Peel Leadership Framework...The Peel Leadership Framework is designed to: Whether you are an aspiring leader or already in a leadership position, the Peel Leadership Framework provides

Leadership Development and School Support Services

Peel Leadership Framework

Leadership for Learning Climate for Learning and Working Teaching and Learning

WE INSPIRE SUCCESS,

CONFIDENCE & HOPE IN EACH

STUDENT

for Instructional Staff

The Peel Leadership Framework is designed to:

Whether you are an aspiring leader or already in a leadership position, the Peel Leadership Framework provides important insights about building your leadership capacity. It is a valuable tool for self-reflection and self-assessment.

• Facilitateasharedvisionofleadershipinourschoolsanddistrict

• Promoteacommonlanguagethatfostersanunderstandingofleadershipandwhatitmeans to be a school or system leader

• Identifythepractices,actionsandpersonalresourcesthatdescribeeffectiveleadership

• Provideaframeworkforreflectionandmentoring

• Guidethedesignandimplementationofprofessionallearninganddevelopmentforschool and system leaders

• SupportSchoolSuccessPlanning

• Alignperformancebasedassessmentwithevaluationandannualsuccessplanning

• Aidintherecruitment,development,selectionandretentionofschoolandsystemleaders

• Guideanddirectcandidatesthroughthepromotionprocess

Aspartofthereflectivepreparationinvolvedinleadershipdevelopment, 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. Used in conjunction with the Peel Leadership StrategyContinuumataGlancedocument,youcan“mapout”yourleadershipdevelopmentjourneyandhelpinformyourAnnualLearningPlan.

AspartofthePromotionProcessApplicationfor Vice-PrincipalandPrincipal, you will use this tool as a leadership readiness self-assessment. Complete the developmentalcontinuumforthePersonalLeadershipResourcesandeachofthefivedomainsidentifiedinthisframeworkunderLeadershipforLearning,ClimateforLearningandWorking,andTeachingandLearning.Providesupportingevidenceofyourleadershipinaction,includingreflectionsandtheimpactofyourleadershiponstudentachievementandwell-beingwithinadiverseschool community as part of your application package.

LeadershipDevelopmentandPreparingfor the Promotion Process

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• Becomingfamiliarwith

• Limitedopportunitiestoexperience

• Observingandrecognizing

• Acquiringknowledgeabout

• Familiarwithandbeginningtoincorporateintophilosophyandpractice

• Beginningtoapplyknowledgeintoaction

• Someopportunitiestoexperienceandputintopractice

• Reflectingandexperimenting

• Incorporatesintophilosophyandpractice

• Appliesknowledgeandaction

• Manyopportunitiestoexperienceandpractice

• Routineuse

• Consultative

• PhilosophyandpracticeareembeddedinSchoolSuccessPlanning

• Automaticandsophisticatedknowledgeandaction

• Anintegralpartofexperienceandpractice

• Intuitive,intentionalandsituational

Developmental Continuum

Thistoolhasbeendesignedto:• linkandalignSchoolSuccessPlanning

andleadershipdevelopment• honourthedevelopmentalcontinuum

ofleadershipgrowth• promotereflectionofleadership

development• identifywithinthefivedomains,

areasofstrengthandnextsteps• provideacommonlanguagefor

conversationanddescriptivefeedback

ThroughSchoolSuccessPlanning,schools set measurable goals based on their school’s areas of greatest need and implement success strategies to increase student achievementandwell-beingwithinadiverseschoolcommunity.ThePeelLeadership Framework and School Success Planning share a common focusonLeadershipforLearning, ClimateforLearningandWorking,and Teaching and Learning.

PersonalAwareness

Stage

BeginningApplication

Stage

ApplicationStage

IntegrationStage

Thefivedomainsare:

School Success Planning “One Plan, One Place”

Leadership for Learning: 1 settIng DIreCtIons 2 seCurIng aCCountabILIty

Climate for Learning and Working: 3 buILDIng reLatIonshIPs anD DeveLoPIng PeoPLe

Teaching and Learning: 4 DeveLoPIng the organIzatIon to suPPort DesIreD PraCtICes 5 ImProvIng the InstruCtIonaL Program

Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes

2

Cognitive resources Problem-solving expertise•Understanding/interpretingproblems

•Identifyinggoals

•Articulatingprinciplesandvalues

•Identifyingconstraints

•Developingsolutionprocesses

•Maintainingcalm/confidenceinthefaceofchallengingproblems

Knowledge about school and classroom conditions with direct effects on student learning•Technical/rationalconditions

•Emotionalconditions

•Organizationalconditions

•Familyconditions

systems thinking•Beingabletounderstandthedense,complexandreciprocalconnectionsamongdifferentelementsoftheorganization

•Havingforesighttoengagetheorganizationinlikelyfuturesandconsequencesforaction

social resources Perceiving emotions•Recognizingourownemotionalresponses

•Discerningemotionalresponsesinothersthroughverbalandnon-verbalcues

managing emotions •Reflectingonourownemotionalresponsesandtheirpotentialconsequences

•Persuadingotherstolikewisereflectontheirresponses

acting in emotionally appropriate ways•Beingabletoexercisecontroloverwhichemotionsguideouractions

•Beingabletohelpothersactonemotionsthatservetheirbestinterests

Psychological resources optimism•Habituallyexpectingpositiveresultsfromourefforts

•Recognizingwherewehaveanddonothaveopportunitiesfordirectinfluenceandcontrol

•Takingpositiverisks

self-efficacy•Believinginourownabilitytoperformataskorachieveagoal

•Asaresultofpositiveself-efficacy,takingresponsiblerisks,expendingsubstantialeffortandpersistinginthefaceofinitialfailure

resilience•Beingabletorecoverfromoradjusteasilytochangeormisfortune

•Beingabletothriveinchallengingcircumstances

Proactivity•Beingabletostimulateandeffectivelymanagechangeonalargescaleundercomplexcircumstances

•Showinginitiativeandperseveranceinbringingaboutmeaningfulchange

Effectiveleaderstendtopossessasmallbutcriticalnumberofpersonalleadershipresourcesthattheydrawuponwhenenactingtheleadershippracticesidentifiedinthisframework.Theseresourcesareappliedbyeffective schoolleadersasneededacrosseachofthefivedomainsunderLeadershipforLearning,ClimateforLearningandWorking,andTeachingandLearning,playingakeyroleinconsideringreadinessforpromotion.

3

Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes

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

acting in emotionally appropriate ways

Psychological resources

optimism

self-efficacy

resilience

Proactivity

Personalawareness

stage

beginningapplication

stage

applicationstage

Integrationstage

these essential resources are applied as needed across each of the five domains under Leadership for Learning, Climate for Learning and Working, and teaching and Learning, within the appropriate context of a diverse school community. 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 school Community” section for each of the five domains.

4

building a shared vision•Establishwithstaff,studentsandotherstakeholdersanoverallsenseofpurposeorvisionforworkintheirschoolstowhichtheyareallstronglycommittedthroughthedevelopmentofanalignedSchoolSuccessPlanrespectfulofadiverseschoolcommunity

•Buildanunderstandingofthespecificimplicationsoftheschool’svisionforitsprogramsandthenatureofclassroominstruction

•Helpstaffandotherstakeholderstounderstandtherelationshipbetweentheirschool’svisionandboardandprovincialpolicyinitiativesandpriorities

•Encouragethedevelopmentoforganizationalnormsthatsupportopennesstochangeinthedirectionofthatpurposeorvision

Identifying specific, shared, short-term goals•Facilitatestakeholderengagementinprocessesthatensureallvoicesareheardforidentifyingspecificschoolgoals

•Ensurethegoalsareclearlyandeffectivelycommunicatedtoallstakeholders

•Regularlyencouragestafftoevaluatetheirprogresstowardachievingschoolgoals

•Makefrequentexplicitreferenceto(anduseof)theSchoolSuccessPlanandtheschool’sgoalswhenengagedindecisionsaboutschoolprogramsanddirections

•Buildconsensusamongstudents,staffandotherstakeholdersfortheschool’sgoalsandprioritiesensuringallvoicesareheard

•Encouragestafftodevelopandperiodicallyreviewindividualprofessionalgrowthgoals,aswellastherelationshipbetweentheirindividualgoalsandtheschool’sgoals

Creating high performance expectations•Makeone’sexpectationsknownthroughwordsandactions

•Havehighexpectationsforteachers,forstudentsandforoneself

•Devoteadditionalefforttocreatinghighexpectationsamongstafffortheachievementofstudentswhohavetraditionallystruggledtobesuccessfulatschool

•Encouragestafftobeinnovativeinachievingthoseexpectations

•Encouragestafftoassumeresponsibilityforachievingtheschool’svisionandgoalswithallstudents

Communicating the vision and goals•Usemanydifferentformalandinformalopportunitiestoexplaintheoverallvisionandgoalsestablishedfortheschooltostakeholders

•Demonstratetoallstakeholderswhattheschool’svisionandgoalsmeaninpractice

•Regularlyinvitedifferentstakeholdergroupstodescribehowtheirworkfurtherstheschool’svisionandgoals

Effectiveleadersusethissetofleadershippracticestoensurethatameaningfulvisionand relevantgoalsrootedinhighexpectationsforallmembersoftheschoolcommunityareidentified, communicatedandenactedupon.Empoweringstakeholdersinthisprocessbetterserves theneedsofadiversestudentpopulation,includingEnglishlanguagelearnersandstudentswith specialneeds,anddevelopsmoreinclusiveandeffectiveschools.

Leadership for LearningsettIng DIreCtIons

building a shared vision

Identifying specific, shared, short-term goals

Creating high performance expectations

Communicating the vision and goals

Personalawareness

stage


stage

applicationstage

Integrationstage

evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:

Core Leadership Practices and how each is enacted by effective school leaders:


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6

evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):

7

building staff members’ sense of internal accountability•Regularlyengagestaffintheanalysisofevidenceaboutthelearningprogressofallstudents

•Promotecollectiveresponsibilityandaccountabilityforstudentachievementandwell-being

•Participateactivelyinone’sownperformanceappraisalandmakeadjustmentstobettermeetexpectationsandgoals

•Insistontheuseofevidencethatisofhighquality(reliable,valid,usingsystematiccollectionprocesses,availableinoriginalform,subjecttocollaborativeinterpretation)

•Helpstaffmakeconnectionsbetweenschool,districtandministrygoalsinordertostrengthencommitmenttoschoolimprovementeffortsandtheSchoolSuccessPlan

•Assessone’sowncontributionstoschoolachievementsandtakeaccountoffeedbackfromothers

meeting the demands for external accountability•Clearlydefineindividualstaffaccountabilitiesintermsthatareunderstood,agreedtoandcanberigorouslyreviewedandevaluated

•Measureandmonitorteacherandleadereffectivenessusingevidenceaboutchangesinstudentachievement

•Alignschooltargetswithboardandprovincialtargets

•Provideanaccurateandtransparentaccountoftheschool’sperformancetoallschoolstakeholders(e.g.,ministry,board,parents,community)

•Createanorganizationalstructurewhichreflectstheschool’svaluesandenablesmanagementsystems,structuresandprocessestoworkwithinlegalrequirements

Withtheaimofon-goingschoolimprovementandsustainingpublicconfidenceintheschool, effectiveleadershelpbuildasenseofinternalaccountabilityforachievingschoolgoalsonthepart ofstakeholders,aswellasmeetingtheexternalconditionsforaccountability.

Leadership for LearningseCurIng aCCountabILIty

8

building staff members’ sense of internal accountability

meeting the demands for external accountability

Personalawareness

stage


stage

applicationstage

Integrationstage




9



10

Buildingnotonlytheknowledgeandskillsstaffneedtoaccomplishorganizationgoals,butalsothedispositionstopersistinapplyingthesearepowerfulsourcesofefficacy.Effectiveleadersinformallyandformallycontributetotheprofessionalandleadershipdevelopmentofstafffromdiversecommunities,backgroundsandidentities.Buildinghealthy,trustingandproductiverelationshipswithallstakeholdersandwithinadiverseschoolcommunityisessential.

Providing support and demonstrating consideration for individual staff members•Recognizeindividualstaffmemberaccomplishments

•Considerstaffmembers’opinionswheninitiatingactionsthataffecttheirwork

•Builduponandrespondtoindividualstaffmembers’uniqueneedsandexpertise

•Treatindividualsandgroupsequitably

stimulating growth in the professional capacities of staff•Encouragestafftoreflectonwhattheyaretryingtoachievewithstudentsandhowtheyaredoingit

•Challengestafftore-examinetheextenttowhichtheirpracticesengagestudentvoiceandcontributetotheauthenticlearningofalloftheirstudents

•Facilitateopportunitiesforstafftolearnwithandfromeachother

•Suggestnewideasforstafflearning

•Leaddiscussionsabouttherelativemeritsofcurrentandalternativepractices

•Encouragestafftopursuetheirowngoalsforprofessionallearning

•Encouragestafftodevelopandreviewtheirownprofessionalgrowthgoalsandtheirrelationshiptoschoolgoalsandpriorities

•Encouragestafftotrynewpracticesconsistentwiththeirowninterestsandschoolgoals

modelling the school’s values and practices•Behighlyvisibleinone’sschool

•Beeasilyaccessibletostaff,parentsandstudents

•Havefrequent,meaningful,interactionswithteachers,studentsandparentsthatfurthertheschoolgoalsandbuildaclimateforinclusivesharedresponsibility,capacityandleadership

•Exemplifythroughone’sownactionstheschool’scorevaluesanditsdesiredpracticesincludingequityandinclusion

•Demonstratetheimportanceofreflectivepracticeandcontinuouslearningthroughvisibleengagementinone’sownprofessionallearning

building trusting relationships with and among staff, students and parents•Actinwaysthatconsistentlyreflecttheschool’scorevaluesandprioritiesandsupportanequitableandinclusiveenvironment

•Demonstraterespectforthediversityofstaff,studentsandparentsbylisteningtotheirideas,beingopentothoseideasandgenuinelyconsideringtheirvalue

•Encouragestaff,studentsandparentstolistentooneanother’sideasandgenuinelyconsidertheirvaluewithinanequitableandinclusivelearningcommunity

•Createnormsintheschoolwhichvalueconstructivedebateaboutbestpractices

•Demonstraterespect,careandpersonalregardforallstudents,staffandparents

•Encouragestaff,studentsandparentstodemonstraterespect,careandpersonalregardforoneanother

•Demonstratecompetencewhencarryingouttasks

establishing productive working relationships with teacher federation representatives•Includefederationrepresentatives(alongwithstaffmoregenerally)inprocessesforestablishinggoalsforschoolimprovement

•Encouragefederationrepresentativestokeeptheirmemberswell-informedabouttheirworkwithschoolleaders

•Encouragefederationrepresentativestocollaborateindetermininghowtoimplementlabourcontractprovisionssothattheysupportschoolimprovementwork

Climate for Learning and WorkingbuILDIng reLatIonshIPs anD DeveLoPIng PeoPLe

Providing support and demonstrating consideration for individual staff members

stimulating growth in the professional capacities of staff

modelling the school’s values and practices

building trusting relationships with and among staff, students and parents

establishing productive working relationships with teacher federation representatives

Personalawareness

stage


stage

applicationstage

Integrationstage




11


12


13

building collaborative cultures and distributing leadership•Helpdeveloptheshareddeterminationofgroupprocessesandoutcomes

•Helpdevelopclarityaboutgoalsandrolesforcollaboration

•Fosteropenandfluentcommunicationamongcollaborators

•Provideadequateandconsistentresourcestosupportcollaborativework

•Involvestaffinthedesignandimplementationofimportantschooldecisionsandpolicies

•Providestaffwithleadershipopportunitiesandsupportthemastheytakeontheseopportunities

•Encourageawillingnesstocompromiseamongcollaborators

•Modelcollaborationintheconductofone’sownwork

•Nurtureinclusivity,mutualrespectandtrustamongthoseinvolvedincollaborating

structuring the organization to facilitate collaboration

•Createtimetablesforteachingthatmaximizetimeontasksforstudents

•Provideregularopportunitiesandstructurestomonitorandencourageteacherstoworktogetheroninstructionalimprovement

•Participatewithstaffintheircollectiveinstructionalimprovementwork

•Engageteachersinmakingdecisionsthataffecttheirinstructionalwork

•Establishteamandgroupstructuresforproblemsolving

•Distributeleadershipforselectedtasks

allocating resources in support of the school’s vision and goals•Enactefficientbudgetaryprocesses

•Securesufficientresourcesofalltypesneededtocarryouttheinstructionalworkoftheschool

•Providesustainedfundingfortheschool’simprovementpriorities

•Distributeresourcesofalltypesinwaysthatarecloselyalignedwiththeschool’simprovementprioritiesandtheSchoolSuccessPlan

•Revisitandrealignthenature,amountandalignmentofresourcesasprioritiesforschoolimprovementchange

building productive relationships with families and communities

•Createaschoolenvironmentinwhichparentsarewelcomed,respected,valuedandincludedaspartnersintheirchildren’slearning

•Demonstrateleadershipwhichparentstrust(confident,systematicandattentive)

•Helpdevelopstaffcommitmenttoengagingparentsintheschool

•Workwithstafftoprovidedirectassistancetodiversefamiliesthatwillhelpthemprovidetheirchildrenwithsupportinthehomethatwillcontributetotheirsuccessatschool

•Encouragestafftoadoptabroad,equitableandinclusiveviewofparentengagementthatencouragesmoreparentstobeinvolved

•Helpconnectfamiliestothewidernetworkofsocialservicestheymayneed

•Assiststafftobetterusethesocialandintellectualcapitalofstudentsfromdiversefamilybackgroundsforinstructionalpurposesintheirclassrooms

Connecting the school to its wider environment

•Developandmaintainconnectionswithotherexpertschoolanddistrictleaders,thoseknowledgeableaboutpolicyandmembersoftheeducationalresearchcommunity

maintaining a safe and healthy environment

•Securetheschool’sphysicalfacilitiesfromunwantedintrusionsandintruders

•Maintainthephysicalfacilityinasafe,healthyandattractivecondition

•Communicatestandardsfornon-violentbehaviourandupholdthosestandardsinanequitablemanner

•Empoweradultsintheschooltoplayaleadershiproleinpromotingapositive,inclusiveschoolclimateforlearningandworking,andmodelappropriatebehaviour

•Implementandmonitortheuseofappropriatedisciplinepracticesnotonlyinclassroomsbutinallotherlocationswithintheschool

•Developtheprocesseswithstaffandstudentstoidentifyandresolveconflictsquicklyandeffectivelytore-engage,repair,rebuildandrestorerelationships,asenseofsafetyandinclusionasneeded

•Provideopportunitiesforstaffandstudentstolearnabouteffectiveconflictresolutionandproblem-solvingstrategiesthatcansupportsocialjusticeandfosterequityineducationpracticesandprocedures

Workingtobuildaschoolcultureofcollaborationrequiresattentiontoorganizationalstructures, physicalandemotionalsafety,communitypartnershipsandtheallocationofresourcesinlightofthe SchoolSuccessPlan.Leveragingeachoftheseintheinterestofstudentachievementandwell-being withinadiverseschoolcommunityisthetaskofaneffectiveleader.

Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICes

14

building collaborative cultures and distributing leadership

structuring the organization to facilitate collaboration

allocating resources in support of the school’s vision and goals

building productive relationships with families and communities

Connecting the school to its wider environment

maintaining a safe and healthy environment

Personalawareness

stage


stage

applicationstage

Integrationstage




15



16

staffing the instructional program•Recruitandselectqualifiedteacherswiththeinterestandcapacitytofurthertheschool’sefforts,adheringtoboardpolicies,proceduresandpracticesrelatedtorecruitment,hiringandassignmentofstafftomeetprogramneeds,performanceappraisal,leavesofabsenceandhumanrights

•Recruitandselectqualifiedstaffwhowillfosterthesuccessofourdiversestudentpopulation

•Retainskilledteachersbyprovidingsupportandtimeforcollaboration,sharingleadership,creatingasharedvisionforinstructionandbuildingtrustingrelationships

Providing instructional support•Activelyoverseetheinstructionalprogramsothatallstudentsbelongingtoadiverseschoolcommunitycanbesuccessful

•Coordinatewhatistaughtacrosssubjectsandgradestoavoidunnecessaryoverlapwhileprovidingneededreinforcementandextensionoflearninggoals

•Provideadequatepreparationtimeforteachers

•Observeinclassroomsandprovideconstructivefeedbackthatisusefultoteachersandsupportslearningforall

•Provideadvicetoteachersabouthowtosolveclassroomproblems

•Engageteachersinobservingeffectiveinstructionalpracticesamongcolleaguesintheirownschoolaswellasinotherschools

•Participatewithstaffintheirinstructionalimprovementwork

monitoring student learning and school improvement progress•Provideconditionsforteacherstousedataeffectively(time,support,partnershipswithexperts,dataculture)

•Giveprioritytoidentifyingstudentsmostinneedofadditionalsupport

•Assiststaffinunderstandingtheimportanceofstudentassessment“for,of,andaslearning”

•Collaboratewithstaffduringtheprocessofdatainterpretation

•Usemultiplesourcesofevidencewhendiagnosingstudentprogress

•Incorporateexplicitdatauseinalmostalldecisionsaboutstudentlearningandschoolimprovement

•Examinetrendsinstudentachievementovertime(oneormoreyears),ratherthanjustatonepointintime,whenassessingstudentlearning

•Collectandusedataaboutthestatusofthoseclassroomandschoolconditionsservingasthefocusoftheirschoolimprovementefforts

buffering staff from distractions to their work•Implementasystematicprocedurefordecidinghowbesttorespondtoinitiativesfromoutsidetheschool

•Developguidelineswithstafftogoverntheamountoftimeteachersspendonnon-instructionalandout-of-schoolactivities

•Regularlyassessthecontributionofallout-of-classroomactivitiestothelearningprioritiesofstudents

•Createandenforceconsistent,school-widedisciplinepolicies

•Minimizedailydisruptionstoclassroominstructionaltime

Effectiveleaderscanguideandmonitorstudentlearningandschoolimprovementbyprovidingboth indirectanddirectsupporttostaffwithinapositiveandhealthylearningenvironmentthatleadsto highqualityinstruction.Effectiveuseofdatainguidingcollaborativedecisionmakingenablesthe realization of School Success goals.

Teaching and LearningImProvIng the InstruCtIonaL Program

17

staffing the instructional program

Providing instructional support

monitoring student learning and school improvement progress

buffering staff from distractions to their work

Personalawareness

stage


stage

applicationstage

Integrationstage




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Leadership Development and School Support ServicesRevisedMarch2014

Documents

Peel Leadership Framework...The Peel Leadership Framework is designed to: Whether you are an aspiring leader or already in a leadership position, the Peel Leadership Framework provides