The Ontario Leader Ship2012

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THE ONTARIO LEADERSHIP

FRAMEWORK 2012

A School and System Leaders Guide

to Putting Ontarios Leadership

Framework into Action


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LEADING ON PURPOSE:

Using the Lessons of Leadership to Achieve Results

3 Navigating the leadership maze

3 What the research says

3 Needed: a leadership roadmap

GETTING STARTED:

Understanding the Ontario Leadership Framework 2012

5 Purpose of the framework

6 Organization of the framework

7 Applying the framework in a diverse Ontario

8 Five Core Leadership Capacities

8 Moving forward: an evolving process

FROM PURPOSE TO PRACTICE:

The Leadership Framework for School and System Leaders

10 K-12 School Effectiveness Framework

12 School-level leadership

14 Catholic school-level leadership

16 A district effectiveness framework

18 System-level leadership

20 Catholic system-level leadership

23 Personal leadership resources

About the Institute for Education Leadership (IEL)

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LEADING ON PURPOSE:Using the Lessons of Leadership to Achieve Results

As an education leader, you are contributing to one of the most exciting - and challenging

- periods in the history of Ontarios education system. Te goals being set and achieved in

Ontario have put our education system on a world stage as a centre of excellence. At the

same time, effective leadership has emerged as one of the critical foundations needed to

sustain and enhance system-wide improvement.Tis resource was designed to introduce

a set of leadership tools which will help individuals grow and rene their leadership skills.

It also provides a roadmap for organizations to increase their leadership potential so that

leaders and organizations can put advanced leadership concepts to work on a daily basisto meet educational goals and achieve concrete results.

Navigating the leadership maze

What the research says

Needed: a leadership roadmap

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Navigating the leadership maze

We know that effective leadership is fundamental to the success of any organization,and we recognize leadership as one of our key professional responsibilities. But in theface of dozens of administrative tasks, day-to-day challenges and issues, achievementgoals and demanding deadlines, leadership ofen remains an abstract concept, even for

those in leadership positions.

What is leadership? What does effective leadership look like? What role doesleadership play in the education seting? Most importantly, in the midst of day-to-daypressures, how can leadership practice help us to do more with less, streamline andfocus our efforts, and achieve our practical goals?

What the research says

Te answers to these questions can be found in a substantial a nd growing body ofprofessional knowledge and research that demonstrates a direct and powerful linkbetween effective leadership and improved student achievement and well-being.

School leadersare pivotal to t he development of excellent teaching, excel lentschools and ultimately, enhanced student achievement and well-being.

System leadersplay an essential role by puting in place supportive system practicesand procedures for school leaders and providing system-wide leadership.

Needed: a leadership roadmap

If the key to reaching our achievement goals lies in building our own leadershippractice, how can we put that knowledge into action? What core processes do we

need to put into place in our day-to-day practice as leaders? What specialized skil lsand understanding wil l we need to develop? How can we know with certainty t hatwe have adopted the most effective leadership approach?

Tat is the purpose behind the Ontario Leadership Framework 2012. Based onmore than eight years of research by leading experts and extensive consultation witheducators across Ontario, the framework provides principals, v ice-principals, systemleaders and aspiring leaders with a clear leadership roadmap representing leadingedge research and the best thinking a nd experience, of successful leaders acrossOntario and around the world.

In the framework, you wil l learn about the key practices of successful educationleaders and organizations, and how you can put them into action to achieve your

goals. You will also nd out about:

the traits of effective leaders; the characteristics of effective organizations; and a common leadership language.

Tese will facilitate effective dialogue, professional learning, and collaboration.

About the OLF 2012

Te Ontario LeadershipFramework (OLF) wasintroduced in 2006. Since thatime, research, professional

practice and the policyenvironment have changed anas a result, the OLF has beensignicantly revised.

Tis resource is intended as acompact, practical guide to theOntario Leadership Framewor2012 that both school and systleaders can put to daily use.

For a more detailed description the revised OLF and the researc

foundations underlying the desiand revision of this leadershipresource, seeTe Ontario

Leadership Framework 2012,

With a Discussion of the ResearchFoundationsby Ken Leithwood.Tis document is available on thInstitute for Education Leadershwebsite at www.education-leadership-ontario.ca

Important tounderstand!

No two regions, school districor schools are exactly al ike; noare their achievement goals orleadership challenges. Ontarileadership framework has beedesigned to address the speciroles of both school and systemleaders and of schools and districts as organizations. As welit lays out a exible pathway to

effective leadership that canbe applied to a w ide variety ofleadership roles and situation

At the sa me time, it provides ashared vision of leadership ana common leadership languagthat enables coherence of leadship across the enti re educatiosystem. It supports a powerfucollaborative approach to leadership and professional learni

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GETTING STARTED:Understanding Ontarios Leadership Framework 2012

Research suggests that leadership is second only to teaching in its impact on student

outcomes. Principals and vice-principals play a critical role as school leaders to achieve

this impact. System leaders such as supervisory officers, play an essential role by puting

in place supportive system practices and procedures, and providing system-wide

leadership. Ontarios leadership framework was developed and has continued to evolve,

to support and sustain the highest quality leadership possible in schools and districts

across the province.

Purpose of the leadership framework

Organization of the framework

Applying the framework in a diverse Ontario

Five Core Leadership Capacities

Moving forward: an evolving process

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one dening atribute of

effective leaders is their abilityto carr y out even the mostroutine and seemingly trivialtasks in such a way as to nudgetheir organizations toward thepurposes.

~ Leithwood, 2012

An integrated approach toleadership and management a

has signicant consequencesfor the work of non-academicleaders and their perspectiveon the purposes for thatwork. Tese leaders inuencefunctions that are quite cruciato the accomplishment of theschools and districts goals.

~ Leithwood, 2012

Purpose of the leadership framework

Te Ontario Leadership Framework 2012 is designed to:

facilitate a shared vision of leadership in schools and districts 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 traits or personal characteristics t hat describe

effective leadership guide the design and implementation of professional lear ning and development

for school and system leaders identify the characteristics of highly performing schools and systems - K-12 School

Effectiveness Framework (SEF) and District Effectiveness Framework (DEF) aid in the recruitment, development, selection and retention of school and

system leaders

Te leadership framework provides aspiring leaders at both the school and dist rictlevels with important insights about what they will need to learn to be successf ul.For those already in leadership positions, it serves as a valuable tool for self-reection

and self-assessment. Finally, the framework also supports the work of t hoseresponsible for recruiting, selecting, developing and retaining new leaders.

Te Big Picture: Key Concepts

Leadership is dened within the OLF as the exercise of inuence on organizationalmembers and other stakeholders toward the identication and achievement of theorganizations vision and goals. Leadership is successful when it makes signicantand positive contributions to the progress of the organization, and is ethical(supportive and facilitative rather than persuasive, manipulat ive or coercive).

Management is an integral pa rt of leadership. While management is focused onprocesses and procedures that keep the organization running smoothly, effectiveleaders approach technical management maters in an adaptive way. For example,timetabling is seen as an opportunity to maximize instructional time for students,provide opportunities for collaborative work among teachers and, thus, moving t hevision and goals of the orga nizat ion forward.

Authority is not synonymous with leadership in the OLF. While formal authorityin a school rests with leaders such as principals, vice-principals and aspir ing leaders,the reality is that many people in the school can and do provide leadership, includingteachers, parents, and students. At the system level, leadership is sha red acrossacademic and business leaders as well as board trustees. Te OLF recognizes theimportance of sharing leadership purposefully and in a coordinated way to create a

more democratic organization, provide greater opportunities for col lective learningand teacher development, and increase school and distr ict capacity to respondintelligently to the many complex challenges they face.

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Taken as a whole, this evidenceindicates that school leaders notonly need to provide fairly directassistance to the i nstructional

improvement efforts of theirstaffs, they also need to buildorganizational contexts whichsupport and enable such efforts.

~ Leithwood, 2012

An additional and especiallycompelling reason for sharingleadership in schools is rooted

in Ontar ios commitment toeducational equity a nd inclusionand safe schools with a positiveschool climateprovidingequitable opportunities toinuence the school and schoolsystems decision maki ng bythose whose voices typicallyhave not been heard will leadto signicantly improvededucational experiences fordiverse and disadvantagedstudents.

~ Leithwood, 2012

Created in 2012 bythe minist rys StudentAch ievement Div ision , theK-12 School EffectivenessFramework (SEF)is key tothe work of schools and boards.It is a companion piece to theOLF 2012, included as one of

its components to show the linkbet ween school-level leadershipand school effectiveness.

Elementary and secondary school leadership is ofen enacted differently, due to themany signicant differences between these two contexts such as: the size of the school,the organizational culture (collaborative and student oriented, rather than more subject-discipline oriented in a secondary seting), differences in managerial roles, and thecomplexity of the curriculum. Many elementary principals, especially in smaller schools,will need to take personal responsibility for enacting most of the leadership practices or

working closely with a small leadership team to do so. Secondary principals will needto enact some leadership practices themselves while distributing responsibility for someactivities to other leaders in the school. Effective principals in both elementary andsecondary schools keep close enough contact with shared leadership work to ensure thatschool improvement efforts are carried out in a coordinated way.

Contextis important when enacti ng the leadership practices.Te framework isexplicitly contingent. Wh ile the practices are what most successf ul leaders do,they are to be enacted in ways that are sensitive to the specic setings in which theyare working. As well, the contingent nature of the framework acknowledges theimportance of time t he fact that the leaders skills cha nge over time; the internaldynamics of staffchange over time; and building trust w ith stafftakes time.

Te f ramework includesthe leadership practices found to be effective for mostschools and systems in most contexts and a small but critical number of personalresources which leaders draw on in order to enact effective leadership practicesincluding cognitive, social and psychological resources.

Te framework is not a job description for the leader, neither is it a checklist for assessingperformance. Rather, it provides a framework for growth, which is sufficiently detailedto describe good leadership, but broad enough to be applicable in the various contexts inwhich school and system leaders function throughout their careers.

Te framework is based on current and extensive research.Te leadership practicesdescribed in the framework are supported by robust evidence, and supplemented by examplesof the ways effective leaders put these practices into action at the school or district level.

Organization of the framework

Te framework provides leaders with a clear picture of what effective leadershiplooks like at both the level of the individual leader and the organiz ation. Itdescribes what an effective leader does and what an effective organization does.Te framework also d istinguishes between leadership at the school level and at thedistrict or system level. As a result the framework consists of four key components: school-level leadership; the K-12 School Effectiveness Framework; system-level leadership; and

a district effectiveness framework.

Personal Leadership Resources

Te OLF also describes the characteristics of effective leaders such as optimism,emotional intelligence and problem solving abilities, which the research indicatescreate the variation among leaders in how well they are able to enact the frameworkpractices. Whi le many traits or personal characteristics have been associatedwith leaders and leadership, the framework includes only those for which there iscompelling research ev idence. School leader and system leader practices are enactedmost effectively using t hese Personal Leadership Resources (see the detaileddescription of these resources on page 23).

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The OLF at a Glance

Key focus for school leaders:

School leader practices- what effective school leaders

K-12 School EffectivenessFramework- a tool for schoolimprovement plann ing

Personal leadership resourc- what personal traits effectileaders need to cultivate

Key focus for system leaders:

School leader practices- tailored to the school level,and may be enacted differento apply to effective systemleadership practice

System leader practices- further rene effectiveleadership at the district lev

District effectiveness framewo- what effective districts do

Personal leadership resourc- what personal traits effectileaders need to cultivate

Applying the framework in a diverse Ontario

Successful school and sy stem leaders must be responsive to the diverse natureof Ontarios communities. Te OLF describes leadership broadly in a way that isintended to be inclusive of the diversity found in schools and communities across theprovince. Application of the OLF should be shaped by the community context.

For example, in French-language schools and school boards, application of theleadership practices must take into consideration the mandate of French-languageeducation as described in Ontarios Amnagement Linguistique Policy. In additionFrench-language schools and system leaders must enact leadership practices thatwil l ensure that the French-language cultural approach to teaching is reected in allaspects of the school and system. Likewise, leadership in Catholic schools and schoolboards wil l need to reect the boards articulation of Catholic faith perspectives.

Te demographic and contextual diversity i n Ontario schools, together with theprovinces commitment to high levels of student achievement and well-being, haveheightened the importance of effective leadership in schools and distr icts led byleaders who support diverse student needs by providing caring, safe, respect ful and

engaging learning environments.

As instr uctiona l leaders, pr incipals and superv isory officers embed directinvolvement in instruc tion in their daily work through teamwork with all stafffocused on improved school and classroom practices. As leaders who are commitedto equity of outcome, they help to create inclusive and instructional ly effectivelearning environments that increase the likelihood that all students will besuccessful lea rners. School and system leaders carry out these specic aspects oftheir role using a growth-oriented and collaborative approach across all the domainsof the framework.

Leaders enactment of the practices will evolve as they move through various c areerstages, specialized assignments, and unique educational environments. School andsystem leaders expand a nd strengthen their repertoire of practices and personalleadership resources over time, provided they have opportunities to grow and aresupported by districts that are commited to leadership development.

Ontario Leadership Framework Components

School-level

Leadership

District Effectiveness

Framework

System-level

Leadership

K-12 School Ef fectiveness

Framework

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Five Core Leadership Capacities

For the purpose of professional development, the ministry has identied ve CoreLeadership Capacities(CLCs) that the research suggests are key to mak ing progresstoward the provinces current educational goals. Tese ve CLCs, described below,are embedded in all provincially-sponsored professional learning and resources

for school and system leaders. It is important to note that the CLCs tend to workacross domains rather than residing within a single domain of school level leadershippractices and they are supported by the use of the Personal Leadership Resources.

1. Seting GoalsTis capacity refers to working with others to help ensure that goals are strategic,specic, measurable, atainable, results-oriented, and t ime-bound (SMA RT) andlead to improved teaching and learning.

2. Aligning Resources with PrioritiesTis capacity focuses on ensuring that nancial, capital, human resources,curricu lum and teaching resources, professional learning resources and programallocations are t ied to priorities, with student achievement and well-being as the

central, unambiguous focus.

3. Promoting Collaborative Learning CulturesTis capacity is about enabling schools, school communities and districts to worktogether and to learn from each other with a central focus on improved teachingquality a nd student achievement and well-being.

4. Using DataTis capacity is about leading and engaging school teams in gathering and analyzingprovincial, distr ict, school and classroom data to identify trends, strengt hs andweak nesses t hat wi ll in form specic actions for i mprovement focused on teachingand learning.

5. Engaging in Courageous ConversationsTis capacity relates to challenging cur rent practices and fostering innovationthrough conversation, to listen and to act on feedback, a nd to provide feedback thatwi ll lead to improvements in student ach ievement and wel l-being.

Moving forward: an evolving process

Te Ontario Leadership Framework 2012 continues to evolve as a result of ongoingresearch in Ontario and international jur isdictions, and ongoing consultationwith a cross sec tion of stakeholders . Indiv idual school and sy stem leaders c anprovide feedback on the framework to the minist ry or to the I nstitute for Education

Leadership through their professional associations.

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FROM PURPOSE TO PRACTICE:The Leadership Framework for School & System Leaders

Te leadership framework has been tailored to the roles and responsibilities of both

school and system leaders. It describes the school-level practices that research has shown

to have a positive impact on student achievement and the actions associated with each.

In addition, it describes the system-level practices and associated actions that support

effective school leadership. Te charts on the following pages provide a convenient at-

a-glance view of the leadership practices described by the OLF and a description of the

personal resources associated with effective leadership.

K-12 School Effectiveness Framework

School-level Leadership

Catholic School-level Leadership

District Effectiveness Framework

System-level Leadership

Catholic System-level Leadership


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School and Classroom Leadership

Collaborative instructional leadership builds capacity tostrengthen and enhance teaching and learning.

Processes and practices are designed to deepen contentknowledge and rene instruction to support student learningand achievement.

Organizational structures are coherent, exible and respond tothe needs of students.

Job-embedded and inquiry-based professional learning buildscapacity, informs instruct ional practice and contributes to aculture of learning.

Staff, students and school community promote and susta instudent well-being and positive student behaviour in a safe andhealthy learning environment.

Student Voice

Te teaching and learning environment is inclusive and reectsindividual student strengths, needs and learn ing preferences.

School programs incorporate students stated prioritiesand reect the diversity, needs a nd interests of the schoolpopulation.

Students are part ners in conversations about schoolimprovement.

Explicit strategies are in place to enable students to demonstratestrong citizenship skil ls such as leadership, teamwork andadvocacy.

Curriculum, Teaching and Learning

A cult ure of high expectations supports t he belief that al lstudents can learn, progress and achieve.

A clear emphasis on h igh levels of achievement in literacy andnumeracy is ev ident throughout the school.

Teaching and lear ning incorporates 21st centur y content, globalperspectives, learning skills, resources and technologies.

Learni ng is deepened through authentic, relevant andmeaningful student inquiry.

Instruction and assessment are differentiated in response tostudent strengths, needs and prior learning.

Resources for students are relevant, c urrent, accessible andinclusive.

Timely and tiered interventions, supported by a team approach,respond to individual student learning needs.

Programs and Pathways

Programs, pathways, and career planning meet the learningneeds and interests of all students.

Authentic learn ing ex periences a nd experientia l learning a rebuilt into al l subject areas a nd programs

Students, parents, and teachers understand the full range ofpathways, options, programs and supports that are available.

Students have opportunities to build on in-school and out-of-school experiences and activities to fur ther explore personalinterests, strengths and career options.

Home, School and Community Partnerships

Te school council has a meaningful role in supporting learningand achievement for students.

Students, parents and community members are engaged andwelcomed as respected, valued par tners.

Te school and community build partnerships to enhancelearning opportunities for students.

Learni ng opportunities, resources and supports are providedto help parents support student learning a nd have productiveparent-teacher-student conversations.

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SCHOOL-LE

Leadership is the exercise of influence on organizational members and diverse s

Setting Directions

Building a shared vision

School leaders:

Identifying specific, shared short-term goals

School leaders:

Creating high expectations

School leaders:

Communicating the vision and goals

School leaders:

Building Relationships and Developing People

Providing support and demonstrating consideration for individual staffmembers

School leaders:

Stimulating growth in the professional capacities of staff

School leaders:

Modelling the schools values and practices

School leaders:

Building trusting relationships with and among staf f, students andparents

School leaders:

Establishing productive working relationships with teacher federationrepresentatives

School leaders:

Develo

Building collaborative cultures

School leaders:

Structuring the organization to

School leaders:

Building productive relationsh

School leaders:

Connecting the school to the w

School leaders:

Maintaining a safe and healthy

School leaders:

Allocating resources in suppo

School leaders:

PERSONAL L

Cognitive Resources

Social Resources, including the ability to:

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LEADERSHIP

rs toward the identification and achievement of the organizations vision and goals.

ation to Support Desired Practices

eadership

ration

and the community

ision and goals

Improving the Instructional Program

Staffing the instructional program

School leaders:

Providing instructional support

School leaders:

Monitoring progress in student learning and schoolimprovement

School leaders:

Buffering staff from distractions to their work

School leaders:

Securing Accountability

Building staff members sense ofinternal accountability

School leaders:

Meeting the demands for externalaccountability

School leaders:

IP RESOURCES

Psychological Resources

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CATHOLIC SCHO

Leadership is the exercise of influence on organizational members and diverse s

Setting Directions

Building a shared vision

Catholic school leaders:

Identifying specific, shared short-term goals


Creating high expectations


Communicating the vision and goals


Building Relationships and Developing People

Providing support and demonstrating consideration for individual staff members


Stimulating growth in the professional capacities of staff


Modelling the schools values and practices


Building trusting relationships with and among staff, students and parents


Establishing productive working relationships with teacher federationrepresentatives


Dev

Building collaborative cu


Structuring the organizat


Building productive relat


Connecting the school to


Maintaining a safe and h


Allocating resources in s


PERSONAL L

Cognitive Resources


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EVEL LEADERSHIP

rs toward the identification and achievement of the organizations vision and goals.

anization to Support Desired Practices

uting leadership

ollaboration

ilies and the community

ment

nt

ols vision and goals

Improving the Instructional Program

Staffing the instr uctional program


Providing instructional support


Ontario Catholic School Graduate Expectations

Monitoring progress in student learning and schoolimprovement


Buffering staff from distractions to their work


Securing Accountability

Building staff members sense ofinternal accountability


Meeting the demands for externalaccountability


IP RESOURCES


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DISTRICT EFFECTIV

Characteristics of H

Core Processes Supporting Conditions

System Directions (Mission, Vision and Goals)

In high-performing school systems:

Curriculum and Instruction


Uses of Evidence


Organizational Improvement Processes


Professional Learning


Alignment


1

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S FRAMEWORK (DEF)

rming School Systems

Leadership Development Relationships

ssional Leadership Development1

h-performing school systems:

ed Leader (board trustees) Development2

h-performing school systems:

Internal System and School Relationships


Relationships with Local Community Groups


Relationships with Parents


Relationship with the Ministry of Education


Relationships with Teachers


2 Education Act Student Achievement and School Board

Governance Act

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SYSTEM-LE

Leadership is the exercise of influence on organizational members and diverse sLeadership practices described in the School-level Leadership section of the Ontario Leadership Framew

different ways. This placemat adds to those common leadership practices a set of unique practice

Core Processes Supporting Conditions

Setting Directions and Accomplishing Goals

System leaders:

Networking and Aligning

System leaders:

PERSONAL L

Cognitive Resources


1

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LEADERSHIP

ers toward the identification and achievement of the organizations vision and goals

are equally useful for both school- and system-level leaders, but those practices are enacted in qualitatively

d of system-level leaders organized by the four domains of the District Effectiveness Framework (DEF)

Leadership Development Relationships

m leaders supporting professional leaders1:

m leaders:

m leaders supporting elected leaders:

System leaders:

IP RESOURCES


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CATHOLIC SYST

Leadership is the exercise of influence on organizational members and diverse Leadership practices described in the School-level Leadership section of the Ontario Leadership Framew

different ways. This placemat adds to those common leadership practices a set of unique practices

Core Processes

Setting Directions and Accomplishing Goals

Catholic system leaders:

Supporting Conditions

Networking and Aligning


PERSONAL L

Cognitive Resources


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EVEL LEADERSHIP

s toward the identification and achievement of the organizations vision and goals.are equally useful for both school- and system-level leaders, but those practices are enacted in qualitatively

of system-level leaders organized by the four domains of the District Effectiveness Framework (DEF).

Leadership Development

olic system leaders supporting professional leaders:

m leaders supporting elected leaders:

Relationships


IP RESOURCES


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NOTES

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In addition to recognizing and undertaking effective leadership practices, effective leaders also tend to possess a nddraw on a smal l but critical number of personal leadership resources when enacting t he leadership practices.Tere is acompelling research base for including cognitive, social and psychological resources, as briey high lighted below.


Cognitive Resources Social Resources Psychological Resources

Problem-solving experti se

understanding/interpretingproblems

identifying goals articulating principles and values identifying constraints developing solution processes maintaining ca lm/condence in the

face of challengi ng problems

Knowledge about school andclassroom conditions with directeffects on student learning

technical/rational conditions emotional conditions organizational conditions family conditions

Including the ability to:

perceive emotions

recognizing our own emotionalresponses

discerning emotional responses inothers through verbal and non-verbal c ues

manage emotions

reecting on our own emotionalresponses and their potentialconsequences

persuading others to likewise reecton their responses

act in emotionally appropriate ways

being able to exercise control overwhich emotions gu ide our actions being able to help others act on

emotions that serve their bestinterests

Optimism

habitually expecting positive resultsfrom our efforts

recognizing where we have, and donot have, opportunities for directinuence and control

taking positive risks

Self-efficacy

believ ing in our own abi lity toperform a task or achieve a goal

as a result of positive self-efficacy,taking responsible risks, expendingsubstantial effort, and persisting inthe face of initial failure

Resilience

being able to recover from, or adjusteasily to, change or misfortune being able to t hrive i n chal lenging

circumstances

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About the Institute for Education Leadership (IEL)

Te Ontario Inst itute for Education Leadership brings together representatives from the principals associations,the supervisory officers associations, councils of directors of education, and the Ministr y of Education to work in acollaborative partnership and model high ca libre tri-level strategic leadership with school, board and provincial leadership.Te mandate of the Institute is to support effective leadership through opportunities for professional learning based on

research, effective practice and sound policy. Ultimately, its aim is to assist school and system leaders in maximizing theachievements of all students.

As pa rt of its work on research into practice, the Institute has adopted Te Ontario Leadership Framework 2012. Teframework identies the practices of successful school and system leaders, as well as t he organizational practices ofsuccessfu l schools and districts. In addition, the framework includes a small but critical number of personal leadershipresources (leadership traits and di spositions) that have been found to increase the effectiveness of leadership practices.

Te Institute continues to work toward ensur ing that al l partners and sta keholders share a common vision of educationleadership for Ontario that respects the diversity of all four sectors in our education system. As pa rt of its mandate, the IELleads the way i n ensuri ng a more coherent, connected and coordinated approach to the integration of k nowledge, research,policy and practice in education. A PPLIKI, a comprehensive search engine featured on t he IEL website, offers a wealth ofexemplary resource materials for succession planning and ta lent development to promote collaboration, networking and

sharing of good practice.

The partner organizations for the Institute for Education Leadership are:

Association des directions et direc tions adjointes des coles fra nco-onta riennes Association des gestionnai res de l ducat ion franco-ontarien ne Catholic Principals Council of Ontario Council of Ontario Directors of Education Ministry of Education Ontario Catholic Supervisory Officers Association Ontario Principals Council

Ontario Public Supervisory Officials Association

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ation

-lead

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Printed August 2012

Documents

The Ontario Leader Ship2012