, and invited the local

trustee to work with CSACs to provide input.

2. March 3, 2011 – At the Regular Board meeting, a delegation by a TAPCE (Toronto Association of Parents in Catholic Education) member questioned how the CSAC

Principal/Vice Principal Profile is used in the TCDSB

3. April 20, 2011- At the Regular Board meeting, Trustees received a staff report on the Principal Profile, outlining how the tool has been refined and how it will support the

recruitment and placement of principals and vice principals based on individual strengths

and school needs.

4. The CSAC Principal/Vice Principal Profile is one significant source of consultation with parents about the attributes and characteristics of a principal/vice principal that is valued

in a specific school community.

D. EVIDENCE/RESEARCH/ANALYSIS

1. The CSAC Principal/Vice Principal Profile is intended as a form of parent consultation about the characteristics of the school and leadership attributes desired in a prospective

principal and vice principal.

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2. Both Ontario Regulation 612 and TCDSB policy S.10 Catholic School Advisory Council, 2006 mandate that a Board solicits the views of the local CSAC with respect to the

process and criteria applicable to the selection and placement of principals and vice

principals.

3. During the Spring of each school year, discussions occur about potential appointments and reassignments of principals and vice principals occur, with specific reference to the

CSAC Principal/Vice Principal Profile and the principal’s/vice principal’s Annual

Review Form.

4. When attempting to fill a vacancy at a school, the goal is to most appropriately match the leadership attributes and experiences of prospective principals and vice principals with

those leadership attributes selected and prioritized by the CSAC, and consistent with the

unique program/instruction factors and demographic/facilities factors identified.

5. Consultation with the local trustee is an important part of the process.

E. ACTION PLAN

1. Use the Alternative Elementary CSAC Principal/Vice Principal Profile in three (3) elementary schools in each superintendent area, and use the Alternative Secondary CSAC

Principal/Vice Principal Profile in one (1) secondary school in each superintendent area.

2. Use the existing CSAC Principal/Vice Principal Profile in all other schools for this year.

3. CSACs will be asked to complete the Profiles by April 15, 2014.

4. Each Superintendent and the Superintendent of Human Resources will retain copies of the CSAC Principal/Vice Principal Profile, and these copies will be used when contemplating

principal and vice principal appointment an reassignments.

5. The Superintendent of Human Resources will convene a focus group of Trustees, CSAC Chairs, and Principals to review the alternative format and provide inform future versions of

the Profile.

6. Human Resources Department will work with the IT Department to create an online version of the CSAC Principal/Vice Principal Profile for completion in 2015.

F. CONCLUDING STATEMENT

This report is for the consideration of the Board.

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APPENDIX A

PRINCIPAL/VICE-PRINCIPAL PROFILE

CATHOLIC SCHOOL ADVISORY COUNCIL

INPUT FORM

2014

BACKGROUND Ontario Regulation 612 §.19 requires every Board to solicit the views of school councils with

respect to the following matters: (4) the process and criteria applicable to the selection and

placement of principals and vice-principals. TCDSB policy S.10, Catholic School Advisory

Council confirms this direction. As part of this process, CSACs are asked to consult with its local

Trustee. Superintendents will review and reference the CSAC Profile when appointing a

principal or vice principal to a school.

Catholic School Advisory Councils are invited to complete the “Principal/Vice-Principal Profile” on a

three year basis, or as required.

This form is to be sent to the appropriate Field Superintendent and a copy to the Superintendent of

Human Resources.

PART ONE School Profile

School: Principal:

CSAC Chair: Vice Principal:

CSAC Co-Chair: Vice Principal:

Trustee:

Please indicate the unique characteristics of your school which should be considered when appointing

a principal and/or a vice-principal to your school community:

Page 125 of 137

APPENDIX A

PART TWO We welcome and place great importance on your input regarding the qualities to be considered in the

appointment of a new Principal/Vice-Principal. Please provide your comments in any or all of the

following categories, or on any other aspects you feel are relevant.

1) What knowledge, skills and attitudes should a Principal/Vice-Principal possess in order to nurture

Catholic faith, community and culture, and model a commitment to gospel values?

2) What practices, skills and attitudes should a Principal/Vice-Principal demonstrate to build a shared

vision so that the teaching and learning environment in the school is optimal?

3) What leadership qualities does a Principal/Vice-Principal require to foster genuine, trusting

relationships with students, staff, families and communities?

4) What knowledge, skills and practices needed to lead the instructional program and create conditions

for student success should be exhibited by a Principal/Vice-Principal?

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APPENDIX A

5) What qualities displayed by Principals/Vice-Principal are essential for creating a safe, healthy and

caring school climate?

6) List any additional characteristics you feel are essential for an effective Principal/Vice-Principal:

Thank you very much for your time and attention to this request.

Please forward this form to your local Superintendent of Education.

Also, please send a copy to the Human Resources Superintendent’s Office, at:

diane.earle@tcdsb.org

Page 127 of 137

mailto:diane.earle@tcdsb.org

APPENDIX B

1

ELEMENTARY PRINCIPAL/VICE-PRINCIPAL PROFILE

CATHOLIC SCHOOL ADVISORY COUNCIL

CONSULTATION FORM

2014 – 2017

BACKGROUND Ontario Regulation 612 §.19 requires every Board to solicit the views of school councils with

respect to the following matters: (4) the process and criteria applicable to the selection and

placement of principals and vice-principals. TCDSB policy S.10, Catholic School Advisory

Council confirms this direction. As part of this process, CSACs are asked to consult with its local

Trustee. Superintendents will review and reference the CSAC Profile when appointing a

principal or vice principal to a school.

Catholic School Advisory Councils are invited to complete the “Principal/Vice-Principal Profile” on a

three year basis, or as required.

This form is to be sent to the appropriate Field Superintendent and a copy to the Superintendent of

Human Resources.

PART ONE School Profile

School: Principal:

CSAC Chair: Vice Principal:

CSAC Co-Chair: Vice Principal:

Trustee:

Please select and rank the 10 most important Program and Instruction characteristics of your school

which should be considered when appointing a principal and/or a vice-principal to your school

community (1=most desirable):

PROGRAM & INSTRUCTION 21

st Century Technology Emphasis Parenting and Family Literacy Centre

Athletic Program Rotary System in Intermediate Division

Before/After School Program (Daycare/PLASP) Music/Dramatic Arts Program - Active

Combined grade classes - many Student Leadership programs

ESL Population - High Special Programs – Autism ISP

Extra-curricular program- Active Special Programs – Behavior Program

French Immersion/Extended French Special Programs – Gifted

International Language Program Special Programs – Multiple Exceptionalities

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APPENDIX B

2

Please provide any other unique Program & Instruction characteristics of your school not captured

above:

Please select and rank the 10 most important Demographic & Facilities characteristics of your

school which should be considered when appointing a principal and/or a vice-principal to your

school community (1=most desirable):

DEMOGRAPHICS & FACILITIES

Active Parent Partnerships Safe Schools Concerns

Bussing large number of students School Building-Newer

Community Partnerships School Building-Older

Diverse ethno-cultural make-up School/Parish Relationship-Strong

Diverse socio-economic make-up School Population-Low

Parent Volunteers School Population-Large

Permit/Community Use of Schools - Heavy Student Nutrition/Snack Program

Portable Classrooms - many

Please provide any other unique Program & Instruction characteristics of your school not captured

above:

PART TWO Leadership Attributes of Principals and Vice Principals We welcome and place great importance on your input regarding the Leadership Attributes to be

considered in the appointment of a new Principal/Vice-Principal. The following Leadership

Attributes are derived from the Ontario Leadership Framework, 2013, and have been further

informed by all leaders at the TCDSB.

Please rank the Leadership Attributes you value in a prospective Principal or Vice Principal at your

school community (1=most desirable). Please feel free to add your own attribute and assign a priority

ranking.

RANK ATTRIBUTE EXAMPLES OF THE ATTRIBUTE

Adaptability & Resilience

Is a problem-solver able to see creative and multiple possibilities to addressing issues and challenges

Encourages divergent thinking and empowers others to assume leadership

Able to anticipate issues and takes proactive steps to address challenges

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APPENDIX B

3

Collaboration Leads, encourages and supports collaborative processes and group

dynamics for staff members and parents

Ability to share and distribute leadership

Builds consensus about school priorities and goals among all stakeholders

Commitment to

Catholicity

Influential Catholic role model for staff, students and community members

Actively nurtures Catholic faith formation for students and staff members and sustains a Catholic school culture

Promotes the integration of the Ontario Catholic School Graduate Expectations in the teaching/learning environment

Communication Skills

Active listener

Able to foster open and fluent communication with staff to build and sustain professional learning communities

Ensures school goals and initiatives are communicated effectively to all stakeholders in a variety of ways

Evidence-informed

decision maker

Able to assess and use multiple sources of data when making decisions that relate to student learning and school improvement

Engage staff members in regularly reviewing student achievement data to support continuous improvement

Refer to school and board goals when engaged in decision-making about school programs and directions

Instructional Leader Comprehensive knowledge of curriculum and implementation of

effective school and classroom practices that directly affects student

learning

Participates with staff members in exploring the effectiveness of the instructional practice

Provides and facilitates professional learning opportunities for staff members

Interpersonal Relationships Nurtures and builds trusting relationships with and among staff,

students and parents

Evokes honesty and trust

Compassionate, caring, empathetic, equitable and inclusive

Is visible and present in the school

Management and

Organizational Capabilities

Effective organization of the school and teaching timetables to support student achievement and well-being

Aligns resources to support school priorities and manages the school’s budget effectively

Utilizes a school-wide progressive discipline approach with students to support a safe and caring school climate

Parent Engagement Actively supports and builds capacity for parents involved in CSAC

Solicits parent input into school plans for student achievement and well-being (safety)

Creates a school environment in which parents are welcomed, respected and valued as partners in education

Visionary Holds high expectations of self, students, staff

Promotes collective responsibility and accountability for student achievement and well-being

Understands how to implement change in support of student

Page 130 of 137

APPENDIX B

4

achievement and well being

CSAC CREATED ATTRIBUTE

PART 3 OTHER CONSIDERATIONS

Please identify any other factors that the CSAC feels should be taken into consideration when appointing

a principal or vice principal to this school community.

Thank you very much for your time and attention to this request.

Please forward this form to your local Superintendent of Education.

Also, please send a copy to the Human Resources Superintendent’s Office, at:

diane.earle@tcdsb.org

Page 131 of 137

mailto:diane.earle@tcdsb.org

APPENDIX B

1

SECONDARY PRINCIPAL/VICE-PRINCIPAL PROFILE

CATHOLIC SCHOOL ADVISORY COUNCIL

CONSULTATION FORM

2014 – 2017

BACKGROUND Ontario Regulation 612 §.19 requires every Board to solicit the views of school councils with

respect to the following matters: (4) the process and criteria applicable to the selection and

placement of principals and vice-principals. TCDSB policy S.10, Catholic School Advisory

Council confirms this direction. As part of this process, CSACs are asked to consult with its local

Trustee. Superintendents will review and reference the CSAC Profile when appointing a

principal or vice principal to a school.

Catholic School Advisory Councils are invited to complete the “Principal/Vice-Principal Profile” on a

three year basis, or as required. This form is to be sent to the appropriate Field Superintendent and a

copy to the Superintendent of Human Resources.

PART ONE School Profile

School: Principal:

CSAC Chair: Vice Principal:

CSAC Co-Chair: Vice Principal:

Trustee:

PROGRAM & INSTRUCTION Please select and rank the 10 most important Program and Instruction characteristics of your school

which should be considered when appointing a principal and/or a vice-principal to your school

community (1=most desirable):

Advanced Placement (Regular) International Students

Alternative Education Program Mental Health & Wellness Programs

TDCAA Athletic Program Student Leadership programs

Co-curricular Clubs Semester School

Eco-School Special Program – Congregated AP Program

ESL Population Special Program – International Baccalaureate

Experiential Learning (ie. Co-op Ed.) Special Program-Math, Science & Technology

Extra-curricular program-Strong Special Program – Regional Arts Program

French Immersion/Extended French Special Program – Specialist High Skills Major

Full Year Program (non-semester) Student Voice-Strong

Grade 9 Transition Program Youth Ministries

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APPENDIX B

2

Please provide any other unique Program & Instruction characteristics of your school not captured

above:

DEMOGRAPHICS & FACILITIES Please select and rank the 10 most important Demographic & Facilities characteristics of your

school which should be considered when appointing a principal and/or a vice-principal to your

school community (1=most desirable):

Active Parent Partnerships School Building-Newer

Cafeteria Service Provider School Building-Older

Community Partnerships School/Parish Relationship

Ethno-cultural make-up-Diverse School Population-Undersubscribed

Ethno-cultural make-up-Homogeneous School Population-Oversubscribed

Multiple Campuses Single Gender (male or female)

Parent/Community Volunteers Student Nutrition/Breakfast Program

Permit/Community Use of Schools - Heavy Socio-economic make-up-Diverse

Portable Classrooms - many Socio-economic make-up-Homogeneous

Safe Schools Concerns Sports high performance Playing Field

Please provide any other unique Demographic & Facilities characteristics of your school not

captured above:

PART TWO Leadership Attributes of Principals and Vice Principals We welcome and place great importance on your input regarding the Leadership Attributes to be

considered in the appointment of a new Principal/Vice-Principal. The following Leadership

Attributes are derived from the Ontario Leadership Framework, 2013, and have been further

informed by all leaders at the TCDSB.

Please rank the Leadership Attributes you value in a prospective Principal or Vice Principal at your

school community (1=most desirable). Please feel free to add your own attribute and assign a priority

ranking.

RANK ATTRIBUTE EXAMPLES OF THE ATTRIBUTE

Adaptability & Resilience

Is a problem-solver able to see creative and multiple possibilities to addressing issues and challenges

Encourages divergent thinking and empowers others to assume leadership

Able to anticipate issues and takes proactive steps to address challenges

Page 133 of 137

APPENDIX B

3

Collaboration

Leads, encourages and supports collaborative processes and group dynamics for staff members and parents

Ability to share and distribute leadership

Builds consensus about school priorities and goals among all stakeholders

Commitment to

Catholicity

Influential Catholic role model for staff, students and community members

Actively nurtures Catholic faith formation for students and staff members and sustains a Catholic school culture

Promotes the integration of the Ontario Catholic School Graduate Expectations in the teaching/learning environment

Communication Skills

Active listener

Able to foster open and fluent communication with staff to build and sustain professional learning communities

Ensures school goals and initiatives are communicated effectively to all stakeholders in a variety of ways

Evidence-informed

decision maker

Able to assess and use multiple sources of data when making decisions that relate to student learning and school improvement

Engage staff members in regularly reviewing student achievement data to support continuous improvement

Refer to school and board goals when engaged in decision-making about school programs and directions

Instructional Leader

Comprehensive knowledge of curriculum and implementation of effective school and classroom practices that directly affects student

learning

Participates with staff members in exploring the effectiveness of the instructional practice

Provides and facilitates professional learning opportunities for staff members

Interpersonal Relationships Nurtures and builds trusting relationships with and among staff,

students and parents

Evokes honesty and trust

Compassionate, caring, empathetic, equitable and inclusive

Is visible and present in the school

Management and

Organizational Capabilities

Effective organization of the school and teaching timetables to support student achievement and well-being

Aligns resources to support school priorities and manages the school’s budget effectively

Utilizes a school-wide progressive discipline approach with students to support a safe and caring school climate

Parent Engagement Actively supports and builds capacity for parents involved in CSAC

Solicits parent input into school plans for student achievement and well-being (safety)

Creates a school environment in which parents are welcomed, respected and valued as partners in education

Visionary Holds high expectations of self, students, staff

Promotes collective responsibility and accountability for student achievement and well-being

Understands how to implement change in support of student achievement and well being

Page 134 of 137

APPENDIX B

4

CSAC CREATED ATTRIBUTE

PART 3 OTHER CONSIDERATIONS

Please identify any other factors that the CSAC feels should be taken into consideration when appointing

a principal or vice principal to this school community.

Thank you very much for your time and attention to this request.

Please forward this form to your local Superintendent of Education.

Also, please send a copy to the Human Resources Superintendent’s Office, at:

diane.earle@tcdsb.org

Page 135 of 137

mailto:diane.earle@tcdsb.org