Peel Leadership Framework
24
Leadership Development and School Support Services Peel Leadership Framework Leadership for Learning Teaching and Learning Climate for Learning and Working WE INSPIRE SUCCESS, CONFIDENCE & HOPE IN EACH STUDENT for Supervisory Officers
Transcript of Peel Leadership Framework
Peel Leadership FrameworkPeel Leadership Framework
Leadership for Learning Teaching and Learning Climate for Learning and Working
WE INSPIRE SUCCESS,
The Peel Leadership Framework is designed to:
Whether you are a school or district leader, the Peel Leadership Framework provides continued and important insights about further building your leadership capacity. It is a valuable tool for self-reflection and self-assessment.
• Facilitate a shared vision of leadership in our schools and district
• Promote a common language that fosters an understanding of leadership and what it means to be a school or system leader
• Identify the practices, actions and personal resources that describe effective leadership
• Provide a framework for reflection and mentoring
• Guide the design and implementation of professional learning and development for school and system leaders
• Support School Success Planning
• Align performance based assessment with evaluation and annual success planning
• Aid in the recruitment, development, selection and retention of school and system leaders
• Guide and direct candidates through the promotion process
As part of the reflective preparation involved in leadership development, you may use this tool as a gap analysis to determine which leadership domains and practices are your areas of strength and which require you to gain more experience or participate in additional training.
As part of the promotion process application for Supervisory Officer, you will use this tool as a district leadership readiness self-assessment. Complete the developmental continuum for the Personal Leadership Resources and each of the nine domains identified in this framework under Leadership for Learning, Climate for Learning and Working, and Teaching and Learning. Provide supporting evidence of your leadership in action, including reflections and the impact of your leadership on student achievement and well-being within a diverse school community as part of your application package.
This framework summarizes evidence about the characteristics of “strong” school districts – those districts that are successful at improving the learning of their students. For district senior leadership teams, developing the nine characteristics of strong districts in their organizations should be the immediate goals for their work, with student achievement and well-being as the underlying goals. These nine characteristics enable the district’s schools and classrooms to do their school improvement work effectively. (OLF, District Effectiveness Framework)
Leadership Development and Preparing for the Promotion Process
1
• Familiar with and beginning to incorporate into philosophy and practice
• Beginning to apply knowledge into action
• Some opportunities to experience and put into practice
• Reflecting and experimenting
• Applies knowledge and action
• Routine use
• Automatic and sophisticated knowledge and action
• An integral part of experience and practice
• Intuitive, intentional and situational
• link and align District & School Success Planning and leadership development
• honour the developmental continuum of leadership growth
• promote reflection of leadership development
• identify within the nine domains, areas of strength and next steps
• provide a common language for conversation and descriptive feedback
Personal Awareness
Leadership for Learning: 1 ESTABLISH BROADLY SHARED MISSION,
VISION AND GOALS FOUNDED ON ASPIRATIONAL IMAGES OF THE EDUCATED PERSON
2 CREATE LEARNING-ORIENTED ORGANI- ZATIONAL IMPROVEMENT PROCESSES
3 ALIGN BUDGETS, TIME AND PERSONNEL / PRACTICES WITH DISTRICT MISSION, VISION AND GOALS
4 USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL AND DISTRICT LEADERSHIP DEVELOPMENT
Teaching and Learning: 5 PROVIDE COHERENT INSTRUCTIONAL
GUIDANCE
6 BUILD DISTRICT AND SCHOOL’S CAPACITIES AND COMMITMENTS TO MAKE INFORMED DECISIONS
7 PROVIDE JOB-EMBEDDED PROFESSIONAL LEARNING
Climate for Learning and Working: 8 ADVOCATE FOR AND SUPPORT A POLICY-
GOVERNANCE APPROACH TO BOARD OF TRUSTEE PRACTICES
9 NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH STAFF AND STAKEHOLDERS
Through District and School Success Planning, boards set measurable goals based on their Board Improvement Plan and implement success strategies to increase student achievement and well-being within a diverse school community. The Peel Leadership Framework and School Success Planning share a common focus on Leadership for Learning, Climate for Learning and Working, and Teaching and Learning.
School Success Planning “One Plan, One Place”
Leadership for Learning Teaching and Learning Climate for Learning and Working PERSONAL LEADERSHIP RESOURCES
2
• Maintaining calm/confidence in the face of challenging problems
Knowledge about school and classroom conditions with direct effects on student learning
• Technical/rational conditions
• Emotional conditions
• Organizational conditions
• Family conditions
Systems thinking
• Being able to understand the dense, complex and reciprocal connections among different elements of the organization
• Having foresight to engage the organization in likely futures and consequences for action
Social Resources Perceiving emotions
• Discerning emotional responses in others through verbal and non-verbal cues
Managing emotions
• Reflecting on our own emotional responses and their potential consequences
• Persuading others to likewise reflect on their responses
Acting in emotionally appropriate ways
• Being able to exercise control over which emotions guide our actions
• Being able to help others act on emotions that serve their best interests
Psychological Resources Optimism
• Habitually expecting positive results from our efforts
• Recognizing where we have and do not have opportunities for direct influence and control
• Taking positive risks
Self-efficacy
• Believing in our own ability to perform a task or achieve a goal
• As a result of positive self-efficacy, taking responsible risks, expending substantial effort and persisting in the face of initial failure
Resilience
• Being able to recover from or adjust easily to change or misfortune
• Being able to thrive in challenging circumstances
Proactivity
• Being able to stimulate and effectively manage change on a large scale under complex circumstances
• Showing initiative and perseverance in bringing about meaningful change
Effective leaders tend to possess a small but critical number of personal leadership resources that they draw upon when enacting the leadership practices identified in this framework. These resources are applied by effective school leaders as needed across each of the nine domains under Leadership for Learning, Climate for Learning and Working, and Teaching and Learning, playing a key role in considering readiness for promotion.
Leadership for Learning Teaching and Learning Climate for Learning and Working PERSONAL LEADERSHIP RESOURCES
3
Cognitive Resources
Problem-solving expertise
Knowledge about school and classroom conditions with direct effects on student learning
Systems thinking
Social Resources
Perceiving emotions
Managing emotions
Psychological Resources
Application Stage
Integration Stage
These essential resources are applied as needed across each of the nine leadership practices under Leadership for Learning, Climate for Learning and Working, and Teaching and Learning, within the appropriate context of a diverse community that the district serves. Evidence of the Personal Leadership Resources in action should be clear throughout the “Evidence/Reflections/ Impact on Student Achievement and Personal Leadership within a Diverse District” section for each of the nine domains.
4
Ensure that a transparent visioning & goal-setting process is carried out in schools and service departments
Support Principals/Managers in ensuring that a school’s/ service department’s mission, vision and goals/Theories of Action are widely known, understood and shared by all members of the learning community
Articulate, demonstrate and model the mission and vision of the Peel District School Board and the goals of The Report Card for Student Success
Ensure that the goals of The Report Card for Student Success are reflected in School Success Plans/service department plans and in all discussions with Principals/Managers and other leader-initiated interactions
Reinforce norms in the superintendency/service departments that are aligned with board goals and strengthen the culture of equity and inclusion
Exemplify, through one’s own actions, the Peel District School Board’s core values and support a culture of equity and inclusion in all learning communities
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning ESTABLISH BROADLY SHARED MISSION, VISION AND GOALS BASED ON ASPIRATIONAL IMAGES OF THE EDUCATED PERSON
Effective system leaders work collaboratively to establish broadly shared mission, vision and goals through a strategic planning process: The Report Card for Student Success.
5
Leadership for Learning ESTABLISH BROADLY SHARED MISSION, VISION AND GOALS BASED ON ASPIRATIONAL IMAGES OF THE EDUCATED PERSON
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
6
Ensure that School Success Plans/service department plans are evidence-informed
Ensure that School Success Plans/service department plans are aligned with board-wide goals in the areas of Leadership for Learning, Teaching & Learning and Climate for Learning & Working
Ensure that School Success Plans/service department plans are site-based and reflect the individual needs of the learning community that they serve
Support Principals/Managers to ensure that school-level and service department-level planning encourages regular, reciprocal and extended deliberations about improvement progress
Participate in system-level planning processes to ensure consistency of approach based on the goals of The Report Card for Student Success
Support Principals & Managers to monitor and refine the implementation of School Success Plans/service department plans
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning CREATE LEARNING-ORIENTED ORGANIZATIONAL IMPROVEMENT PROCESSES
System leaders use a coherent approach to system improvement based on a small number of key improvement goals. Leaders ensure that new initiatives are integrated into existing routines and practices ensuring continuity.
7
8
Align the allocation of resources, personnel, policies and procedures with available data such as the SRI, The Report Card for Student Success and School Success Plans/service department plans
Align superintendency/service department structures with The Report Card for Student Success and School Success Plans/service department plans
Assist schools/service departments to allocate resources equitably
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning ALIGN BUDGETS, TIME AND PERSONNEL/PRACTICES WITH DISTRICT MISSION, VISION AND GOALS
System leaders allocate resources to align with the district focus on improving instruction and student achievement as well as differentiating supports.
9
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
10
Use the Peel Leadership Framework in combination with Ministry of Education appraisal systems as key sources of criteria used for recruiting & selecting school and service department leaders
Use the Peel Leadership Framework in combination with Ministry of Education appraisal systems and 360° feedback as key sources of criteria used for appraising system leaders
Match the capacities of leaders with the needs of schools/service departments
Provide aspiring and existing leaders with extended opportunities to further develop their leadership capacities
Work with the senior team to develop plans for leadership succession
Encourage the distribution of leadership opportunities in schools/service departments
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL AND DISTRICT LEADERSHIP DEVELOPMENT
System leaders develop and support leadership, with the aim of supporting ongoing system/school improvement and succession planning.
11
Leadership for Learning USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL AND DISTRICT LEADERSHIP DEVELOPMENT
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
12
Align curricular goals, assessment instruments, instructional practices and teaching resources
Ensure that all aspects of the educational program embed the principles of equity and inclusion
Ensure that evidence-based instructional strategies form the core of teaching & learning practices
Actively monitor the instructional program so that all students belonging to the diverse school community are successful
Encourage schools to be innovative in support of the goals outlined in The Report Card for Student Success
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders encourage all staff to be innovative in their instructional practices. System leaders ensure collaboration through the School Success Planning process aligned with The Report Card for Student Success.
Teaching and Learning PROVIDE COHERENT INSTRUCTIONAL GUIDANCE
13
14
Use a variety of data sources, including SRI data, to assist decision making on behalf of students
Use the best available research and other systematically-collected evidence to inform decisions wherever possible
Encourage collaboration in the interpretation and uses of data
Model evidence-informed decision making
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders use research and data to guide policy planning, development and implementation. System leaders monitor the implementation of School Success Plans/ service department plans with a focus on instructional practices and student success.
Teaching and Learning BUILD DISTRICT AND SCHOOL CAPACITIES AND COMMITMENTS TO MAKE INFORMED DECISIONS
15
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
Teaching and Learning BUILD DISTRICT AND SCHOOL CAPACITIES AND COMMITMENTS TO MAKE INFORMED DECISIONS
16
Ensure alignment of professional development with the needs articulated in School Success Plans/service department plans
Encourage alignment of individual staff growth plans (i.e ALPs) with The Report Card for Student Success and/or School Success Plans/service department plans
Support Principals and Managers by monitoring the implementation of School Success Plans/service department plans and track this implementation
Align initiatives, practices and budget allocation to the improvement of student achievement
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders align professional learning with The Report Card for Student Success and School Success Plans/service department plans.
Teaching and Learning PROVIDE JOB-EMBEDDED PROFESSIONAL LEARNING
17
18
Work collaboratively with Trustees to develop Peel District School Board policy and support The Report Card for Student Success
Regularly report to Trustees progress in achieving the goals of The Report Card for Student Success and School Success Plans/ service department plans
Work collaboratively with Trustees to support the work of schools, with a particular focus on supporting student success
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders are focused on the alignment of The Report Card for Student Success with the work of schools and service departments that supports student achievement and well-being.
Climate for Learning and Working ADVOCATE FOR AND SUPPORT A POLICY-GOVERNANCE APPROACH TO BOARD OF TRUSTEE PRACTICES
19
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
Climate for Learning and Working ADVOCATE FOR AND SUPPORT A POLICY-GOVERNANCE APPROACH TO BOARD OF TRUSTEE PRACTICES
20
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders support strong relationships and regularly communicate and collaborate with all staff and stakeholders.
Internal district and school staffs
• Adopt a service orientation toward schools;
• Develop communication systems and processes to keep staff informed;
• Develop open, accessible and collaborative relationships with staff, with a particular focus on union and employee groups;
• Promote high levels of interaction among school/service department leaders;
• Buffer schools/service departments from distractors that detract from The Report Card for Student Success and School Success Plans/service department plans;
• Demonstrate respect for the diversity of staff and students by listening to their ideas, being open to those ideas and genuinely considering their value;
• Develop and maintain safe, caring and respectful climates for learning and working;
• Demonstrate and inspire others to demonstrate leadership based on a culture of equity and inclusion.
Local Community Groups
• Routinely consult with community groups on decisions affecting the community as required;
• Demonstrate the importance the Peel District School Board attaches to its community connections;
• Build trusting and positive relationships with all community stakeholders.
Ministry of Education
• Make flexible, adaptive use of provincial initiatives and frameworks, ensuring that they contribute to, rather than detract from, accomplishing the goals and priorities articulated in The Report Card for Student Success and School Success Plans/service department plans;
• Develop and maintain engagement with the provincial Ministry of Education.
Climate for Learning and Working NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH STAFF AND STAKEHOLDERS
Support Internal district and school staffs
Engage Local Community Groups
Parents
• Support and encourage schools to develop productive working relationships with parents;
• Influence the work of schools toward fostering improved educational cultures in the home environments of their students;
• Communicate with parents in a positive manner;
• Demonstrate respect for the diversity of parents by listening to their ideas, being open to those ideas and genuinely considering their value;
• Encourage Principals/Managers to adopt a broad, equitable and inclusive view of stakeholder engagement that encourages genuine input and involvement in the learning process.
21
Climate for Learning and Working NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH STAFF AND STAKEHOLDERS
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
Leadership Development and School Support ServicesRevised April 2015
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Leadership for Learning Teaching and Learning Climate for Learning and Working
WE INSPIRE SUCCESS,
The Peel Leadership Framework is designed to:
Whether you are a school or district leader, the Peel Leadership Framework provides continued and important insights about further building your leadership capacity. It is a valuable tool for self-reflection and self-assessment.
• Facilitate a shared vision of leadership in our schools and district
• Promote a common language that fosters an understanding of leadership and what it means to be a school or system leader
• Identify the practices, actions and personal resources that describe effective leadership
• Provide a framework for reflection and mentoring
• Guide the design and implementation of professional learning and development for school and system leaders
• Support School Success Planning
• Align performance based assessment with evaluation and annual success planning
• Aid in the recruitment, development, selection and retention of school and system leaders
• Guide and direct candidates through the promotion process
As part of the reflective preparation involved in leadership development, you may use this tool as a gap analysis to determine which leadership domains and practices are your areas of strength and which require you to gain more experience or participate in additional training.
As part of the promotion process application for Supervisory Officer, you will use this tool as a district leadership readiness self-assessment. Complete the developmental continuum for the Personal Leadership Resources and each of the nine domains identified in this framework under Leadership for Learning, Climate for Learning and Working, and Teaching and Learning. Provide supporting evidence of your leadership in action, including reflections and the impact of your leadership on student achievement and well-being within a diverse school community as part of your application package.
This framework summarizes evidence about the characteristics of “strong” school districts – those districts that are successful at improving the learning of their students. For district senior leadership teams, developing the nine characteristics of strong districts in their organizations should be the immediate goals for their work, with student achievement and well-being as the underlying goals. These nine characteristics enable the district’s schools and classrooms to do their school improvement work effectively. (OLF, District Effectiveness Framework)
Leadership Development and Preparing for the Promotion Process
1
• Familiar with and beginning to incorporate into philosophy and practice
• Beginning to apply knowledge into action
• Some opportunities to experience and put into practice
• Reflecting and experimenting
• Applies knowledge and action
• Routine use
• Automatic and sophisticated knowledge and action
• An integral part of experience and practice
• Intuitive, intentional and situational
• link and align District & School Success Planning and leadership development
• honour the developmental continuum of leadership growth
• promote reflection of leadership development
• identify within the nine domains, areas of strength and next steps
• provide a common language for conversation and descriptive feedback
Personal Awareness
Leadership for Learning: 1 ESTABLISH BROADLY SHARED MISSION,
VISION AND GOALS FOUNDED ON ASPIRATIONAL IMAGES OF THE EDUCATED PERSON
2 CREATE LEARNING-ORIENTED ORGANI- ZATIONAL IMPROVEMENT PROCESSES
3 ALIGN BUDGETS, TIME AND PERSONNEL / PRACTICES WITH DISTRICT MISSION, VISION AND GOALS
4 USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL AND DISTRICT LEADERSHIP DEVELOPMENT
Teaching and Learning: 5 PROVIDE COHERENT INSTRUCTIONAL
GUIDANCE
6 BUILD DISTRICT AND SCHOOL’S CAPACITIES AND COMMITMENTS TO MAKE INFORMED DECISIONS
7 PROVIDE JOB-EMBEDDED PROFESSIONAL LEARNING
Climate for Learning and Working: 8 ADVOCATE FOR AND SUPPORT A POLICY-
GOVERNANCE APPROACH TO BOARD OF TRUSTEE PRACTICES
9 NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH STAFF AND STAKEHOLDERS
Through District and School Success Planning, boards set measurable goals based on their Board Improvement Plan and implement success strategies to increase student achievement and well-being within a diverse school community. The Peel Leadership Framework and School Success Planning share a common focus on Leadership for Learning, Climate for Learning and Working, and Teaching and Learning.
School Success Planning “One Plan, One Place”
Leadership for Learning Teaching and Learning Climate for Learning and Working PERSONAL LEADERSHIP RESOURCES
2
• Maintaining calm/confidence in the face of challenging problems
Knowledge about school and classroom conditions with direct effects on student learning
• Technical/rational conditions
• Emotional conditions
• Organizational conditions
• Family conditions
Systems thinking
• Being able to understand the dense, complex and reciprocal connections among different elements of the organization
• Having foresight to engage the organization in likely futures and consequences for action
Social Resources Perceiving emotions
• Discerning emotional responses in others through verbal and non-verbal cues
Managing emotions
• Reflecting on our own emotional responses and their potential consequences
• Persuading others to likewise reflect on their responses
Acting in emotionally appropriate ways
• Being able to exercise control over which emotions guide our actions
• Being able to help others act on emotions that serve their best interests
Psychological Resources Optimism
• Habitually expecting positive results from our efforts
• Recognizing where we have and do not have opportunities for direct influence and control
• Taking positive risks
Self-efficacy
• Believing in our own ability to perform a task or achieve a goal
• As a result of positive self-efficacy, taking responsible risks, expending substantial effort and persisting in the face of initial failure
Resilience
• Being able to recover from or adjust easily to change or misfortune
• Being able to thrive in challenging circumstances
Proactivity
• Being able to stimulate and effectively manage change on a large scale under complex circumstances
• Showing initiative and perseverance in bringing about meaningful change
Effective leaders tend to possess a small but critical number of personal leadership resources that they draw upon when enacting the leadership practices identified in this framework. These resources are applied by effective school leaders as needed across each of the nine domains under Leadership for Learning, Climate for Learning and Working, and Teaching and Learning, playing a key role in considering readiness for promotion.
Leadership for Learning Teaching and Learning Climate for Learning and Working PERSONAL LEADERSHIP RESOURCES
3
Cognitive Resources
Problem-solving expertise
Knowledge about school and classroom conditions with direct effects on student learning
Systems thinking
Social Resources
Perceiving emotions
Managing emotions
Psychological Resources
Application Stage
Integration Stage
These essential resources are applied as needed across each of the nine leadership practices under Leadership for Learning, Climate for Learning and Working, and Teaching and Learning, within the appropriate context of a diverse community that the district serves. Evidence of the Personal Leadership Resources in action should be clear throughout the “Evidence/Reflections/ Impact on Student Achievement and Personal Leadership within a Diverse District” section for each of the nine domains.
4
Ensure that a transparent visioning & goal-setting process is carried out in schools and service departments
Support Principals/Managers in ensuring that a school’s/ service department’s mission, vision and goals/Theories of Action are widely known, understood and shared by all members of the learning community
Articulate, demonstrate and model the mission and vision of the Peel District School Board and the goals of The Report Card for Student Success
Ensure that the goals of The Report Card for Student Success are reflected in School Success Plans/service department plans and in all discussions with Principals/Managers and other leader-initiated interactions
Reinforce norms in the superintendency/service departments that are aligned with board goals and strengthen the culture of equity and inclusion
Exemplify, through one’s own actions, the Peel District School Board’s core values and support a culture of equity and inclusion in all learning communities
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning ESTABLISH BROADLY SHARED MISSION, VISION AND GOALS BASED ON ASPIRATIONAL IMAGES OF THE EDUCATED PERSON
Effective system leaders work collaboratively to establish broadly shared mission, vision and goals through a strategic planning process: The Report Card for Student Success.
5
Leadership for Learning ESTABLISH BROADLY SHARED MISSION, VISION AND GOALS BASED ON ASPIRATIONAL IMAGES OF THE EDUCATED PERSON
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
6
Ensure that School Success Plans/service department plans are evidence-informed
Ensure that School Success Plans/service department plans are aligned with board-wide goals in the areas of Leadership for Learning, Teaching & Learning and Climate for Learning & Working
Ensure that School Success Plans/service department plans are site-based and reflect the individual needs of the learning community that they serve
Support Principals/Managers to ensure that school-level and service department-level planning encourages regular, reciprocal and extended deliberations about improvement progress
Participate in system-level planning processes to ensure consistency of approach based on the goals of The Report Card for Student Success
Support Principals & Managers to monitor and refine the implementation of School Success Plans/service department plans
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning CREATE LEARNING-ORIENTED ORGANIZATIONAL IMPROVEMENT PROCESSES
System leaders use a coherent approach to system improvement based on a small number of key improvement goals. Leaders ensure that new initiatives are integrated into existing routines and practices ensuring continuity.
7
8
Align the allocation of resources, personnel, policies and procedures with available data such as the SRI, The Report Card for Student Success and School Success Plans/service department plans
Align superintendency/service department structures with The Report Card for Student Success and School Success Plans/service department plans
Assist schools/service departments to allocate resources equitably
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning ALIGN BUDGETS, TIME AND PERSONNEL/PRACTICES WITH DISTRICT MISSION, VISION AND GOALS
System leaders allocate resources to align with the district focus on improving instruction and student achievement as well as differentiating supports.
9
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
10
Use the Peel Leadership Framework in combination with Ministry of Education appraisal systems as key sources of criteria used for recruiting & selecting school and service department leaders
Use the Peel Leadership Framework in combination with Ministry of Education appraisal systems and 360° feedback as key sources of criteria used for appraising system leaders
Match the capacities of leaders with the needs of schools/service departments
Provide aspiring and existing leaders with extended opportunities to further develop their leadership capacities
Work with the senior team to develop plans for leadership succession
Encourage the distribution of leadership opportunities in schools/service departments
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
Leadership for Learning USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL AND DISTRICT LEADERSHIP DEVELOPMENT
System leaders develop and support leadership, with the aim of supporting ongoing system/school improvement and succession planning.
11
Leadership for Learning USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL AND DISTRICT LEADERSHIP DEVELOPMENT
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
12
Align curricular goals, assessment instruments, instructional practices and teaching resources
Ensure that all aspects of the educational program embed the principles of equity and inclusion
Ensure that evidence-based instructional strategies form the core of teaching & learning practices
Actively monitor the instructional program so that all students belonging to the diverse school community are successful
Encourage schools to be innovative in support of the goals outlined in The Report Card for Student Success
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders encourage all staff to be innovative in their instructional practices. System leaders ensure collaboration through the School Success Planning process aligned with The Report Card for Student Success.
Teaching and Learning PROVIDE COHERENT INSTRUCTIONAL GUIDANCE
13
14
Use a variety of data sources, including SRI data, to assist decision making on behalf of students
Use the best available research and other systematically-collected evidence to inform decisions wherever possible
Encourage collaboration in the interpretation and uses of data
Model evidence-informed decision making
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders use research and data to guide policy planning, development and implementation. System leaders monitor the implementation of School Success Plans/ service department plans with a focus on instructional practices and student success.
Teaching and Learning BUILD DISTRICT AND SCHOOL CAPACITIES AND COMMITMENTS TO MAKE INFORMED DECISIONS
15
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
Teaching and Learning BUILD DISTRICT AND SCHOOL CAPACITIES AND COMMITMENTS TO MAKE INFORMED DECISIONS
16
Ensure alignment of professional development with the needs articulated in School Success Plans/service department plans
Encourage alignment of individual staff growth plans (i.e ALPs) with The Report Card for Student Success and/or School Success Plans/service department plans
Support Principals and Managers by monitoring the implementation of School Success Plans/service department plans and track this implementation
Align initiatives, practices and budget allocation to the improvement of student achievement
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders align professional learning with The Report Card for Student Success and School Success Plans/service department plans.
Teaching and Learning PROVIDE JOB-EMBEDDED PROFESSIONAL LEARNING
17
18
Work collaboratively with Trustees to develop Peel District School Board policy and support The Report Card for Student Success
Regularly report to Trustees progress in achieving the goals of The Report Card for Student Success and School Success Plans/ service department plans
Work collaboratively with Trustees to support the work of schools, with a particular focus on supporting student success
Personal Awareness
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders are focused on the alignment of The Report Card for Student Success with the work of schools and service departments that supports student achievement and well-being.
Climate for Learning and Working ADVOCATE FOR AND SUPPORT A POLICY-GOVERNANCE APPROACH TO BOARD OF TRUSTEE PRACTICES
19
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
Climate for Learning and Working ADVOCATE FOR AND SUPPORT A POLICY-GOVERNANCE APPROACH TO BOARD OF TRUSTEE PRACTICES
20
Application Stage
Integration Stage
Core Leadership Practices and how each is enacted by effective district leaders:
System leaders support strong relationships and regularly communicate and collaborate with all staff and stakeholders.
Internal district and school staffs
• Adopt a service orientation toward schools;
• Develop communication systems and processes to keep staff informed;
• Develop open, accessible and collaborative relationships with staff, with a particular focus on union and employee groups;
• Promote high levels of interaction among school/service department leaders;
• Buffer schools/service departments from distractors that detract from The Report Card for Student Success and School Success Plans/service department plans;
• Demonstrate respect for the diversity of staff and students by listening to their ideas, being open to those ideas and genuinely considering their value;
• Develop and maintain safe, caring and respectful climates for learning and working;
• Demonstrate and inspire others to demonstrate leadership based on a culture of equity and inclusion.
Local Community Groups
• Routinely consult with community groups on decisions affecting the community as required;
• Demonstrate the importance the Peel District School Board attaches to its community connections;
• Build trusting and positive relationships with all community stakeholders.
Ministry of Education
• Make flexible, adaptive use of provincial initiatives and frameworks, ensuring that they contribute to, rather than detract from, accomplishing the goals and priorities articulated in The Report Card for Student Success and School Success Plans/service department plans;
• Develop and maintain engagement with the provincial Ministry of Education.
Climate for Learning and Working NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH STAFF AND STAKEHOLDERS
Support Internal district and school staffs
Engage Local Community Groups
Parents
• Support and encourage schools to develop productive working relationships with parents;
• Influence the work of schools toward fostering improved educational cultures in the home environments of their students;
• Communicate with parents in a positive manner;
• Demonstrate respect for the diversity of parents by listening to their ideas, being open to those ideas and genuinely considering their value;
• Encourage Principals/Managers to adopt a broad, equitable and inclusive view of stakeholder engagement that encourages genuine input and involvement in the learning process.
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Climate for Learning and Working NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH STAFF AND STAKEHOLDERS
Evidence/Reflections/Impact on student achievement and personal leadership within a diverse district:
Leadership Development and School Support ServicesRevised April 2015
PL-CR Row 1: Off
PL-CR Row 2: Off
PL-CR Row 3: Off
PL-SR Row 1: Off
PL-SR Row 2: Off
PL-SR Row 3: Off
PL-PR Row 1: Off
PL-PR Row 2: Off
PL-PR Row 3: Off
PL-PR Row 4: Off
P4 Row 1: Off
P4 Row 2: Off
P4 Row 3: Off
P4 Row 4: Off
P4 Row 5: Off
P4 Row 6: Off
