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Ontario College of TeachersPrincipal’s Qualification Program 2009
Guideline
Table of Contents
1 The Ontario School Principal .....................................................................................................12 Program Vision ..............................................................................................................................13 Regulatory Context........ ...............................................................................................................14 Ontario Context.............................................................................................................................25 PQP Program Overview...... ........................................................................................................26 The Ethical Standards and the Standards of Practice for the Teaching Profession ...........36.1 Standards Resources ..................................................................................................................37 PQP Content .................................................................................................................................38 Instructional Practice ...................................................................................................................99 Assessment and Evaluation of Candidates ............................................................................910 The Leadership Practicum ........................................................................................................ 10 Purpose10.1 Leadership Practicum Requirements ..................................................................................... 1010.2 Components of the Leadership Practicum ...........................................................................11 Leadership Practicum Mentor Leadership Practicum Proposal Leadership Practicum Log Leadership Practicum Reflective Journal Observation10.3 Other Leadership Practicum Requirements .........................................................................12 Regular Reporting Leadership Practicum Final Report10.4 Provider Responsibilities for the Leadership Practicum ....................................................12
APPENDIX I:
The Ethical Standards for the Teaching Profession ..........................................................................14The Standards of Practice for the Teaching Profession ..................................................................15
APPENDIX II: Resources Standards Resources ..............................................................................................................................16Additional Resources ...............................................................................................................................16Legislation ................................................................................................................................................... 17
APPENDIX III: Optional Forms
Form 1: Observation ................................................................................................................................19Form 2: Leadership Practicum Proposal Contract ...........................................................................21Form 3: Leadership Practicum Evaluation ...........................................................................................24
OnTARIO COLLEgE OF TEAChERS
PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 1
Principal’s Qualification Program Guideline, Part I and Part II
The Ontario School Principal1.
Principals in Ontario are proactive, reflective, collaborative educational leaders. They create and sustain school and system cultures that enhance student learning and achievement including the cognitive, character, social, physical, and spiritual development of all students. Principals apply knowledge and skills with integrity, courage, wisdom and positive attitudes.
Program Vision2.
The Principal’s Qualification Program (PQP) explores with candidates one of the most influential roles in our educational system. The program is designed to support candidates in becoming reflective educational leaders who function effectively in dynamic, diverse contexts characterized by rapidly changing events and circumstances. Principals require leadership capacity to communicate clearly, identify and solve problems, anticipate and resolve conflict, build effective interpersonal relationships and make decisions that reflect the best interests of students, the school and school community.
The program components are rooted in the five leadership domains of the Leadership Framework for Principals and Vice-Principals found within Putting Ontario’s Leadership Framework into Action: A Guide for School and System Leaders/Mise en application du Cadre de leadership de l’Ontario (Institute for Education Leadership, 2008). Candidates in the program will develop knowledge, skills and attitudes that build their personal and professional capacity to collaboratively set direction, develop meaningful relationships, promote the growth and development of others, lead the instructional program, develop and manage the school and ensure accountability for all stakeholders.
The Principal’s Qualification Program provides a foundation for candidates for assuming the role of principal or vice-principal in Ontario schools. The program is one component of ongoing professional learning focused on the development of personal and professional knowledge, skills and practices that lead to exemplary practice in the role of principal.
Regulatory Context 3.
The Ontario College of Teachers is the self-regulatory body for the teaching profession in Ontario. The objects of the College are outlined in the Ontario College of Teachers Act. The College has facilitated the creation of this PQP guideline as the framework to guide the development and implementation of the PQP offered by approved providers in Ontario.
The College’s responsibility related to the PQP is:
to establish and enforce professional standards and ethical standards applicable to •members of the Collegeto provide for the ongoing education of members of the College•to accredit additional qualification courses or programs and more specifically, •
OnTARIO COLLEgE OF TEAChERS
2 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009
The program content and expected achievement of persons enrolled in the program match the skills and knowledge reflected in the College’s “Standards of Practice for the Teaching Profession” and the “Ethical Standards for the Teaching Profession” and in the program guidelines issued by the College. (Regulation 347/02, Accreditation of Teacher Education Programs, Part IV Subsection 24). The PQP comprises Part I, Part II and a Leadership Practicum. Part I and Part II of the program are each 125 hours in length, and the Leadership Practicum consists of a 60-hour leadership experience. Accredited PQP programs reflect the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession. Successful completion of the PQP is recorded on the member’s Certificate of Qualification.
Ontario Context4.
Within the province of Ontario, distinct educational jurisdictions are identified in provincial and federal legislation. In Ontario, the provincial government sets the policy framework for elementary, secondary and post secondary education. The province is responsible for the administration of the Education Act and related regulations for 72 school boards and 33 school authorities comprised of English Catholic, French Catholic, English Public, and French Public education systems. In addition, there are also 134 First Nations communities dispersed throughout Ontario.
Under treaty, and in the Indian Act, the federal government has the fiduciary responsibility to provide educational services for status First Nations members living on reserves. All but two of the 134 First Nations communities have jurisdiction and are responsible for the administration of First Nations schools on reserves and the negotiation of tuition agreements for First Nations student members living on reserves and attending publicly funded schools.
Education in Ontario is dynamic. Teachers, support staff, parents/guardians, school councils and other stakeholders are engaged in creating a better future for students. These voices guide education in the province.
Principals in Ontario provide educational leadership in varied and culturally diverse educational contexts. School principals may find themselves in a variety of educational settings such as: a rural French language school, a Catholic school, an urban public school, a small remote fly-in K to 12 First Nations school, a provincial school or an independent school. The multitude of settings is remarkable. Whatever the community context and setting, the benefits for candidates seeking to become a principal in Ontario schools are significant. Ontario affords to the aspiring school leader many settings from which to learn and apply knowledge, skills and practices essential to creating and sustaining school and system cultures that enhance student learning and achievement.
PQP Program Overview5.
The PQP supports candidates working in a variety of educational settings and will explore, in an integrated delivery model, topics and issues of particular relevance to the context in which they work or may work.
OnTARIO COLLEgE OF TEAChERS
PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 3
The content of Part I and Part II is organized into five domains as reflected in the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework Into Action/Mise en application du cadre de leadership de l’Ontario. The five leadership domains used to organize the content and guide the Leadership Practicum are: Setting Directions, Building Relationships and Developing People, Developing the Organization, Leading the Instructional Program, and Securing Accountability.
The Principal’s Qualification Program is informed by the Aménagement linguistique: A Policy for Ontario’s French-Language Schools and Francophone Community, the First Nation, Métis and Inuit Education Policy Framework and Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario.
The program expectations, leadership domains, program content and the Leadership Practicum are interrelated and designed to support candidates in the development of relevant knowledge, skills, and attitudes required for the role of principal.
The Leadership Practicum is a required and integral component of the PQP. It is a structured educational leadership experience. Candidates must develop a Leadership Practicum proposal before being recommended for Part I and successfully complete the Leadership Practicum experience before being recommended for Part II.
The Ethical Standards and the Standards of Practice for the Teaching Profession6.
A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism. The Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession (Appendix I) provide the focus for ongoing professional learning and are the foundation for the development of the PQP. In addition, the Professional Learning Framework for the Teaching Profession articulates the principles on which effective teacher learning is based and acknowledges a range of options that promote continuous professional learning. This framework is underpinned by the standards for the teaching profession.
6.1 Standards Resources
The College has developed resources to support the effective integration of the standards within the PQP. These resources explore the integration of the standards through a variety of educative and inquiry-based processes. A list of these resources can be found in Appendix II and are available through the College web site (www.oct.ca). This guideline has been designed to reflect the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession.
PQP Content7.
Refer to the tables on the following pages.
OnTARIO COLLEgE OF TEAChERS
4 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009
OnTARIO COLLEgE OF TEAChERS
4 PRInCIPAL’S QUALIFICATIOn PROgRAM
PQ
P C
onte
ntLe
ader
ship
Dom
ain
Pro
gram
Exp
ecta
tion
sC
andi
date
s w
ill b
e ab
le t
o…PA
RT
1 C
onte
ntC
andi
date
s ex
plor
e…PA
RT
2 C
onte
ntC
andi
date
s de
epen
the
ir
unde
rsta
ndin
g of
…
Set
ting
Dir
ecti
ons:
The
prin
cipa
l bui
lds
a sh
ared
vis
ion,
fo
ster
s th
e ac
cept
ance
of g
roup
goa
ls
and
sets
and
com
mun
icat
es h
igh
perfo
rman
ce e
xpec
tatio
ns.
initi
ate,
faci
litat
e an
d m
anag
e •
chan
ge, a
nd o
pera
te s
ucce
ssfu
lly
in a
dyn
amic
env
ironm
ent t
hat
is c
hara
cter
ized
by in
crea
sing
co
mpl
exity
the
•S
tand
ards
of P
ract
ice
for
the
Teac
hing
Pro
fess
ion
and
the
Ethi
cal S
tand
ards
for t
he T
each
ing
Pro
fess
ion
and
thei
r lin
k to
the
role
of
the
prin
cipa
lle
gal r
equi
rem
ents
of t
he p
rinci
pal’s
•
role
:
dutie
s, ro
les
and
resp
onsi
bilit
ies
of th
e pr
inci
pal a
s ou
tline
d in
the
Educ
atio
n Ac
t and
Reg
ulat
ion
298
re
late
the
Ont
ario
Col
lege
of
Te
ache
rs A
ct to
the
role
of
th
e pr
inci
pal
the
prov
inci
al L
eade
rshi
p •
Fram
ewor
k fo
r Prin
cipa
ls a
nd V
ice-
Prin
cipa
lscu
rrent
rese
arch
in e
duca
tiona
l •
lead
ersh
ipth
e le
gisl
ative
, pol
icy
and
hist
oric
al
•co
ntex
t tha
t gov
erns
edu
catio
n re
flect
ing
the
Ont
ario
con
text
(fo
r exa
mpl
e, C
atho
lic, P
ublic
, A
nglo
phon
e, F
ranc
opho
ne, F
irst
nat
ions
, Mét
is a
nd In
uit)
vario
us th
eorie
s, m
odel
s an
d •
stra
tegi
es fo
r effe
ctive
dec
isio
n-m
akin
g an
d pr
oble
m s
olvin
g le
ader
ship
sty
les
•pr
oces
s of
dis
cern
men
t/pra
ctic
e •
of s
elf-r
eflec
tion;
abi
lity
to k
now
on
esel
f th
e O
ntar
io
•Fi
rst N
atio
n, M
étis
, and
In
uit E
duca
tion
Pol
icy
Fram
ewor
kA
mén
agem
ent l
ingu
istiq
ue:
•A
Pol
icy
for O
ntar
io’s
Fre
nch-
Lang
uage
Sch
ools
and
Fr
anco
phon
e C
omm
unity
.
the
•S
tand
ards
of P
ract
ice
for
the
Teac
hing
Pro
fess
ion
and
the
Ethi
cal S
tand
ards
for t
he T
each
ing
Pro
fess
ion
and
thei
r lin
k to
the
role
of
the
prin
cipa
lst
rate
gic
plan
ning
and
pro
cess
es
•th
at e
ngag
e th
e di
vers
ity, v
alue
s,
and
expe
rienc
es o
f the
sch
ool
com
mun
ity, a
nd d
istri
ct s
choo
l bo
ards
stra
tegi
es to
bui
ld, c
omm
unic
ate
•an
d im
plem
ent a
sha
red
visio
nst
rate
gic
plan
ning
and
pro
cess
es
•th
at in
volve
set
ting
goal
s th
at a
re
rele
vant
, rea
listic
and
mea
sura
ble
Min
istry
and
boa
rd in
frast
ruct
ure
•le
ader
ship
theo
ries
•pe
rson
al le
ader
ship
sty
le•
lead
ersh
ip in
cur
ricul
um
•m
anag
emen
t, re
view
, dev
elop
men
t an
d im
plem
enta
tion
elem
enta
ry a
nd s
econ
dary
•
curri
culu
m p
olic
y re
quire
men
ts a
nd
expe
ctat
ions
chan
ge th
eory
and
pro
cess
es•
usin
g da
ta to
info
rm d
ecis
ion-
•m
akin
gth
e po
litic
al c
onte
xt o
f edu
catio
n •
impl
icat
ions
of p
rovin
cial
•
educ
atio
nal p
atte
rns
and
initi
ative
s on
sch
ool i
mpr
ovem
ent
plan
ning
(for
exa
mpl
e, s
tude
nt
dem
ogra
phic
s, d
eclin
ing
enro
lmen
t, gr
adua
tion
rate
s, p
athw
ays)
.
OnTARIO COLLEgE OF TEAChERS
PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 5
PQ
P C
onte
ntLe
ader
ship
Dom
ain
Pro
gram
Exp
ecta
tion
sC
andi
date
s w
ill b
e ab
le t
o…PA
RT
1 C
onte
ntC
andi
date
s ex
plor
e…PA
RT
2 C
onte
ntC
andi
date
s de
epen
the
ir
unde
rsta
ndin
g of
…
Bui
ldin
g R
elat
ions
hips
and
Dev
elop
ing
Peo
ple:
The
prin
cipa
l stri
ves
to fo
ster
gen
uine
tru
stin
g re
latio
nshi
ps w
ith s
tude
nts,
sta
ff,
fam
ilies
and
com
mun
ities
, gui
ded
by a
se
nse
of m
utua
l res
pect
. Th
e pr
inci
pal
affir
ms
and
empo
wer
s ot
hers
to w
ork
in
the
best
inte
rest
s of
all
stud
ents
.
build
and
sus
tain
lear
ning
•
com
mun
ities
that
sup
port
dive
rsity
and
pro
mot
e ex
celle
nce,
ac
coun
tabi
lity,
anti-
raci
sm, e
quity
, pa
rtner
ship
s an
d in
nova
tion
liais
e w
ith e
duca
tiona
l sta
keho
lder
s•
exer
cise
eth
ical
lead
ersh
ip•
com
mun
icat
ion
skills
(for
exa
mpl
e,
•sp
eaki
ng a
nd p
rese
ntat
ion
skills
/ us
e of
tech
nolo
gy/s
trate
gies
for
cond
uctin
g ef
fect
ive m
eetin
gs)
confl
ict m
anag
emen
t and
med
iatio
n •
stra
tegi
es fo
r res
olvin
g et
hica
l •
dile
mm
asgi
ving
and
rece
iving
feed
back
•cu
lture
s of
coa
chin
g an
d m
ento
ring
•ab
ilitie
s to
fost
er a
n op
en, f
air,
•eq
uita
ble
cultu
re th
roug
h fo
ster
ing
anti-
disc
rimin
ator
y, an
ti-ra
cist
pr
actic
es a
nd p
rinci
ples
the
dyna
mic
s an
d in
fluen
ces
of
•po
wer
and
priv
ilege
upo
n sc
hool
cu
lture
incl
usive
edu
catio
n pr
actic
es
•pr
actic
es to
cre
ate
and
enha
nce
•pr
ofes
sion
al re
latio
nshi
ps a
nd
prom
ote
capa
city
bui
ldin
g.
com
mun
icat
ion
stra
tegi
es fo
r •
diffe
rent
sta
keho
lder
gro
ups
(for
exam
ple,
par
ents
, gua
rdia
ns,
com
mun
ity g
roup
s, E
lder
s an
d th
e m
edia
)ho
w to
use
com
mun
icat
ion
•st
rate
gies
to a
ddre
ss b
arrie
rs a
nd
enga
ge m
argi
naliz
ed m
embe
rs o
f th
e co
mm
unity
man
age
time,
ene
rgy
and
•in
tera
ctio
nsst
rate
gies
to p
rom
ote
wel
lnes
s an
d •
bala
nce
for s
elf a
nd s
taff
supp
ort n
etw
orks
and
role
of
•pr
ofes
sion
al o
rgan
izatio
nsst
rate
gies
to p
rom
ote
ongo
ing
•pr
ofes
sion
al le
arni
ng
stra
tegi
es to
add
ress
eth
ical
•
dile
mm
as
confl
ict m
anag
emen
t and
dec
isio
n-•
mak
ing
appr
oach
escr
itiqu
ing
stra
tegi
es to
fost
er o
pen,
•
fair,
equ
itabl
e cu
lture
thro
ugh
anti-
disc
rimin
ator
y an
d an
ti-ra
cist
pr
actic
es a
nd p
rinci
ples
stra
tegi
es to
pro
mot
e in
divid
ual a
nd
•te
am d
evel
opm
ent
the
impo
rtanc
e of
inno
vatio
n in
•
educ
atio
n an
d ho
w to
ens
ure
an
envir
onm
ent i
n w
hich
inte
llect
ual
risk
is p
rom
oted
unde
rsta
ndin
g th
e dy
nam
ics
and
•in
fluen
ces
of p
ower
and
priv
ilege
up
on s
choo
l cul
ture
pr
oces
ses
to p
rom
ote
conn
ectio
ns
•an
d co
llabo
ratio
n in
ord
er to
en
gage
teac
hers
, par
ents
and
st
uden
ts in
dis
tribu
tive
lead
ersh
ipin
clus
ive e
duca
tion
prac
tices
.•
OnTARIO COLLEgE OF TEAChERS
6 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009
PQ
P C
onte
ntLe
ader
ship
Dom
ain
Pro
gram
Exp
ecta
tion
sC
andi
date
s w
ill b
e ab
le t
o…PA
RT
1 C
onte
ntC
andi
date
s ex
plor
e…PA
RT
2 C
onte
ntC
andi
date
s de
epen
the
ir
unde
rsta
ndin
g of
…
Dev
elop
ing
the
Org
aniz
atio
n:Th
e pr
inci
pal b
uild
s co
llabo
rativ
e cu
lture
s, s
truct
ures
the
orga
niza
tion
for
succ
ess,
and
con
nect
s th
e sc
hool
to it
s w
ider
env
ironm
ent.
unde
rsta
nd a
nd a
pply
educ
atio
n •
and
stud
ent-
rela
ted
legi
slat
ion
in
Ont
ario
and
dis
trict
sch
ool b
oard
po
licie
s th
at h
ave
an im
pact
on
the
scho
ol, s
tude
nts,
sta
ff an
d co
mm
unity
man
age
and
dire
ct th
e hu
man
, •
mat
eria
l, fin
anci
al a
nd te
chno
logi
cal
reso
urce
s fo
r effi
cien
t and
effe
ctive
sc
hool
s
vario
us le
ader
ship
sty
les
•ch
angi
ng c
onte
xts
and
the
•ch
angi
ng ro
le o
f the
prin
cipa
lm
odel
s of
effe
ctive
par
tner
ship
•ac
cess
ing
com
mun
ity s
uppo
rt an
d •
agen
cies
(for
exa
mpl
e, fa
mily
soc
ial
serv
ices
, Com
mun
ity C
are
Acc
ess
Cen
tre, p
olic
e an
d th
e ju
dici
al
syst
em, F
irst n
atio
ns, M
étis
and
In
uit o
rgan
izatio
ns)
lega
l im
plic
atio
ns in
dec
isio
n-•
mak
ing
the
lega
l req
uire
men
ts a
nd th
e ro
le
•of
sch
ool c
ounc
ilsvo
lunt
eers
in th
e sc
hool
(for
•
exam
ple,
crim
inal
reco
rd c
heck
, co
nfide
ntia
lity)
cultu
res
of c
oach
ing
and
men
torin
g •
com
pone
nts
of s
taff
supe
rvis
ion
•an
d pe
rform
ance
app
rais
al
incl
udin
g al
l em
ploy
ee g
roup
sde
velo
ping
stra
tegi
es to
ens
ure
•te
ache
r ow
ners
hip
of th
eir a
nnua
l le
arni
ng p
lans
labo
ur re
latio
ns•
colle
ctive
agr
eem
ents
•
the
role
of t
he lo
cal u
nion
and
•
scho
ol u
nion
repr
esen
tativ
e(s)
gr
ieva
nce
proc
edur
es a
nd th
e •
prin
cipa
l’s ro
lest
rate
gies
to in
clud
e pa
rent
•
invo
lvem
ent
stra
tegi
es to
dev
elop
a s
choo
l •
cultu
re w
hich
pro
mot
es
shar
ed k
now
ledg
e an
d sh
ared
re
spon
sibi
lity
for o
utco
mes
.
lega
l im
plic
atio
ns in
dec
isio
n-•
mak
ing
impl
icat
ions
of t
he
•La
bour
R
elat
ions
Act
and
the
Empl
oym
ent
Sta
ndar
ds A
ctin
terv
iew
ing
skills
and
the
hirin
g •
proc
ess
rele
vant
col
lect
ive a
gree
men
t •
issu
es a
nd s
trate
gies
to m
anag
e st
aff a
ssig
nmen
ts a
nd ti
met
ablin
gw
orki
ng w
ith s
choo
l cou
ncils
•
how
to p
ositi
vely
portr
ay th
e sc
hool
•
in th
e co
mm
unity
th
e ro
le o
f sch
ools
, boa
rds
and
•tru
stee
s di
vers
ity a
nd e
quity
at a
ll le
vels
of
•th
e or
gani
zatio
n to
ens
ure
equi
ty
of a
cces
s to
opp
ortu
nity
and
ac
hiev
emen
t for
sta
ff an
d st
uden
tsid
entif
ying,
ana
lyzin
g an
d •
resp
ondi
ng to
fact
ors
that
impa
ct
upon
and
influ
ence
sch
ool
impr
ovem
ent
effic
ient
adm
inis
trativ
e pr
actic
es
•w
hich
min
imize
effo
rt on
recu
rring
, pr
edic
tabl
e ac
tiviti
esth
e pe
rform
ance
app
rais
al p
roce
ss
•an
d ho
w it
is u
sed
to fo
ster
pr
ofes
sion
al g
row
th a
nd fu
rther
pr
ofes
sion
al p
ract
ice
entry
pla
nnin
g to
sup
port
effe
ctive
•
scho
ol c
ultu
res
and
stud
ent
lear
ning
stra
tegi
es to
dev
elop
a s
choo
l •
cultu
re w
hich
pro
mot
es
shar
ed k
now
ledg
e an
d sh
ared
re
spon
sibi
lity
for o
utco
mes
.
OnTARIO COLLEgE OF TEAChERS
PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 7
PQ
P C
onte
ntLe
ader
ship
Dom
ain
Pro
gram
Exp
ecta
tion
sC
andi
date
s w
ill b
e ab
le t
o…PA
RT
1 C
onte
ntC
andi
date
s ex
plor
e…PA
RT
2 C
onte
ntC
andi
date
s de
epen
the
ir
unde
rsta
ndin
g of
…
Lead
ing
the
Inst
ruct
iona
l Pro
gram
:Th
e pr
inci
pal s
ets
high
exp
ecta
tions
fo
r lea
rnin
g ou
tcom
es a
nd m
onito
rs
and
eval
uate
s th
e ef
fect
iven
ess
of
inst
ruct
ion.
The
prin
cipa
l man
ages
the
scho
ol e
ffect
ivel
y to
pro
mot
e le
arni
ng.
alig
n, d
evel
op a
nd m
onito
r •
prog
ram
s, s
truct
ures
, pro
cess
es,
reso
urce
s an
d st
aff t
o su
ppor
t st
uden
t ach
ieve
men
t
char
acte
ristic
s of
stu
dent
s in
•
prim
ary,
juni
or, i
nter
med
iate
and
se
nior
divi
sion
s an
d le
arni
ng
theo
ries
the
impo
rtanc
e of
pro
fess
iona
l •
prac
tice
bein
g in
form
ed b
y re
sear
ch/d
ata
incl
udin
g sc
hool
ef
fect
ivene
ss re
sear
ch
curre
nt re
sour
ces
and
supp
ort
•av
aila
ble
from
the
Min
istry
of
Educ
atio
nth
e im
plem
enta
tion
of c
ore
min
istry
•
and
boar
d pr
iorit
ies
prof
essi
onal
lear
ning
team
s •
and
thei
r rel
atio
nshi
p to
sch
ool
impr
ovem
ent
sp
ecia
l edu
catio
n le
gisl
atio
n an
d •
proc
esse
s th
e ro
le o
f the
prin
cipa
l in
the
•Id
entifi
catio
n, P
lace
men
t and
R
evie
w C
omm
ittee
pro
cess
the
deve
lopm
ent a
nd
•im
plem
enta
tion
of In
divid
ual
Educ
atio
n Pl
ans
scho
ol o
rgan
izatio
n, p
rogr
am
•de
velo
pmen
t, de
liver
y an
d ev
alua
tion
for s
tude
nts
with
ex
cept
iona
litie
s co
mm
unic
atio
ns w
ith a
nd
•in
volve
men
t of p
aren
ts
acce
ss to
com
mun
ity s
uppo
rt an
d •
agen
cies
ho
listic
and
incl
usive
edu
catio
n •
prac
tices
that
exa
min
e di
vers
ity,
acce
ss, e
quity
and
adv
ocac
ysc
hool
impr
ovem
ent p
lans
and
•
proc
esse
scu
rricu
lum
dev
elop
men
t, •
impl
emen
tatio
n an
d re
view
pr
oces
ses
appr
oach
es to
inte
grat
e ho
listic
•
lear
ning
mod
els
and
proc
esse
s.
char
acte
ristic
s of
stu
dent
s in
•
prim
ary,
juni
or, i
nter
med
iate
and
se
nior
divi
sion
s an
d le
arni
ng
theo
ries
stra
tegi
es to
con
nect
goa
ls a
nd
•al
ign
scho
ol p
lann
ing
proc
esse
s w
ith b
oard
and
min
istry
dire
ctio
ns,
curre
nt le
arni
ng th
eorie
s, a
nd
scho
ol e
ffect
ivene
ss re
sear
chcr
eatin
g sc
hool
pla
ns to
impr
ove
•st
uden
t lea
rnin
g an
d ac
hiev
emen
t ba
sed
upon
sch
ool a
nd in
divid
ual
stud
ent a
sses
smen
t res
ults
inte
grat
ing
incl
usive
edu
catio
n •
prac
tices
ap
proa
ches
to in
clud
e an
d •
inte
grat
e et
hnoc
ultu
ral e
quity
, ant
i-ra
cism
and
ant
i-vio
lenc
e ed
ucat
ion
in th
e cu
rricu
lum
the
curre
nt m
inis
try fu
ndin
g m
odel
•
and
boar
d bu
dget
ing
proc
ess/
prac
tice
budg
et p
lann
ing
proc
esse
s •
that
ens
ure
stud
ent l
earn
ing
and
achi
evem
ent i
s at
the
cent
re o
f pla
nnin
g an
d re
sour
ce
man
agem
ent
the
use
of te
chno
logy
to s
uppo
rt •
the
inst
ruct
iona
l pro
gram
supp
ortin
g di
ffere
ntia
ted
•in
stru
ctio
nal s
trate
gies
to e
nsur
e th
e su
cces
sful
ach
ieve
men
t of a
ll st
uden
tssu
ppor
ting
appr
oach
es to
incl
ude
•an
d in
tegr
ate
char
acte
r edu
catio
n in
to th
e cu
rricu
lum
mod
els
of e
ffect
ive p
artn
ersh
ips.
•
OnTARIO COLLEgE OF TEAChERS
8 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009
PQ
P C
onte
ntLe
ader
ship
Dom
ain
Pro
gram
Exp
ecta
tion
sC
andi
date
s w
ill b
e ab
le t
o…PA
RT
1 C
onte
ntC
andi
date
s ex
plor
e…PA
RT
2 C
onte
ntC
andi
date
s de
epen
the
ir
unde
rsta
ndin
g of
…
Sec
urin
g A
ccou
ntab
ility
:Th
e pr
inci
pal i
s re
spon
sibl
e fo
r cre
atin
g co
nditi
ons
for s
tude
nt s
ucce
ss a
nd
is a
ccou
ntab
le to
stu
dent
s, p
aren
ts,
the
com
mun
ity, s
uper
viso
rs a
nd to
the
boar
d fo
r ens
urin
g th
at s
tude
nts
bene
fit
from
a h
igh
qual
ity e
duca
tion.
The
prin
cipa
l is
spec
ifica
lly a
ccou
ntab
le
for t
he g
oals
set
out
in th
e sc
hool
im
prov
emen
t pla
n.
crea
te a
saf
e le
arni
ng e
nviro
nmen
t •
dem
onst
rate
acc
ount
abilit
y fo
r •
the
achi
evem
ent o
f all
stud
ents
an
d pr
omot
e st
uden
t suc
cess
and
lif
elon
g le
arni
ng in
par
tner
ship
with
st
aff,
pare
nts
and
the
com
mun
ity
the
impl
icat
ions
of t
he le
gisl
atio
n,
•po
licie
s an
d lia
bilit
y as
they
app
ly to
th
e ro
le o
f the
prin
cipa
l sa
fe s
choo
ls le
gisl
atio
n, b
oard
•
polic
ies,
pro
cedu
res,
and
pro
toco
ls
legi
slat
ion
perta
inin
g to
stu
dent
•
reco
rds
and
confi
dent
ialit
y (fo
r ex
ampl
e, O
ntar
io S
tude
nt R
ecor
d,
Mun
icip
al F
reed
om o
f Inf
orm
atio
n an
d P
rote
ctio
n of
Priv
acy
Act
)le
gisl
atio
n pe
rtain
ing
to s
choo
l •
atte
ndan
cene
glig
ence
and
liabi
lity is
sues
•
(for e
xam
ple,
dut
y of
car
e/pr
oper
su
perv
ision
/hea
lth a
nd s
afet
y/co
mm
unic
able
dise
ases
/man
agem
ent
and
adm
inist
ratio
n of
med
icat
ion)
stra
tegi
es to
ens
ure
cris
is
•pr
even
tion,
inte
rven
tion
and
man
agem
ent
stra
tegi
es fo
r effe
ctive
invo
lvem
ent
•of
sch
ool c
ounc
ilspr
actic
es to
stre
ngth
en
•co
mm
itmen
t to
scho
ol im
prov
emen
t pl
anni
ng p
roce
sses
stra
tegi
es to
dev
elop
and
pre
sent
•
cohe
rent
, und
erst
anda
ble,
acc
urat
e an
d tra
nspa
rent
acc
ount
s of
the
scho
ol’s
per
form
ance
to a
rang
e of
au
dien
ces
build
ing
a pe
rtine
nt s
et o
f dat
a to
•
unde
rsta
nd a
nd a
sses
s th
e ne
eds
of th
e sc
hool
asse
ssm
ent o
f an
effe
ctive
lear
ning
•
envir
onm
ent.
prov
inci
al, n
atio
nal a
nd
•in
tern
atio
nal t
estin
g pr
ogra
ms,
in
clud
ing
Educ
atio
n Q
ualit
y an
d A
ccou
ntab
ility
Offi
ceda
ta a
nalys
is a
nd m
anag
emen
t, •
and
appl
icat
ion
of s
choo
l and
in
divid
ual r
esul
ts to
impr
ove
stud
ent a
chie
vem
ent
usin
g da
ta a
nd re
sear
ch m
etho
ds,
•in
clud
ing
actio
n re
sear
chst
uden
t ass
essm
ent a
nd e
valu
atio
n •
polic
ies
and
proc
edur
espr
ovin
cial
repo
rt ca
rd re
quire
men
ts
•st
rate
gies
to d
evel
op a
nd p
rese
nt
•co
here
nt, u
nder
stan
dabl
e, a
ccur
ate
and
trans
pare
nt a
ccou
nts
of th
e sc
hool
’s p
erfo
rman
ce to
a ra
nge
of
audi
ence
s un
ders
tand
ing
the
role
of t
each
er
•an
d pr
inci
pal l
eade
rshi
p in
pr
omot
ing
stud
ent a
chie
vem
ent
build
ing
a pe
rtine
nt s
et o
f dat
a to
•
unde
rsta
nd a
nd a
sses
s th
e ne
eds
of th
e sc
hool
outc
omes
of r
egul
ar s
choo
l sel
f •
revie
w w
ith b
oard
, min
istry
and
ot
her e
xter
nal a
sses
smen
ts fo
r sc
hool
impr
ovem
ent
asse
ssm
ent o
f an
effe
ctive
lear
ning
•
envir
onm
ent
criti
quin
g sc
hool
pla
ns to
impr
ove
•st
uden
t lea
rnin
g an
d ac
hiev
emen
t ba
sed
upon
sch
ool a
nd in
divid
ual
stud
ent a
sses
smen
t res
ults
.
OnTARIO COLLEgE OF TEAChERS
PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 9
Instructional Practice8.
In the delivery of the content of the Principal’s Qualification Program, instructors use strategies that are relevant, meaningful and practical in providing candidates with learning experiences related to the role of principal. Instructors honour the principles of adult learning, utilizing candidates’ prior learning, capitalizing on candidates’ experience, involving their participation and responding to individual needs. The skills and knowledge of the candidates are extended through case studies, in-basket exercises and the Leadership Practicum. Instruction is varied to include large group, small group and individual learning. As well, professional reading and reflection on all aspects of the principal’s role are integral parts of the program.
In the role of principal, personal contact and relationship development is key. In recognition of this, a significant component of the program must be delivered in a face-to-face mode. Interactive, synchronous video conferencing is an acceptable delivery model to satisfy required face-to-face contact time to support some candidates who live in remote areas and/or have limited accessibility to the site of instruction. This would support equitable, accessible and inclusive instruction for all candidates across the province.
In addition, providers may choose to use other online methods of interaction. These online components are limited to 35 of the 100 hours of contact time.
Assessment and Evaluation of Candidates9.
A balanced and varied approach to candidate assessment is used. In order to support the personal and professional growth of candidates, the formative and summative evaluation elements of the program will:
assist the candidate in understanding the role of principal in the context of the •Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession assist the candidates in understanding and applying the Leadership Framework for •Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontarioprovide opportunities for the candidate to demonstrate knowledge, skills, and attitudes •required in the role of the principalprovide evidence that candidates have met the expectations of the program•promote the ongoing development of candidates for the role of principal.•
Candidates are provided with specific expectations for success at the beginning of each part of the program. Within the program there is a combination of self and peer assessment as well as instructor feedback and evaluation. Candidates are given opportunities to demonstrate their learning through performance, written and oral assessments.
The following list of assessment strategies is intended to serve as an example only; it is not an exhaustive list:
Performance• Assessment: develop a school budget that supports the school plan and takes into consideration equity and distribution of funds.Written Assessment• : analyze a case study that requires the application of concepts and principles, analysis of key elements and issues, identification of actions or conditions
OnTARIO COLLEgE OF TEAChERS
10 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009
that contributed to the case, articulation of goals that need to be achieved for resolution and selection of strategies best suited to accomplish goals.Written Assignment• : respond to questions, write an essay on an aspect of the program content or develop a school improvement plan.Oral Presentation• : research Alternative Dispute Resolution, make a presentation, and engage colleagues in a dialogue about the skills involved in negotiation to resolve disputes.Portfolio• : create a portfolio that includes examples of work with reflections that demonstrate the integration of formal and experiential learning relevant to the role of the principal.
The Leadership Practicum10.
Purpose
The Leadership Practicum is a required component of the Principal’s Qualification Program. The Leadership Practicum is an educational experience guided by the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario. The Leadership Practicum is intended to provide an opportunity for candidates to act as a member of a school administrative team in a leadership role working with students, staff, parents and the community.
10.1 Leadership Practicum Requirements
Candidates must develop a Leadership Practicum proposal before being recommended for Part I and successfully complete the Leadership Practicum experience before being recommended for Part II. There may be unique circumstances where the PQP Part I provider may be required to sign off successful completion of the Leadership Practicum experience. The Leadership Practicum must apply to a school setting and be mentored by a practising qualified principal or vice-principal. It is expected that the duration of the Leadership Practicum will be a minimum of 60 hours of which 20 hours could be observation.
Candidates identify a specific Leadership Practicum informed by the PQP content and the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario.
The following list of Leadership Practicum experiences is intended to serve as an example only; it is not an exhaustive list:
Assuming a leadership role,
develop a collaborative school plan to integrate technology to support student needs•using data, lead staff to develop, implement and assess a plan to increase student •achievement in a subject area facilitate a review of the school code of conduct (or other school policy) involving •students, school staff and the school council facilitate a collaborative process to develop and initiate the implementation of a •school action plan for improvement facilitate collaborative processes and procedures to support safe and inclusive •school environments.
OnTARIO COLLEgE OF TEAChERS
PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 11
10.2 Components of the Leadership Practicum
Leadership Practicum Mentor
Candidates will select a mentor who will agree to work with them throughout the duration of the Leadership Practicum. The mentor is a fully qualified, experienced, practicing principal or vice-principal.
Leadership Practicum Proposal
The Leadership Practicum proposal is a contract between the candidate, mentor and instructor outlining the nature of the inquiry to be undertaken by the candidate. Candidates are expected to submit their written proposal to the instructor. The instructor will approve the proposal before candidates begin the Leadership Practicum. Disagreements about the proposal will be referred to the provider. Approval of the Leadership Practicum proposal is required prior to being recommended to the College for Part I.
Leadership Practicum Log
Candidates are expected to use a log to describe and document the activities they have engaged in throughout the Leadership Practicum process. This description and documentation may include such things as agendas, minutes, meetings with mentors and/or instructors and samples of work. The log may also include descriptions of professional learning activities such as conferences, workshops, research, and professional reading related to the Leadership Practicum.
Leadership Practicum Reflective Journal
Candidates are required to keep a journal that details their reflections on professional learning and personal growth throughout the Leadership Practicum process. The journal may include descriptions of both the challenges and successes candidates experienced during the Leadership Practicum. The journal will reflect on connections between the Leadership Practicum, the Ethical Standards for the Teaching Profession, the Standards of Practice for the Teaching Profession and the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario.
Observation
This optional component enables a candidate to observe a principal or vice-principal in a school setting. It provides candidates with an opportunity to experience leadership in action. This experience can involve up to 20 hours of observation and it may or may not be related to the Leadership Practicum undertaken by the candidate. Candidates are expected to keep a critical reflective journal throughout the observation session.
OnTARIO COLLEgE OF TEAChERS
12 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009
10.3 Other Leadership Practicum Requirements
Regular Reporting
Candidates are required to meet regularly with their Leadership Practicum mentor to discuss ongoing learning. In addition, they are required to consult with their instructor.
Leadership Practicum Final Report
Candidates are required to prepare a report on the Leadership Practicum learning experiences.
This report will include:
a statement of the Leadership Practicum proposal•reference to relevant legislation, district school board policies and literature•sources and collection of data•relationship between the Leadership Practicum, the • Ethical Standards for the
Teaching Profession, the Standards of Practice for the Teaching Profession and the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario
benefits to school staff, student and parents•connections to school plan and district school board initiatives•benefits to personal professional learning•demonstration of application of theory to practice•links to improving teaching and learning•comments on use of effective practice•reflections on the observation experience in relation to the Leadership •
Practicum, if applicableresults and recommendations.•
The Leadership Practicum final report, reflective journal and log of activities must be successfully completed in order to be recommended to the College for Part II.
10.4 Provider Responsibilities for the Leadership Practicum
The Principal’s Qualification Program provider:
co-ordinates and directs the Leadership Practicum •develops assessment criteria for evaluation of the Leadership Practicum•establishes criteria for Leadership Practicum proposals and ensures instructors •adhere to criteriaensures candidates, instructors and Leadership Practicum mentors understand •the requirements and responsibilities in the Leadership Practicum processassists the candidate with the development of the proposal, including the •outline, schedule of activities, learning outcomes, assessment processes and evaluation criteriaapproves the Leadership Practicum proposal and reports the successful •completion of Part I to the Ontario College of Teachers
OnTARIO COLLEgE OF TEAChERS
PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 13
completes summative evaluation of the candidate’s Leadership Practicum •learning and makes a recommendation of completion/non-completion of the Leadership Practicummaintains records•responds to appeals of unsatisfactory evaluation results•reports the successful completion of Part II to the Ontario College of Teachers.•
OnTARIO COLLEgE OF TEAChERS
14 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009
APPENDIX I
The Ethical Standards for the Teaching Profession
The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective teaching profession is a commitment to students and their learning. Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility in their relationships with students, parents, guardians, colleagues, educational partners, other professionals, the environment and the public.
The Purposes of the Ethical Standards for the Teaching Profession are:
to inspire members to reflect and uphold the honour and dignity of the teaching profession •to identify the ethical responsibilities and commitments in the teaching profession•to guide ethical decisions and actions in the teaching profession •to promote public trust and confidence in the teaching profession. •
The Ethical Standards for the Teaching Profession are:
CareThe ethical standard of Care includes compassion, acceptance, interest and insight for developing students’ potential. Members express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in practice.
TrustThe ethical standard of Trust embodies fairness, openness and honesty. Members’ professional relationships with students, colleagues, parents, guardians and the public are based on trust.
RespectIntrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment.
IntegrityHonesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.
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The Standards of Practice for the Teaching Profession
The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario’s teaching profession. These standards articulate the goals and aspirations of the profession. These standards convey a collective vision of professionalism that guides the daily practices of members of the Ontario College of Teachers.
The Purposes of the Standards of Practice for the Teaching Profession are:
to inspire a shared vision for the teaching profession •to identify the values, knowledge and skills that are distinctive to the teaching profession •to guide the professional judgment and actions of the teaching profession •to promote a common language that fosters an understanding of what it means to be a •member of the teaching profession.
The Standards of Practice for the Teaching Profession are:
Commitment to Students and Student LearningMembers are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.
Leadership in Learning CommunitiesMembers promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.
Ongoing Professional Learning Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
Professional Knowledge Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.
Professional Practice Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.
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APPENDIX II: Resources
Standards Resources
The following standards resources are available through the College website at www.oct.ca.
Allard, C.C., Goldblatt, P.F., Kemball, J.I., Kendrick, S.A., Millen, K.J. & Smith, D. (2007). Becoming a reflective community of practice. Reflective Practice (8)3, 299-314.
Goldblatt, P.F., & Smith, D. (2004). Illuminating and facilitating professional knowledge through casework. European Journal of Teacher Education (27)3, 334-354.
Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development: Preparing for the classroom. Thousand Oaks, CA: Sage Publications.
Ontario College of Teachers. (2003). Standards in practice: Fostering professional inquiry. [Resource kit 1]. Toronto, ON: Author.
Ontario College of Teachers. (2006). Foundations of professional practice. Toronto, ON: Author.
Ontario College of Teachers. (2008). Living the standards. [Resource kit 2]. Toronto, ON: Author.
Smith, D., & Goldblatt, P.M. (Eds.). (2006). Casebook guide for teacher education. Toronto, ON: Ontario College of Teachers.
Additional Resources
The Principal’s Qualification Program will be informed by current Ontario curriculum, relevant legislation, government policies and resources. These documents support and inform the development and implementation of the PQP. The following resources are intended to serve as examples only. This is not an exhaustive list.
Brown, A. (Ed.). (2008). Consolidated Ontario education statutes and regulations 2008. Toronto, ON: Carswell Legal Publications.
Chiefs of Ontario. (2004). The new agenda: A manifesto for First Nations education in Ontario. Toronto, ON: Author.
Expert Panel of the Literacy and Numeracy Instruction for Students with Special Needs. (2005). Education for all: The report of the expert panel on literacy and numeracy instruction for students with special needs, kindergarten to grade 6. Toronto, ON: Queen’s Printer for Ontario.
Institute for Education Leadership. (2006). Leadership self-review tool (LSRT). Toronto, ON: Author.
Institute for Education Leadership. (2008). Putting Ontario’s leadership framework into action: A guide for school and system leaders. Toronto, ON: Author.
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Ontario Ministry of Education. (2004). Aménagement linguistique: A policy for Ontario’s French-Language schools and Francophone community. Toronto, ON: Author.
Ontario Ministry of Education. (2007). First Nation, Métis and Inuit education policy framework. Toronto, ON: Author.
Ontario Ministry of Education. (2007). The school effectiveness framework: A collegial process for continued growth in the effectiveness of Ontario elementary schools. Toronto, ON: Author.
Ontario Ministry of Education. (2008). Reach every student: Energizing Ontario education. Toronto, ON: Author.
Ontario Ministry of Education. (2009). Realizing the promise of diversity: Ontario’s equity and inclusive education strategy. Toronto, ON: Author.
Robins, S.L. (2000). Protecting our students: A review to identify and prevent sexual misconduct in Ontario schools. Toronto, ON: Queen’s Printer for Ontario.
Legislation
The following is a list of relevant legislation that informs principal practice in Ontario. Candidates of the Principal’s Qualification Program will be exposed to new and existing legislation within the program. The PQP will be modified accordingly to reflect changes in legislation.
Child and Family Services Act,• R.S.O., 1990, c. C - 11.Children’s Law Reform Act, • R.S.O., 1990, c. C - 12.Divorce Act, R.S.C.1985, • c. 3 (2nd supp.).Education Act, R.S.O., 1990, • c. E-2. (and all regulations made under the Act)Education Quality and Accountability Office Act,• S.O., 1996, c. 11. Employment Standards Act, • S.O., 2000, c. 41. Human Rights Code, • R.S.O., 1990, c. H - 19. Immunization of School Pupils Act,• R.S.O. 1990, c. C - I.1.Indian Act, R.S.C.,• 1985, c. I-5Labour Relations Act, • S.O., 1995, c. 1.Municipal Freedom of Information and Protection of Privacy Act, • R.S.O., 1990, c. M-56.Occupational Health and Safety Act, • R.S.O., 1990, c. O - 1. Occupier’s Liability Act, • R.S.O., 1990, c. O-2.Ontario College of Teachers Act, • S.O., 1996, c.12. (and regulations made under the Act)Sabrina’s Law,• S.O., 2005, c. 7 Teaching Profession Act,• R.S.O., 1990, c. T - 2.Trespass to Property Act,• R.S.O., 1990, c. T – 21.Young Offenders Act, • R.S.C., 1985, c. Y - 1.
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APPENDIX III: Optional Forms
Optional Resource for Provider UsePrincipal’s Qualification Program
The following three forms are samples that providers may find useful. They include:
Form 1: Observation •Form 2: Leadership Practicum Proposal Contract•Form 3: Leadership Practicum Evaluation•
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Form 1: Observation
This form identifies the proposed location and dates that the candidate will be engaged in observation activities. This form is to be completed by the candidate and submitted to the Leadership Practicum instructor for approval before observation sessions begin. Instructors are required to sign this form when candidates have completed the observation requirement.
Section A: Personal Information
CAndIdATE nAME
AddRESS SChOOL TELEPhOnE
hOME TELEPhOnE E-MAIL AddRESS
Section B: Proposed Observation Site/Observation Dates
nAME OF SChOOL
SChOOL AddRESS SChOOL TELEPhOnE
SChOOL PRInCIPAL E-MAIL AddRESS
nAME OF SChOOL PRInCIPAL AT ThIS SChOOL WhO WILL BE OBSERVEd
Proposed Date(s) of Observation
Purpose of Observation(What Will Be Observed)
Proposed Duration of Observation
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CAndIdATE’S SIgnATURE
nAME OF PROVIdER ORgAnIZATIOn
OBSERVATIOn PROPOSAL APPROVEd BY dATE
ROLE
To be signed by instructor upon completion of observation session(s):
I hereby confirm that:
CAndIdATE’S nAME
has completed this observation requirement and has not exceeded the 20 hour maximum time allotted to this component.
Approved:
PQP PART I InSTRUCTOR
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Form 2: Leadership Practicum Proposal Contract
This form functions as a contractual agreement between the candidate, mentor and instructor.1. This form is to be used by the candidate to identify and propose the Leadership 2. Practicum required in the Principal’s Qualification Program. This form is to be completed by the candidate and submitted to the PQP instructor for 3. approval before undertaking the project.
Section A: Candidate and Leadership Practicum Supervisory Information
CAndIdATE nAME
AddRESS E-MAIL AddRESS
hOME TELEPhOnE SChOOL TELEPhOnE
PQP InSTRUCTOR AddRESS
hOME TELEPhOnE SChOOL TELEPhOnE
MEnTOR’S nAME
AddRESS E-MAIL AddRESS
hOME TELEPhOnE SChOOL TELEPhOnE
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Section B: Leadership Practicum Proposal - continued General Overview of the Leadership Practicum Proposal
1. Title and brief description of the Leadership Practicum proposal:
2. Objectives and relationship of proposed Leadership Practicum to the Principal’s Qualification Program learning expectations:
3. Anticipated benefits of this project (personal and school system):
4. Description of the criteria to be used in the assessment of the Leadership Practicum:
Proposal submitted by:
CAndIdATE’S SIgnATURE dATE
nAME OF PROVIdER ORgAnIZATIOn
APPROVEd BY
ROLE dATE
MEnTOR’S SIgnATURE dATE
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Section C: Practicum Detailed Proposal - continued
The purpose of this form is to record the specific details of the candidate’s proposed 1. Leadership Practicum.Candidates must submit this detailed plan to the PQP Part I instructor before 2. undertaking the proposed project.Any and all modification(s) to this proposed plan must be identified on the form and 3. initialed by the PQP Part I instructor.
Leadership Practicum Objectives Activities
CAndIdATE’S SIgnATURE dATE
PQP PART I InSTRUCTOR’S SIgnATURE dATE
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Form 3: Leadership Practicum EvaluationThe form is to be used to evaluate the candidate’s Leadership Practicum.1. Please comment on the extent to which the candidate has achieved the objectives of 2. the Leadership Practicum. Please indicate the strengths and areas for improvement with respect to the Leadership Practicum log, the reflective journal and the final report.
Candidate’s Comments:
CAndIdATE’S SIgnATURE dATE
Mentor’s Comments
Instructor’s Comments:
PQP InSTRUCTOR’S SIgnATURE dATE The candidate has submitted a required Leadership Practicum final report.
PQP PART II InSTRUCTOR’S SIgnATURE dATE
PQP PART II PROVIdER’S nAME dATE
PQP PART II PROVIdER’S SIgnATURE dATE
PQP PART II PROVIdER ORgAnIZATIOn
The Principal’s Qualification Program provides a foundation for candidates for assuming the role of principal or vice-principal in Ontario schools.
Cette publication est également disponible en français sous le titre de Ligne directrice du Programme menant à qualification de directrice ou de directeur d’école, 2009
For additional information: Ontario College of Teachers 101 Bloor Street West Toronto On M5S 0A1 Telephone: 416-961-8800 Fax: 416-961-8822 Toll-free in Ontario: 1-888-534-2222 E-mail: info@oct.ca www.oct.ca
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