Induction Program Handbook - CASS Alberta · The CASS Induction Program Handbook was approved by...

Induction Program Handbook

Revised September 2018

CASS Induction Program Handbook

Acknowledgements The material that comprises this College of Alberta School Superintendents (CASS) Induction Program Handbook was authored by CASS Life Member Lyle Lorenz during the spring of 2010. The document is based upon the best available evidence about the nature of successful induction programs at the senior school system level combined with the practical wisdom of practicing and former CASS members.

During the course of the Handbook’s development, Mr. Lorenz and Dr. Jim Brandon consulted with participants in the inaugural New Superintendent Induction Program initiated during the 2009-2010 school year as an important component of the CASS Moving and Improving Initiative. The views, perspectives and experiences of CASS members who were new to their Superintendent/Chief Executive Officer positions and their more experienced mentors continue to be influential in the development of the CASS Induction Program Handbook. Our members’ contributions to our understanding of the challenges and opportunities associated with evidence informed system educational leadership are acknowledged and appreciated.

The CASS Induction Program Handbook was approved by the College of Alberta School Superintendents at its June 11, 2010 Executive Meeting in Edmonton and is revised yearly.

As a result of the implementation of the Superintendent Leadership Quality Standard, significant revision has taken place for September 2018 as part of the Professional Practice Standards Implementation work lead by Directors of Leadership Learning: Dr. Naomi Johnson, Elizabeth Gouthro and Val Olekshy. The handbook is revised yearly to reflect changes in governance, policy, research and practice.

Del Litke, Ph.D Director of Leadership Learning College of Alberta School Superintendents

CASS Induction Program Handbook |

Table of Contents

4 Introduction

Purpose of the CASS Induction Program

Components of the CASS Induction Program

5 New Members’ Academy/ Mentorship Training

Cohort Learning Experiences

6 Mentorship Program

7 Intended Outcomes of the Mentorship Program

Characteristics and Skills of Quality Mentors

9 Responsibilities of the Mentee

Closing Comments

10 References

11 Appendix A: Superintendent Leadership Quality Standard (SLQS)

19 Appendix B: Practice Profiles Comparison Chart

21 Appendix B.1: System Education Leader Practice Profile

23 Appendix B.2: Practice Profiles Printable and Fillable Documents

26 Appendix C: CASS Code of Professional Conduct

29 Appendix D: Mentor-Mentee Expectations Agreement


INTRODUCTION Historically, the College of Alberta School Superintendents (CASS) has consistently and successfully supported its members by serving as a resource for networking and professional development. This has been accomplished on both an informal and formal basis through the CASS zone and provincial structures, committees, annual conferences, summer workshops, issues forums, symposiums, and new member orientations. In the 2009-10 school year, CASS expanded its support services by implementing an induction program for CASS members new to the position of Superintendent of Schools/Chief Executive Officer. Further expansion of the induction program occurred in 2010-11 with a mentorship training program, and extending participation to all CASS members in new system education leadership positions. The purpose of this handbook is to describe the induction program as well as serve as a resource to CASS members.

PURPOSE OF THE CASS INDUCTION PROGRAM School system leadership positions carry an extremely broad range of responsibilities associated with the increasingly complex nature of system education leadership, including public and governmental expectations and for accountability and student achievement. The purpose of the CASS Induction Program is to provide its members new to system leadership positions with a systematic structure of support, helping them successfully address the immediate and demanding challenges they face within the responsibilities in their new roles. This support is intended to be practical, immediate, collaborative, interactive and within the context of the Superintendent Leadership Quality Standard, CASS Code of Professional Conduct and CASS's ongoing review of the research on systemic improvement.

COMPONENTS OF THE CASS INDUCTION PROGRAM The CASS Induction Program consists of three components:

1.New Members’ Academy/Mentorship Training 2.Cohort Learning Experiences 3.Mentorship Program


Induction Component 1: New Members’ Academy/Mentorship Training Since 1999, CASS has sponsored a highly successful Start Right Short Course for newly-appointed administrators and leadership trainees at the school level. The short course has typically been offered over a multi-day period during the first or second week in July.

Building on the successes of Start Right, CASS launched its 1st Annual Summer Academy in July 2010 for system education leaders in new roles as well as educators who aspire to leadership at the system level.

The Summer Academy was moved to September in 2011 and was renamed the New Members’ Academy. In Sept. 2015, Mentorship Training, which was in the past offered as a separate session, was embedded with the context of the New Members Academy Orientation in response to a need to reduce the demands on busy CASS members. The program serves the dual purpose of preparing mentors for the formal mentor-mentee relationship as well as assisting them to work with colleagues new to leadership positions in their own school system.

New Members’ Academy/Mentorship Training is designed to include opportunities for:

•active, in-depth consideration of the Superintendent Leadership Quality, CASS Code of Professional Conduct (see Appendix II), research on system improvement, and related leadership issues;

•interaction with other participants in small-group settings;•establishing future networks with other participants;•personal growth and development;•interaction with education partners such as Alberta Education plus the Alberta Teachers’

Association, and •learning from a variety of resource personnel including current and retired CASS members.

Since the Fall of September 2016, Mentorship Training has also been offered through video conferencing for those who are unable to make the New Members Academy and for mentorship teams formed during the course of the year.

Induction Component 2: Cohort Learning Experiences Individuals new to system leadership roles benefit from interacting with peers and resource people as the school year progresses. Consequently, the CASS Induction Program goes beyond the New Members’ Academy to include opportunities for new system leaders to engage in scheduled cohort learning experiences throughout the school year. This typically includes three or four sessions that are aligned with other CASS events such as the CASS Fall Conference, and the CASS/Alberta Education Spring Annual Conference. The sessions provide opportunities to engage in open dialogue and share varying perspectives in a safe setting.


Induction Component 3: Mentorship Program CASS initially only organized formal mentorship for new Superintendents/CEO’s; however, increasing demands to address systemic capacity saw the program expand to both to all CASS members who are new to their positions (eg. moving from Director to Ass’t Sup) in addition to new CASS members.

In our CASS Mentorship program, each pair has designed their own model based on the needs of the individual. Some models have weekly discussions; others provide “as needed” support. To lesson demands on members, formal mentorship sessions are scheduled four times per year in conjunction with the New Member Academy and annual CASS events, but CASS members can opt for mentorship without attending these sessions.

One important note: we have firm evidence that the best mentorships exist where regular time is allotted to build relationships. Thus, CASS encourages that when participants design in their mentorship, they should include regular time to collaborate. A successful mentorship program is one where a trusting relationship is established. Our experiences lead us to conclude that trusting relationships are not built on a “call if you need me basis”. Ultimately, an exemplary mentorship causes both participants to move forward in their practice.

Finally, during the course of the year (every 6 weeks) the Director of Leadership Learning coordinating the Mentorship Program sends out research, articles and advice to maintain contact and promote continuous discussion with the mentorship pairings.

3.1 Intended Outcomes of the Mentorship Program1

Create a partnership where the mentee is comfortable asking for help and support.

Adults learn best when they have access to people and their knowledge. This is the heart of the mentor-mentee partnership – access to a knowledgeable, experienced colleague who is trustworthy, caring and understanding.

Regularly apply the skills of communicating for understanding.

One of the most powerful human experiences is feeling connected and understood. Within the mentor-mentee relationship, communicating for understanding may be the most powerful competency a mentor and mentee can demonstrate. Conducting dialogue at this level requires each person to understand, not just listen politely at a superficial level.

Regularly apply the skills of questioning for insight.

Questioning for insight is a key element to understanding the situation and the other person’s (whether mentor or mentee) perspective. This skill is also one of the best strategies for engaging adult learners because it taps into the natural curiosity everyone has. Questions have the wonderful ability to increase curiosity, which in turn increases the ability to reflect on experience and to bring new insights into a conversation.

1 Texas Association of School Business Officials (2004). School Business Officials Mentoring Program. Systemic Leadership LLC


Regularly apply the skills of offering feedback as a gift.

Feedback, offered under certain conditions, is a gift. The ability to provide and receive feedback is important because it forms a fundamental building block for growth and development. Additionally, mentees enter into a mentor-mentee relationship in order to gain the benefits afforded through honest, constructive feedback. Playing it safe by declining to offer mentees honest feedback will not contribute to growth and change. Similarly, declining to absorb and use the feedback received from the mentors will not contribute to the mentee’s growth and change.

Regularly apply the skills of supporting and self-managing.

The mentor-mentee partnership is built on the goal of contributing to another person’s development, which includes, as a core component, building the self-confidence and self-esteem of the mentee. The importance of providing encouragement, support and building self-esteem is such that any weakness in this area could undermine other elements that contribute to the mentee’s growth and development. Internalized self-esteem requires self-management. There is an important balancing act that each mentor-mentee partnership needs to navigate – providing and accepting support without creating a dependency cycle that, over the long run, will undermine self-confidence.

Regularly model the standards of professional practice and code of professional practice.

All mentors need to demonstrate the highest standards of conduct and professional ethics. The foundation values for effective mentor-mentee relationships include respect, honesty, trust, and integrity within a context of a confidential relationship. As a resource for others, mentors are advocates for and role models of the standards of professional practice and code of professional conduct.

3.2 Characteristics and Skills of Quality Mentors2

Relating

The development of a positive, trusting relationship is the hallmark of a successful mentorship. The mentor must utilize a variety of interpersonal skills to nurture the relationship, establish trust, and reflect a positive and caring attitude. Only after the establishment of a positive relationship will a mentor and mentee progress to the level of confidentiality and risk necessary for an effective mentorship.

Communicating

The ability to listen and communicate effectively with others is paramount. This is one of the most difficult traits to execute successfully on a consistent basis. Constant effort must be made to keep the lines of communication open and vibrant; consequently, the mentor must commit to being available and accessible in both a structured and informal manner for the mentee. A Mentor-Mentee Expectation Agreement (see Appendix C) can provide the framework for effective mentor-mentee communication.

2 Wisconsin Association of School Business Officials (April 2003). Mentorship Program. Madison, Wisconsin.


Collaborating

Collaboration includes the sharing of ideas and expertise. Collaborators are approachable, flexible and supportive. A mentor approaches the mentorship as an interactive enterprise where he/she will gain as much as the mentee from the partnership.

Educating and Guiding

Mentors are the professionals who are committed to sharing their knowledge and expertise. They need to recognize the needs of others and know when to offer support, direct assistance or promote independence. Mentors are dedicated to the profession and reflect a high level of integrity, competence and responsibility.

The mentor must be able to provide insightful observations and constructive feedback that help the mentee attain insight into unproductive behaviors. The guiding skill of the mentor is to ask the right questions the right way, and at the right time – questions that encourage the mentee to reflect on his or her decisions. Guiding behaviors stimulate the mentees creative and critical thinking, empower them to envision future situations, encourage them to take informed risks, and help them build the capacity to make perceptive decisions and take appropriate actions.

Modeling

Mentors need to share life experiences with mentees to personalize and enrich the relationship. The mentor as “role model” can help motivate mentees to take necessary risks, to make decisions and take actions without the certainty of successful results, and to overcome difficulties in the journey toward professional and personal growth.

Young, Sheets and Knight3 further suggest that effective mentors:

•Respect the needs of the mentee.•Are open and clearly communicate expectations.•Are generous with their time.•Accept their differences with the mentee and maintain focus on the objectives and outcomes of the

partnership. •Are trustworthy and maintain confidences.•Provide straightforward feedback and, when necessary, can be brutally frank.•Are compassionate and understanding.•Openly share their extensive professional network with their mentee.•Exemplify the best of administrative abilities, positive attitude, and aspirations.

3 Young, Paul, Jeromy Sheets, and Knight, Dustin (2005). Mentoring Principals. Thousand Oaks, California: Corwin Press, Inc.


3.3 Responsibilities of the Mentee4 CASS mentees are expected to be:

•Receptive to the guidance of a more experienced professional and willing to learn.•Willing to provide information and materials that will introduce him/her to the mentor.•Honest, open and willing to share thoughts.•Committed to personal growth, continuous learning and excellence in the profession.•Willing to accept advice and feedback on what works and what does not work.•Aware of and affirming the profession’s code of ethics.•Committed to following agreed-upon channels of communication (e.g. scheduled meetings, e-

mail).

CLOSING COMMENTS Newcomers to system leadership positions face a steep learning curve during their first critical year of service. Their success depends on the ability to meet external expectations, develop interpersonal relationships, turn obstacles into goals and positive outcomes, and maintain self-confidence and a sense of job satisfaction in the work they do. As adult learners, their success is enhanced through exposure to multiple insights into the nature of quality education leadership. The CASS Induction Program described in this handbook provides these important “multiple insights”.

To borrow from John Daresh5, an induction program is all about “leaders helping leaders”. It is not in the best interest of anyone to assume that only the strongest and most self-reliant should survive as leaders in school jurisdictions. For that reason, CASS encourages all of its members who assume new system leadership positions to learn from other leaders and each other by participating in the CASS Induction Program.

4 Wisconsin Association of School Business Officials (April 2003). Mentorship Program. Madison, Wisconsin.

5 Daresh, John C. (2001). Leaders Helping Leaders: A Practical Guide to Administrative Mentoring (Second Edition). Thousand Oaks, California: Crown Press Inc.


References Bjork, Lars, and Theodore Kowalski, eds (2005). The Contemporary Superintendent: Preparation, Practice, and Development. Thousand Oaks, California: Corwin Press.

Daresh, John C. (2001). Leaders Helping Leaders: A Practical Guide to Administrative Mentoring (Second Edition). Thousand Oaks, California: Corwin Press, Inc.

Hoyle, J., Bjork, L., Collier, V., & Glass, T. (2005). The Superintendent as CEO: Standards-Based Performance. Thousand Oaks, California: Corwin Press, Inc.

Jonson, Kathleen (2002). Being an Effective Mentor: How to Help Beginning Teachers Succeed. Thousand Oaks, California: Corwin Press, Inc. Knight, Jim, Editor (2009). Coaching: Approaches and Perspectives. Thousand Oaks, California: Corwin Press, Inc.

Manitoba Association of School Superintendents and Manitoba School Boards Association (undated). The Superintendency: A Resource Document to Guide Shared Leadership by School Boards and Superintendents.

Portner, Hal (2003). Mentoring New Teachers (Updated Edition). Thousand Oaks, California: Corwin Press, Inc.

Texas Association of School Business Officials (2004). School Business Officials Mentoring Program: The Mentor’s Workshop. Systemic Leadership LLC.

Texas Association of School Business Officials (2004). School Business Officials Mentoring Program: The Protégé’s Workshop. Systemic Leadership LLC.

Townsend, R., Johnston, G., Gross, G., Lynch, P., Garcy, L., Roberts, B., & Novotney, P. (2007). Effective Superintendent-School Board Practices: Strategies for Developing and Maintaining Good Relationships With Your Board. Thousand Oaks, California: Corwin Press, Inc.

Wisconsin Association of School Business Officials (April, 2003). Mentorship Program. Madison, Wisconsin.

Young, Paul, Jeromy Sheets, and Knight, Dustin (2005). Mentoring Principals. Thousand Oaks, California: Corwin Press, Inc.

Alberta Education

Superintendent Leadership Quality

Standard

Appendix ASuperintendent Leadership Quality Standard

Whereas Alberta’s teachers, students, parents, educational leaders, and members of the public have a strong will to ensure all Alberta students have access to quality learning experiences that enable their achievement of the learning outcomes outlined in programs of study.

Whereasthe success of all members of the school community in their respective roles requires inclusive environments in which diversity is embraced and its members are welcomed, safe, cared for and respected.

Whereassuperintendents play a fundamental role in establishing and supporting the conditions under which the learning aspirations and the potential of First Nations, Métis and Inuit students are realized.

Whereasquality leadership occurs best when superintendents collaborate with teachers, principals, school jurisdiction leaders, school councils and parents in enabling all students to achieve their potential.

Whereasthe professional practice of teachers, principals, school jurisdiction leaders and superintendents must be informed by current, relevant educational research, with a focus on career-long improvement.

Whereasit is important to recognize the value of a consistent standard of professional practice for all superintendents in the province.

Superintendent Leadership Quality Standard

Alberta Education 2


1. In the context of this document:

(a) “board”, in this document, means the governing body of a public school authority, separate school authority, Francophone regional authority or charter school operator;

(b) “competency” means an interrelated set of knowledge, skills, and attitudes developed over time and drawn upon and applied to a particular leadership context in order to support quality leadership, teaching and optimum learning as required by the Superintendent Leadership Quality Standard;

(c) “indicators” means actions that are likely to lead to the achievement of the competency and which, together with the competency, are measurable and observable;

(d) “local community” means community members residing in or near the school authority who have an interest in education and school authority operations, including neighbouring Métis settlements, First Nations and other members of the public;

(e) “principal” means, for the purposes of this standard, principal as defined in the School Act, assistant principal, associate principal, or vice principal;

(f ) “reconciliation” means the process and goal of creating societal change through a fundamental shift in thinking and attitudes, increasing inter-cultural understanding to build a better society through learning about First Nations, Métis and Inuit perspectives and experiences, including residential schools and treaties;

(g) “school authority” means a public school board, separate school board, Francophone Regional Authority or charter school operator;

(h) “school community” means the staff of the school authority, along with students, parents/guardians and school council members;

(i) “school council” means a school council established under the School Act;

(j) “school jurisdiction leader” means a central office staff member in a school authority, other than the superintendent or chief deputy superintendent, required by their leadership position to hold an Alberta teaching certificate;

(k) “staff” means all certificated and non-certificated persons whose role in the school authority is to provide educational and support services to students;

(l) “student” means, for the purposes of this standard, an individual enrolled in a school or required by law to attend, and includes a child younger than 6 years of age who is enrolled in an early childhood services program;

(m) “superintendent” means a superintendent appointed by a board pursuant to the School Act and the chief deputy superintendent, if any, as referred to in the Teaching Profession Act; and,

(n) “teacher” means an individual who holds a certificate of qualification as a teacher issued under the School Act.

Alberta Education 3

2. The Superintendent Leadership Quality Standard:

Quality superintendent leadership occurs when the superintendent’s ongoing analysis of the context,and the superintendent’s decisions about what leadership knowledge and abilities to apply, result in qualityschool leadership, quality teaching and optimum learning for all students in the school authority.


Alberta Education 4

3. The Superintendent Leadership Quality Standardapplies to superintendents. All superintendentsare expected to meet the Superintendent LeadershipQuality Standard throughout their careers. Thesuperintendent of schools as referred to in the SchoolAct is accountable for the demonstration of all ofthe competencies identified in the SuperintendentLeadership Quality Standard. The chief deputysuperintendent is accountable for the demonstrationof all of the competencies directly related totheir assigned role(s) under the direction of thesuperintendent of schools. In any given context,reasoned professional judgment must be used todetermine whether the Superintendent LeadershipQuality Standard is being met.

4. The Superintendent Leadership Quality Standardis described by the following competenciesand indicators:

Building Effective Relationships

1. A superintendent establishes a welcoming, caring,respectful and safe learning environment bybuilding positive and productive relationshipswith members of the school community andthe local community.

Achievement of this competency is demonstratedby indicators such as:

(a) collaborating with community and provincial agencies to address the needs of students and their families;

(b) employing team-building strategies and using solution-focused processes to resolve challenges;

(c) building and sustaining relationships with First Nations, Métis and Inuit parents/guardians, Elders, local leaders and community members;

(d) modeling ethical leadership practices, based on integrity and objectivity;

(e) establishing constructive relationships with students, staff, school councils, parents/guardians, employee organizations, the education ministry and other stakeholder organizations; and

(f ) facilitating the meaningful participation of members of the school community and local community in decision-making.

Modeling Commitment to Professional Learning

2. A superintendent engages in career-longprofessional learning and ongoing criticalreflection, identifying and acting on research-informed opportunities for enhancingleadership, teaching, and learning.


(a) communicating a philosophy of education that is student-centered and based on sound principles of effective teaching and leadership;

(b) collaborating with teachers, principals, school jurisdiction leaders and other superintendents to build professional capacities and expertise;

(c) actively seeking out feedback and information from a variety of sources to enhance leadership practice;

(d) seeking and critically-reviewing educational research and applying it to decisions and practices, as appropriate;

(e) providing leadership to support school authority research initiatives, where appropriate; and

(f ) engaging teachers, principals, school jurisdiction leaders, school community and local community members to establish a shared understanding of current trends and priorities in the education system.


Alberta Education 5

Leadership Quality Standard

Visionary Leadership

3. A superintendent engages with the schoolcommunity in implementing a vision of apreferred future for student success, basedon common values and beliefs.


(a) ensuring that the vision is informed by research on effective learning, teaching and leadership;

(b) promoting innovation and continuous improvement by building structures and developing strategies to support staff in professional collaboration;

(c) promoting in the school community a common understanding of and support for the school authority’s goals, priorities, and strategic initiatives; and

(d) ensuring that the vision expressed in the school authority’s education plan is responsive to the ongoing review of the school authority’s achievements, meets all requirements identified in provincial legislation, and incorporates the school community’s perspectives.

Leading Learning

4. A superintendent establishes and sustains alearning culture in the school community thatpromotes ongoing critical reflection on practice,shared responsibility for student success andcontinuous improvement.


(a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms;

(b) providing learning opportunities, based on research-informed principles of effective teaching, learning and leadership, to support building the capacity of all members of the school community to fulfill their educational roles;

(c) ensuring that all instruction in the school authority addresses learning outcomes outlined in programs of study;

(d) promoting collegial relations, collaboration, critical thinking and innovation in the school community;

(e) ensuring that staff have access to resources, programs and expertise to support them in meeting their professional responsibilities and in addressing the learning needs of all students;

(f ) building principals’ and school jurisdiction leaders’ capacities and holding them accountable for providing instructional leadership through effective support, supervision and evaluation practices; and

(g) ensuring school authority student assessment and evaluation procedures are fair, appropriate, evidence-informed and used to enhance learning, teaching and leadership.


Alberta Education 6

Ensuring First Nations, Métis and Inuit Education for All Students

5. A superintendent establishes the structures andprovides the resources necessary for the schoolcommunity to acquire and apply foundationalknowledge about First Nations, Métis and Inuitfor the benefit of all students.


(a) supporting staff in accessing the professional learning and capacity-building needed to meet the learning needs of First Nations, Métis, Inuit and all other students;

(b) engaging and collaborating with neighbouring First Nations and Métis leaders, organizations and communities to optimize learning success and development of First Nations, Métis, Inuit and all other students;

(c) understanding historical, social, economic, and political implications of:

• treaties and agreements with First Nations;

• legislation and agreements negotiated withMétis; and

• residential schools and their legacy;

(d) aligning school authority resources and building organizational capacity to support First Nations, Métis and Inuit student achievement; and

(e) pursuing opportunities and engaging in practices to facilitate reconciliation within the school community.

School Authority Operations and Resources

6. A superintendent directs school authorityoperations and strategically allocates resources inthe interests of all students and in alignment withthe school authority’s goals and priorities.


(a) providing direction on fiscal and resource management in accordance with all statutory, regulatory and school authority requirements;

(b) ensuring effective alignment of the school authority’s human resources to achieve the school authority’s education plan;

(c) delegating responsibility to staff, where appropriate, to enhance operational efficiency and effectiveness;

(d) providing for the support, ongoing supervision and evaluation of all staff members in relation to their respective professional responsibilities;

(e) establishing data-informed strategic planning and decision-making processes that are responsive to changing contexts;

(f ) respecting cultural diversity and appreciating differing perspectives expressed in the school community;

(g) recognizing student and staff accomplishments; and

(h) implementing programs and procedures for the effective management of human resources in support of mentorship, capacity-building and succession planning.

Leadership Quality StandardSuperintendent Leadership Quality Standard

Alberta Education 7

Supporting Effective Governance

7. A superintendent of schools as referred to inthe School Act, as chief executive officer of theboard and chief education officer of the schoolauthority, provides the board with information,advice and support required for the fulfillment ofits governance role, and reports to the Ministeron all matters required of the superintendent asidentified in the School Act and other provinciallegislation.


(a) establishing and sustaining a productive working relationship with the board, based on mutual trust, respect and integrity;

(b) ensuring that all students and staff are provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging;

(c) ensuring that all students in the school authority have the opportunity to meet the standards of education set by the Minister of Education;

(d) ensuring that the board’s plans, resource allocations, strategies and procedures lead to the achievement of its goals and priorities;

(e) ensuring that the board’s fiscal and resource management is in accordance with all statutory, regulatory and board requirements;

(f ) supporting the board in the fulfilment of its governance functions in the fiduciary, strategic and generative realms;

(g) implementing board policies and supporting the regular review and evaluation of their impact;

(h) ensuring the support, ongoing supervision and evaluation of all staff members in relation to their respective professional responsibilities;

(i) facilitating collaboration among the board, staff and First Nations, Métis and Inuit leaders, organizations and communities to establish strategic policy directions in support of First Nations, Métis and Inuit student achievement and development;

(j) building the capacity of the board and staff to predict, communicate and respond to emergent circumstances, including emergency readiness and crisis management, and to political, social, economic, legal and cultural contexts and trends;

(k) supporting the board in its engagement with the school community to develop a vision of a preferred future for student success;

(l) facilitating ongoing public communication about the board’s operations and the achievement of its goals and priorities; and

(m) promoting constructive relations between the board and staff, as well as provincial authorities, post-secondary institutions and education stakeholder organizations.

Leadership Quality StandardSuperintendent Leadership Quality Standard

Alberta Education, Office of the Registrar2nd Floor, 44 Capital Boulevard Building

10044 - 108 StreetEdmonton, Alberta T5J 5E6

(780) 427-2045

The Superintendent Leadership Quality Standard Practice Profile Quality superintendent leadership occurs when the superintendent’s ongoing analysis of the context, and the superintendent’s decisions about what leadership knowledge and abilities to apply, result in quality school leadership, quality teaching and optimum learning for all students in the school authority. Alberta Education February 2018

The System Education Leader Practice Profile Quality system education leadership occurs when the system education leader’s ongoing analysis of the context, and their decisions about what leadership knowledge and abilities to apply, result in quality school leadership, quality teaching and optimum learning for all students in the school authority. CASS August 2018

Competencies

Building Effective Relationships A superintendent establishes a welcoming, caring, respectful and safe learning environment by building positive and productive relationships with members of the school community and the local community.

Building Effective Relationships A system education leader establishes a welcoming, caring, respectful and safe learning environment by building positive and productive relationships with members of the school community and the local community.

Modeling Commitment to Professional Learning A superintendent engages in career-long professional learning and ongoing critical reflection, identifying and acting on research-informed opportunities for enhancing leadership, teaching, and learning.

Modeling Commitment to Professional Learning A system education leader engages in career-long professional learning and ongoing critical reflection, identifying and acting on research-informed opportunities for enhancing leadership, teaching and learning.

Appendix BThe Superintendent and System Education Leader Practice Profile Comparison Chart

Visionary Leadership A superintendent engages with the school community in implementing a vision of a preferred future for student success, based on common values and beliefs.

Visionary Leadership The system education leader supports the school community in implementing a vision of a preferred future for student success, based on common values and beliefs.

Leading Learning A superintendent establishes and sustains a learning culture in the school community that promotes ongoing critical reflection on practice, shared responsibility for student success and continuous improvement.

Leading Learning The system education leader facilitates and sustains a learning culture in the school community that promotes ongoing critical reflection on practice, shared responsibility for student success and continuous improvement.

Ensuring First Nations Métis and Inuit Education for all Students A superintendent establishes the structures and provides the resources necessary for the school community to acquire and apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

Supporting First Nations Métis and Inuit Education for All Students A system education leader supports the school community in acquiring and applying foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

Sustaining Effective Instructional Leadership A system education leader ensures that every student has access to quality teaching and optimum learning experiences.

School Authority Operations and Resources A superintendent directs school authority operations and strategically allocates resources in the interests of all students and in alignment with the school authority’s goals and priorities.

School Authority Operations and Resources A system education leader supports the superintendent in managing the school authority operations and strategically allocating resources in the interests of all students and in alignment with the school authority’s goals and priorities.

Supporting Effective Governance A superintendent of schools as referred to in the School Act, as chief executive officer of the board and chief education officer of the school authority, provides the board with information, advice and support required for the fulfillment of its governance role, and reports to the Minister on all matters required of the superintendent as identified in the School Act and other provincial legislation.

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Appendix B.1System Education Leader Practice Profile

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https://education.alberta.ca/professional-practice-standards/?searchMode=3

mailto:[email protected]

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Appendix B.2

Practice Profiles Printable and Fillable Documents



CASS Induction Program Handbook | Page 11

Appendix C CASS Code of Professional Conduct Background The College of Alberta School Superintendents requires high standards of conduct from its members to maintain the honour and dignity of the profession. It is acknowledged that the actions of CASS members will be viewed and appraised by professional colleagues, trustees, staff members, students, parents, guardians and the community-at-large. Therefore, the College of Alberta School Superintendents has established a Code of Professional Conduct that makes explicit the principles and obligations of the profession. Violation of the Code may constitute an independent basis for investigation and possible disciplinary action by the College of Alberta School Superintendents.

PRINCIPLES 1. Protection of the Public InterestA distinguishing feature of a profession is acceptance of its responsibility to the public and its commitment to serve and honor the public interest. The public interest, for the purpose of this Code, is defined as the collective well-being of the communities of people served by members of the College of Alberta School Superintendents. Membership in the College of Alberta School Superintendents requires a commitment to protect the public interest. CASS members must place the public interest above their own at all times.

2. IntegrityIntegrity is the fundamental quality from which the public trust derives. CASS members are employed in positions of trust; therefore, integrity must be an element of character of every individual who seeks to practice as a member of the College of Alberta School Superintendents.

CASS members must exemplify high standards of integrity in all interpersonal relationships and in the discharge of professional responsibilities. The trustworthiness of a CASS member must never be in question.

3. ObjectivityObjectivity is a quality that enhances integrity and helps safeguard the public interest. It requires CASS members to be impartial and free from conflicts between their private interests and professional responsibilities.


OBLIGATIONS The principles of the public interest, integrity and objectivity impose the following obligations on each member of the College of Alberta School Superintendents:

1. Falsification or MisrepresentationThe CASS member SHALL refrain from engaging in conduct involving falsification or deliberate misrepresentation, including omission or concealment, of a material fact.

2. DiscriminationThe CASS member SHALL respect the requirements of human rights and constitutional laws in force in Canada. Except where differential treatment is permitted by law, the CASS member SHALL NOT discriminate in professional dealings with any person on grounds including, but not limited to, a person’s ancestry, colour, perceived race, nationality, national origin, ethnic background or origin, language, religion, creed or religious belief, religious association or activities, age, gender, physical characteristics, pregnancy, sexual orientation, marital or family status, source of income, political belief/association/activities, or physical or mental disability.

3. Sexual Harassment and HarassmentThe CASS member SHALL refrain from engaging in vexatious comments or conduct that is known or reasonably to be known to constitute sexual harassment or harassment. Harassment – sexual or otherwise – includes any improper, abusive, or unwelcome conduct that offends, embarrasses, humiliates, or degrades another person.

4. ConfidentialityThe CASS member SHALL comply with provincial and school system requirements relating to the confidentiality of student, staff and parent/guardian information.

5. Personal Interests and Private GainThe CASS member SHALL refrain from acting in a professional capacity when personal interests or relationships might reasonably be expected to result in private gain or impair objectivity or effectiveness in the discharge of professional responsibilities.

6. Fundamental JUSTICEThe CASS member SHALL comply with the principles of fundamental justice in all staff performance issues.

7. Contractual MattersThe CASS member SHALL fulfill all of the terms and obligations in his/her employment contract with the Board of Trustees, for the duration of the contract. Furthermore, the CASS member SHALL honour all terms and obligations in the employment contracts of other school system staff.


8. Conduct of a Criminal NatureThe CASS member SHALL refrain from engaging in conduct that may lead to being convicted in a court of law of a criminal offense which, in the opinion of the Professional Conduct Committee of CASS, represents serious misconduct relevant to the individual’s suitability as a member of the profession.

9. Conduct of CASS ColleaguesWhen concerns arise regarding the professional conduct of a CASS colleague, the CASS member SHALL first advise the colleague of the concern and subsequently attempt to resolve the matter collegially and in a confidential manner. If these attempts at resolution are unsuccessful, the CASS member SHALL file a formal complaint with the College of Alberta School Superintendents. However, the CASS member SHALL refrain from initiating, participating in, or encouraging the filing of complaints that are malicious, unwarranted or without basis in fact. Furthermore, the CASS member SHALL refrain from knowingly assisting or inducing a colleague to contravene the Code of Professional Conduct.

10. Complaint ProceedingsThe CASS member SHALL assist in the process of enforcing the Code of Professional Conduct by cooperating with investigations, participating in proceedings, and complying with directives from the College of Alberta School Superintendents.

Reference: Canadian Bar Association (2006). Code of Professional Conduct. Ottawa, Ontario.


Appendix D Mentor-Mentee Expectation Agreement

Mentor: Mentee:

Development Areas: What are the key areas that the mentee would like to focus on in order to advance his/her leadership expertise and knowledge?

Beginning the Partnership: What are the initial steps we are going to take?

Measuring Progress: How will we measure how well the partnership is working?

Boundaries: What will we do to ensure that we don’t impose on each other?

Confidentiality: How will we ensure that we recognize sensitive issues and maintain appropriate confidentiality?

Contact Information: How and when will we contact each other? How will we communicate changes?

Other: What else do we need to cover?

Date: Initials &


Notes


For more information, please contact:

Del Litke, Director of Leadership Learning [email protected]

September 2018

mailto:[email protected]

Induction Program Handbook - CASS Alberta · The CASS Induction Program Handbook was approved by...

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