Putting Ontario s Leadership Framework Into Action. A Guide for School & System Leaders

Transcription

1 Putting Ontario s Leadership Framework Into Action A Guide for School & System Leaders frompurpose topractice

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3 LEADING ON PURPOSE: USING THE LESSONS OF LEADERSHIP TO ACHIEVE RESULTS Navigating the leadership maze 3 What the research says 3 Needed: A leadership roadmap 3 7 Key benefits for your leadership practice 4 GETTING STARTED: UNDERSTANDING ONTARIO S LEADERSHIP FRAMEWORK Purposes of the framework 6 Organization of the framework 6 How the framework was developed 6 Moving forward: An evolving process 8 FROM PURPOSE TO PRACTICE: THE LEADERSHIP FRAMEWORK FOR SCHOOL & SYSTEM LEADERS Leadership framework for principals and vice-principals 10 Leadership framework for supervisory officers 12 System practices and procedures 14 Catholic leadership framework for principals and vice-principals 16 Catholic leadership framework for supervisory officers 18 System practices and procedures 20 ABOUT THE INSTITUTE FOR EDUCATION LEADERSHIP 24

4 LEADING ON PURPOSE: USING THE LESSONS OF LEADERSHIP TO ACHIEVE RESULTS As an educational leader, you are contributing to one of the most exciting and challenging - periods in the history of Ontario s education system. The targets 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. This booklet was designed to introduce you to a powerful new set of leadership tools, developed by and for Ontario educators, that will help you grow and refine your leadership skills, and put advanced leadership concepts and techniques to work on a daily basis to meet your educational targets and achieve concrete results. 2

5 Navigating the leadership maze We all know that effective leadership is critical to the success of any organization, and we recognize leadership as one of our key professional responsibilities. But in the face of dozens of administrative tasks, day-to-day problems and issues, critical achievement targets, and demanding deadlines, leadership often remains an abstract concept - even for those in leadership positions. What is leadership? What does effective leadership look like? What role does leadership play in the education setting? And most importantly, in the midst of day-to-day pressures, how can leadership skills help us to do more with less, streamline and focus our efforts, and achieve our practical goals and targets? What the research says The answers to those questions can be found in a substantial and growing body of professional knowledge and research that demonstrates a direct and powerful link between good leadership and improved student achievement. In fact, leadership in the education setting is second only to teaching in its ability to drive student success and meet critical achievement targets. The research demonstrates that: Principals and vice-principals are critical to the development of excellent teaching, excellent schools and, ultimately, enhanced student achievement; Supervisory officers play an essential role by putting in place supportive system practices and procedures for school and system leaders, and provide critical system-wide leadership. Needed: a leadership roadmap If the key to reaching our achievement targets lies in building our own leadership practice, 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 skills and understanding will we need to develop? And how can we know with certainty that we have adopted the most effective leadership approach? That s the purpose behind Ontario s Leadership Framework. Based on more than three years of research by leading experts, and extensive consultation with educators across Ontario, the framework provides principals, vice-principals and supervisory officers with a clear leadership roadmap representing the best thinking - and experience - of successful leaders across Ontario and around the world. Did you know? Research shows that there is no documented case of a school successfully turning around its student achievement in the absence of talented school leadership. Important to understand! No two regions, school boards, or schools are exactly alike. Nor are their achievement targets or leadership challenges. Ontario s Leadership Framework has been designed to address the specific needs of both school and system leaders. As well, it lays out a flexible pathway to effective leadership that can be applied to a wide variety of leadership roles, and situations. At the same time, it provides a core vision of leadership - and a common leadership language - that will, for the first time in Ontario, enable the seamless alignment of leadership across the entire education system, and engender a powerful collaborative approach to leadership and professional learning. In the frameworks, you will discover the key practices of successful educational leaders, and how you can put them into action to achieve your goals. You will also discover the skills, knowledge and attitudes of effective leaders, and be exposed to a common leadership language to enable effective dialogue, professional learning, and collaboration. 3

6 7 key benefits for your leadership practice How can you benefit from applying Ontario s Leadership Framework to your own leadership practice? Following are just a few of the ways: Benefit #1: A common leadership language Use the framework to talk about effective leadership practice and to problem-solve with colleagues on specific issues. Share the leadership framework with your team in a professional learning community that includes the vice-principal, principal and supervisory officer to establish short and longer term leadership development and succession planning priorities. Benefit #2: A new set of problem solving tools Use the framework in real-life scenarios: for example, use it to support a School Effectiveness Framework planning process, to assist principals in developing their growth plans, to launch a Student Success Team, or to respond to the specific needs of your students, teachers, parents and community. Use the framework to guide collective thinking and discussion about the issues your school is facing in a collaborative, positive way. Benefit #3: A platform for team-building and staff engagement Use the framework to build a shared vision about leadership and to encourage all staff to see themselves as leaders with a role to play in school and student success. Use the common language of the leadership framework in your discussions with staff about future directions for the school. Benefit #4: A shared context for leadership development Integrate the language of the leadership framework into the development and implementation of professional learning linked to school and system improvement. Use the leadership framework to identify which leader practices and competencies are in place, which are needed, and to develop an action plan for addressing professional learning priorities system-wide, in a community of schools, or at the individual school level. Benefit #5: A roadmap for sustainable leadership Think about how the leadership framework integrates with your board s existing policies and practices. Reflect the leadership framework in human resources programs and board policies designed to attract promising candidates to leadership roles, including programs such as new leader induction, mentoring and coaching, and succession planning to build strong, sustainable leadership teams. Benefit #6: A guide for enhanced professional learning Use the framework to facilitate effective professional dialogue between mentors and mentees and provide an opportunity for mutual learning. For system leaders, the leadership framework can be used as a touchstone to identify where you and your team should focus your professional learning priorities system-wide, in a community of schools, or at the individual school level. Benefit #7: A powerful self-reflection tool Use the framework to reflect on your own leadership. The leadership framework provides the language for a leader to say: These are the practices I need to enact through these skills, this knowledge and these attitudes, to make this particular initiative a success by ensuring that all parents, students, staff and the board understand our common vision, believe in what we are doing, and are confident that our approach is in the best interests of all the students. 4

7 GETTING STARTED: UNDERSTANDING ONTARIO S LEADERSHIP FRAMEWORK Leadership is second only to teaching in its impact on student outcomes 1. Principals and vice-principals play an essential role as school leaders to achieve this impact. Supervisory officers, in turn, play an essential role by putting in place supportive system practices and procedures for school and system leaders, and provide critical system-wide leadership. The ministry made a commitment to a number of initiatives intended to develop, support and sustain the highest quality leadership possible in schools and boards across the province. To ensure a consistent and effective approach to implementing these initiatives, Ontario s Leadership Framework was developed, and evolved to include a framework for principals and vice-principals and a framework for supervisory officers. 5

8 Purposes of the Leadership Framework The framework is designed to: Inspire a shared vision of leadership in schools and boards Promote a common language that fosters an understanding of leadership and what it means to be a school and system leader Identify the practices and competencies that describe effective leadership Guide the design and implementation of professional learning and development for school and system leaders. Organization of the Framework The framework is made up of two parts: Part One Leader Practices and Competencies Part Two System Practices and Procedures Important to know! The framework is not intended as a job description for the leader, nor as a checklist against which to assess performance. Rather, it provides a framework for growth, which is sufficiently detailed to describe good leadership, but broad enough to be applicable in the various contexts in which school and system leaders function throughout their careers. Part One Leader Practices and Competencies Leader practices are the actions, behaviours and functions found through research and professional experience to have a positive impact on student achievement. Leader competencies are the skills, knowledge and attitudes of effective school or system leaders. Leader practices and competencies are organized into five domains, in no particular order: setting directions, building relationships and developing people, developing the organization, leading the instructional program, and securing accountability. Each domain is then described through the practices, skills, knowledge and attitudes relevant to the domain. Part Two System Practices and Procedures System practices and procedures, which support successful school leadership, are organized into six domains, in no particular order: school and school board improvement, fostering a culture of professionalism, leadership development, administrative structures, parent and community supports, and succession planning. Each domain is then described through indicators relevant to the domain. The Leadership Self-Review Tool 2 provides a set of materials leaders can use to assess the extent to which system practices and procedures provide the structures and supports principals and vice-principals need to be successful school leaders. How the Framework was developed The leadership framework for principals and vice-principals and the leadership framework for supervisory officers complement each other to the extent that successful leaders draw on the same fundamental repertoire of leadership practices. The leadership framework for supervisory officers is tailored to address the complexity of supervisory officer roles as reflected in legislation and in the wide-ranging academic and administrative settings within which they provide leadership. Contextual factors that should be taken into account when reviewing the framework include the research foundations, the Ontario perspective, the evolving focus of school leaders, and the range in roles and responsibilities of supervisory officers in the Ontario context. 6

9 Research Foundations There is currently a large and evolving body of professional knowledge about effective leadership. The frameworks rely on this research to define leadership practice as a collection of patterned actions that draw on a set of competencies comprised of skills, knowledge and attitudes 3. The core leadership practices delineated in the frameworks are those that have been found to have the greatest impact on student outcomes 4. These broad categories of leadership practices are the basis for the articulation of more finely detailed practices, informed by professional experience, in four of the five domains of the frameworks: setting directions, building relationships and developing people, developing the organization, and leading the instructional program 5. The fifth domain, securing accountability, was developed to specifically address the accountability function of school and system leaders in all the domains, as practised in the Ontario context. Ontario s Leadership Framework Leader Practices and Competencies System Practices and Procedures The Ontario Context Successful school and system leadership is responsive to the diverse nature of Ontario s communities. The practices and competencies in the frameworks describe leadership broadly in a way that is intended to be inclusive of the diversity found in schools and communities across the province. Their application will be shaped and informed by the community context. For example, in French language schools and school boards, the application of the practices and competencies will take into consideration the implementation of the Politique d aménagement linguistique (PAL) already underway in these boards. In another example, leadership in Catholic schools and school boards will be carried out in the context of the board s articulation of Catholic faith perspectives. The demographic and contextual diversity in Ontario schools together with the province s commitment to high levels of student achievement have heightened the importance of school and system leaders as instructional leaders 6 who support the diverse needs of all students through their commitment to equity in student outcome. As instructional leaders, principals and supervisory officers embed direct involvement in instruction in their daily work through team work with all staff focused on improved school and classroom practices. As leaders who are committed to equity of outcome, they help to ensure inclusive and instructionally effective learning environments that increase the likelihood that all students will be successful learners. School and system leaders carry out these specific aspects of their role using a growth-oriented and collaborative approach across all the domains of the frameworks. 7

10 Insight: Technical & Adaptive Challenges Problems that we can solve through the knowledge of experts or senior authorities are technical challenges. The problems may be complex, such as a broken arm or a broken carburetor, but experts know exactly how to fix them. In contrast, the problems that require leadership are those that the experts cannot solve. We call these adaptive challenges. The solutions lie not in technical answers, but rather in people themselves. The surgeon can fix your son s broken arm, but she cannot prevent your son from rollerblading without elbow pads. Technical problems reside in the head; solving them requires an appeal to the mind, to logic and to the intellect. Adaptive challenges lie in the stomach and the heart. To solve them, we must change people s values, beliefs, habits, ways of working, or ways of life. Most problems do not come cleanly bundled as technical or adaptive. Heifitz, R.& Linsky, M. (2004, April). When leadership spells danger. Educational Leadership, The leadership framework for supervisory officers additionally takes into account the diverse functions and duties of system leaders: those with direct school accountability will apply leadership practices and competencies differently from those whose main focus is on district administration related to human resources or business. Practices and competencies evolve as leaders move through various career stages, specialized assignments, and unique educational environments. School and system leaders expand and strengthen their repertoire of practices, skills, knowledge and attitudes over time, provided they have opportunities to grow and are supported by school boards that are committed to leadership development. Moving forward: an evolving process The frameworks are working drafts which continue to evolve as a result of continued research in Ontario and international jurisdictions and through consultation with a cross section of stakeholders. Individual school and system leaders can provide feedback on the framework to the ministry or to the Institute for Education Leadership through their associations. 1 Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004, September). How leadership influences student learning. A review of research for the Learning from Leadership Project. New York, NY: The Wallace Foundation, Center for Applied Research and Educational Improvement and Ontario Institute for Studies in Education. 2 The Leadership Self-Review Tool is available on the ministry s website at www. ontario.ca/eduleadership or on the Institute for Education Leadership website at 3 Elmore, R. (2006). Leadership as the practice of improvement. Paper prepared for the International Conference on Perspectives on Leadership for Systemic Improvement (OECD). London, UK. 4 Marzano, R. J., Waters, T. & McNulty, B.A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. Waters, J.T., & Marzano, R.J. (2006). School district leadership that works: The effect of superintendent leadership on student achievement. Denver, CO: Midcontinent Research for Education and Learning. 5 Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school leadership: What it is and how it influences pupil learning (Research report R800). National College for School Leadership. Nottingham, UK: Department for Education and Skills. 6 Campbell, C., Fullan, M., & Glaze, A. (2006). Unlocking potential for learning: Effective district-wide strategies to raise student achievement in literacy and numeracy. Project report. Toronto, ON: The Literacy and Numeracy Secretariat. 8

11 FROM PURPOSE TO PRACTICE: THE LEADERSHIP FRAMEWORK FOR SCHOOL & SYSTEM LEADERS The leadership framework has been tailored to the roles and responsibilities of school leaders - principals and vice-principals - and supervisory officers. This framework describes the practices that research has shown to have a positive impact on student achievement, and the skills, knowledge and attitudes associated with each. In addition, it describes the system practices and procedures that support effective leadership. The charts on the following pages provide a convenient at-a-glance view of the leadership framework for principals and vice-principals and for supervisory officers in Ontario s publicly funded school boards. 9

12 Leadership Framework for Principals and Viceprincipals Part 1: Practices and Competencies Understanding the framework The leadership framework for principals and viceprincipals consists of two parts: Part 1: Leader Practices and Competencies is displayed on this page Part 2: System Practices and Procedures is displayed on a separate page The System Practices and Procedures portion of the framework is common to both the framework for principals and vice-principals and the framework for supervisory officers. Assumptions about leadership There is an evolving body of professional knowledge about good leadership Leadership must be responsive to the diverse nature Ontario s communities Leadership is contextual and multi-dimensional The practices and competencies of leaders will evolve as leaders move through a variety of career stages Leadership practices and competencies are distributed members of school and system professional learning teams working together to accomplish goals SETTING DIRECTIONS The principal builds a shared vision, fosters the acceptance of group goals and sets and communicates high performance expectations. The principal: ensures the vision is clearly articulated, shared, understood and acted upon by all; works within the school community to translate the vision into agreed objectives and operational plans which promote and sustain school improvement; demonstrates the vision and values in everyday work and practice; motivates and works with others to create a shared culture and positive climate; ensures creativity, innovation and the use of appropriate technologies to achieve excellence; ensures that strategic planning takes account of the diversity, values, and experience of the school community provides ongoing and effective communication with the school community. Skills: The principal is able to: think strategically and build and communicate a coherent vision in a range of compelling ways; inspire, challenge, motivate and empower others to carry the vision forward; model the values and vision of the board; actively engage the diverse community, through outreach, to build relationships and alliances. Knowledge: The principal has knowledge and understanding of: local, national and global trends; ways to build, communicate and implement a shared vision; strategic planning processes; ways to communicate within and beyond the school; new technologies, their use and impact; leading change, creativity and innovation. Attitudes: The principal demonstrates: commitment to setting goals that are not only ambitious and challenging, but also realistic and achievable; a belief that all students can learn; commitment to an inclusive, respectful, equitable school culture. BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE The principal strives to foster genuine trusting relationships with students, staff, families and communities, guided by a sense of mutual respect. The principal affirms and empowers others to work in the best interests of all students. The principal: treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture; develops effective strategies for staff induction, professional learning and performance review engages staff in professional learning; develops and implements effective strategies for leadership development; uses delegation effectively to provide opportunities for staff to self-actualize; acknowledges and celebrates the achievements of individuals and teams; encourages colleagues to take intellectual risk leads by example, modelling core values; demonstrates transparent decision-making and consistency between words and deeds; maintains high visibility in the school and quality interactions with staff and students. Skills: The principal is able to: foster an open, fair and equitable culture; develop, empower and sustain individuals and teams; give and receive effective feedback; challenge, influence and motivate others to attain high goals; communicate effectively with a diverse range of people, including the public and the media; manage conflict effectively; listen empathetically and actively; foster anti-discriminatory principles and practices. Knowledge: The principal has knowledge and understanding of: the significance of interpersonal relationships, adult learning and models of continuing professional learning; strategies to promote individual and team development; the relationship between performance management and school improvement; the impact of change on organizations and individuals. Attitudes: The principal demonstrates: commitment to effective working relationships; commitment to shared leadership for improvement; commitment to effective teamwork; confidence, optimism, hope, and resiliency; integrity. 10

13 DEVELOPING THE ORGANIZATION The principal builds collaborative cultures, structures the organization for success, and connects the school to its wider environment. The principal: builds a collaborative learning culture within the school and actively engages with other schools to build effective learning communities; nurtures and empowers a diverse workforce; provides equity of access to opportunity and achievement; supervises staff effectively; uses performance appraisal to foster professional growth; challenges thinking and learning of staff to further develop professional practice; develops a school culture which promotes shared knowledge and shared responsibility for outcomes. Skills: The principal is able to: create efficient administrative routines to minimize efforts on recurring and predictable activities; collaborate and network with others inside and outside the school; perceive the richness and diversity of school communities; foster a culture of change; engage in dialogue which builds community partnerships; listen and act on community feedback; engage students and parents. Knowledge: The principal has knowledge and understanding of: building and sustaining a professional learning community; change management strategies; models of effective partnership; strategies to encourage parent involvement; ministry policies and procedures; models of behaviour and attendance management. Attitudes: The principal demonstrates: acceptance of responsibility for school climate and student outcomes; ethical behaviour. LEADING THE INSTRUCTIONAL PROGRAM The principal sets high expectations for learning outcomes and monitors and evaluates the effectiveness of instruction. The principal manages the school effectively so that everyone can focus on teaching and learning. The principal: ensures a consistent and continuous school-wide focus on student achievement, using system and school data to monitor progress; ensures that learning is at the centre of planning and resource management; develops professional learning communities to support school improvement; participates in the recruitment, hiring and retention of staff with the interest and capacity to further the school s goals; provides resources in support of curriculum instruction and differentiated instruction; buffers staff from distractions that detract from student achievement; implements strategies which secure high standards of student behaviour and attendance; fosters a commitment to equity of outcome and to closing the achievement gap. Skills: The principal is able to: demonstrate the principles and practice of effective teaching and learning; access, analyse and interpret data; initiate and support an inquiry-based approach to improvement in teaching and learning; establish and sustain appropriate structures and systems for effective management of the school; make organizational decisions based on informed judgements; manage time effectively; support student character development strategies. Knowledge: The principal has knowledge and understanding of: strategies for improving achievement; effective pedagogy and assessment; use of new and emerging technologies to support teaching and learning; models of behaviour and attendance management; strategies for ensuring inclusion, diversity and access; curriculum design and management; tools for data collection and analysis; school self-evaluation; strategies for developing effective teachers and leaders; project management for planning and implementing change; legal issues; the importance of effective student character development. Attitudes: The principal demonstrates: commitment to raising standards for all students; commitment to equity of outcome and closing the achievement gap; belief in meeting the needs of all students in diverse ways; commitment to sustaining a safe, secure and healthy school environment; commitment to upholding human rights. SECURING ACCOUNTABILITY The principal is responsible for creating conditions for student success and is accountable to students, parents, the community, supervisors and to the board for ensuring that students benefit from a high quality education. The principal is specifically accountable for the goals set out in the school improvement plan. The principal: ensures individual staff accountabilities are clearly defined, understood, agreed to and subject to rigorous review and evaluation; measures and monitors teacher and leader effectiveness through student achievement; aligns school targets with board and provincial targets; supports the school council so it can participate actively and authentically in its advisory role; develops and presents a coherent, understandable, accurate and transparent account of the school s performance to a range of audiences (e.g., ministry, board, parents, community); reflects on personal contribution to school achievements and takes account of feedback from others; participates actively in personal external evaluation and makes adjustments to better meet expectations and goals; creates an organizational structure which reflects the school s values and enables management systems, structures and processes to work within legal requirements; makes connections to ministry goals to strengthen commitment to school improvement efforts; develops and applies appropriate performance management practices to goals and outcomes identified in the school improvement plan. Skills: The principal is able to: engage the school community in the systematic and rigorous evaluation of school effectiveness; collect and use a rich set of data to understand and assess the strengths and weaknesses of the school; combine the outcomes of regular school self-review with provincial and other external assessments for school improvement. Knowledge: The principal has knowledge and understanding of: accountability frameworks including self-evaluation; the contribution that education makes to developing, promoting and sustaining a fair and equitable society; the use of a range of evidence to support, monitor, evaluate and improve school performance; the principles and practices of performance management. Attitudes: The principal demonstrates: commitment to individual, team and whole-school accountability for student outcomes; commitment to the principles and practices of school self-evaluation; commitment to personal self-evaluation.

14 Leadership Framework for Supervisory Officers Part 1: Practices and Competencies Understanding the framework The leadership framework for supervisory officers consists of two parts: Part 1: Leader Practices and Competencies is displayed on this page Part 2: System Practices and Procedures is displayed on a separate page The System Practices and Procedures portion of the framework is common to both the framework for principals and vice-principals and the framework for supervisory officers. Assumptions about leadership There is an evolving body of professional knowledge about good leadership Leadership must be responsive to the diverse nature of Ontario s communities Leadership is contextual and multi-dimensional The practices and competencies of leaders will evolve as leaders move through a variety of career stages Leadership practices and competencies are distributed among members of school and system professional learning teams working together to accomplish goals 12 Setting Directions The supervisory officer builds a shared vision, fosters the acceptance of group goals and sets and communicates high performance expectations. The supervisory officer: ensures the vision is clearly articulated, shared, understood and acted upon by all; works within the board and across school communities to translate the vision into agreed objectives and operational plans which promote and sustain school improvement; demonstrates the vision and values in everyday work and practice; motivates and works with others to create a shared culture and positive climate; ensures creativity, innovation and the use of appropriate technologies to achieve excellence; ensures that strategic planning takes account of the diversity, values, and experience of the board and school communities; provides ongoing and effective communication with schools and communities. Skills: The supervisory officer is able to: think strategically, build and communicate a coherent vision in a range of compelling ways; inspire, challenge, motivate and empower others to carry the vision forward; model the values and vision of the board; actively engage the diverse community, through outreach, to build relationships and alliances. Knowledge: The supervisory officer has knowledge and understanding of: local, national and global trends; ways to build, communicate and implement a shared vision; strategic planning processes; ways to communicate within and beyond the board; new technologies, their use and impact; leading change, creativity and innovation. Attitudes: The supervisory officer demonstrates: commitment to setting goals that are not only ambitious and challenging but also realistic and achievable; a belief that all students can learn; commitment to an inclusive, respectful, equitable board culture. Building Relationships and Developing People The supervisory officer strives to foster genuine trusting relationships with and among students, staff, families and communities guided by a sense of mutual respect. The supervisory officer affirms and empowers others to work in the best interests of all students. The supervisory officer: treats people fairly, equitably, with dignity and respect to create and maintain a positive board culture; develops effective strategies for staff induction, professional learning and performance review; engages principals and teachers in professional learning; develops and implements effective strategies for leadership development; uses delegation to provide opportunities for staff to self-actualize; acknowledges and celebrates the achievements of individuals and teams; encourages colleagues to take intellectual risk; leads by example, modelling core values; demonstrates transparent decision-making and consistency between words and deeds; maintains high visibility in the board and in schools associated with quality interactions with staff and students. Skills: The supervisory officer is able to: foster an open, fair and equitable culture; develop, empower and sustain individuals and teams; give and receive effective feedback; challenge, influence and motivate others to attain high goals; communicate effectively with a diverse range of people, including the public and the media; manage conflict effectively; listen empathetically and actively; foster anti-discriminatory principles and practices. Knowledge: The supervisory officer has knowledge and understanding of: the significance of interpersonal relationships, adult learning and models of continuing professional learning; strategies to promote individual and team development; the relationship between performance management and school and board improvement; the impact of change on organizations and individuals. Attitudes: The supervisory officer demonstrates: commitment to effective working relationships; commitment to shared leadership for improvement; commitment to effective teamwork; confidence, optimism, hope, and resiliency; integrity.

15 Developing the Organization The supervisory officer builds collaborative cultures, structures the organization for success, and connects the board and schools to their wider environments. The supervisory officer: builds a collaborative learning culture within the board and fosters the same in schools; fosters engagement across schools to build effective learning communities; nurtures and empowers a diverse workforce; supervises staff effectively; uses performance appraisal to foster professional growth; challenges thinking and learning of staff to further develop professional practice; develops a board culture which promotes shared knowledge and shared responsibility for outcomes. Skills: The supervisory officer is able to: create efficient administrative routines to minimize efforts on recurring and predictable activities; collaborate and network with others inside and outside the board and across schools; perceive the richness and diversity of school communities; foster a culture of continuous improvement; engage in dialogue which builds community partnerships; listen and act on community feedback; engage students and parents. Knowledge: The supervisory officer has knowledge and understanding of: building and sustaining a professional learning community; change management strategies; models of effective partnership; strategies to encourage parent involvement; ministry policies and procedures; models of behaviour and attendance management. Attitudes: The supervisory officer demonstrates: acceptance of responsibility for board climate and student outcomes; ethical behaviour. Leading the Instructional Program The supervisory officer sets high expectations for learning outcomes and monitors and evaluates the effectiveness of instructional leadership. The supervisory officer manages the system effectively so that everyone can focus on teaching and learning. The supervisory officer: ensures a consistent and continuous board-wide focus on student achievement, using system and school data to monitor progress, and supports and encourages the same for schools; ensures that learning is at the centre of planning and resource management; develops professional learning communities to support school improvement; recruits, hires and retains staff with the interest and capacity to further the board s goals; provides resources in support of curriculum and differentiated instruction; buffers staff from distractions that detract from student achievement; allocates resources so that principals can implement strategies which secure high standards of student behaviour and attendance; fosters a commitment to equity of outcome and to closing the achievement gap. Skills: The supervisory officer is able to: demonstrate the principles and practice of effective teaching and learning; access, analyse and interpret data for student achievement; initiate and support an inquiry-based approach to improvement in teaching and learning; establish and sustain appropriate structures and systems for effective management of the board and schools; make organizational decisions based on informed judgements; manage time effectively; support student character development strategies in schools. Knowledge: The supervisory officer has knowledge and understanding of: strategies for improving achievement; effective pedagogy and assessment; use of new and emerging technologies to support teaching and learning; strategies for ensuring inclusion, diversity and access curriculum design and management; tools for data collection and analysis; school and board self-evaluation; strategies for developing effective teachers and leaders; project management for planning and implementing change; legal issues; student character development. Attitudes: The supervisory officer demonstrates: commitment to raising standards for all students; commitment to equity of outcome and closing the achievement gap; belief in meeting needs of all students in diverse ways; commitment to sustaining safe, secure and healthy school environments; commitment to upholding human rights. Securing Accountability The supervisory officer is responsible for creating conditions for student success and is accountable to students, parents, the community, supervisors and to the board for ensuring that students benefit from a high quality education. The supervisory officer: ensures individual staff accountabilities are clearly defined, understood, agreed to and subject to rigorous review and evaluation; measures and monitors leadership effectiveness through student achievement; works with principals to align school targets with board and provincial targets; supports principals work with school councils so councils can participate actively and authentically in their advisory role; develops and presents a coherent, understandable, accurate and transparent account of board and school performance to a range of audiences; e.g., ministry, board, parents, community; reflects on personal contribution to board achievements and takes account of feedback from others; participates actively in personal external evaluation and makes adjustments to better meet expectations and goals; creates an organizational structure which reflects the board s values and enables the management systems, structures and processes to work within legal requirements; makes connections to ministry goals to strengthen commitment to board improvement efforts; establishes liaisons with ministry to influence ministry direction in ways that support board plans; develops and applies appropriate performance management practices to goals and outcomes identified in the board improvement plan. Skills: The supervisory officer is able to: foster principals engagement of school communities in the systematic and rigorous evaluation of school effectiveness; collect and use a rich set of data to understand and assess the strengths and weaknesses of schools; assist principals to combine the outcomes of regular school self-review with provincial and other external assessments for school improvement. Knowledge: The supervisory officer has knowledge and understanding of: accountability frameworks including self-evaluation; the contribution that education makes to developing, promoting and sustaining a fair and equitable society; the use of a range of evidence to support, monitor, evaluate and improve the board s performance; the principles and practices of performance management. Attitudes: The supervisory officer demonstrates: commitment to individual, team and whole-school accountability for student outcomes; commitment to the principles and practices of school and board self-evaluation; commitment to personal self-evaluation.

16 Leadership Framework Part 2: System Practices and Procedures Understanding the framework The leadership framework consists of two parts: Part 1: Leader Practices and Competencies, which have been developed for principals and vice-principals, and for supervisory officers, are displayed on separate pages. Part 2: System Practices and Procedures is displayed on this page, and is common to principals and vice-principals and supervisory officers. The Leadership Self-Review Tool The Leadership Self-Review Tool (LSRT) was developed by the Institute for Education Leadership to help school boards assess the support they offer their school leaders. It is designed to enable boards to plan implementation of the LSRT in their own districts. It includes recommendations for effective use of the tool, a survey, and a gap analysis scoring sheet, as well as reviews of the research on leadership and student achievement and reports on the piloting of the LSRT in five school boards. Boards have the flexibility to determine how they will use the tool and can tailor aspects of the survey to their own context. You can learn more about the LSRT at: School and School Board Improvement The commitment the board demonstrates to raising student achievement and closing student achievement gaps, to treating people ethically, and to empowering the whole board. Indicators: The board provides support for building a common vision and mission for the school. All members of the school system (e.g., trustees, leaders, staff, school council members) work together to take responsibility for the learning of all students. The board recognizes the importance of professional learning communities and communities of practice as ways of supporting school improvement. The board supports capacity-building as the route to improved student achievement. The board exhibits a culture that supports school-based innovation within the board s shared vision. The board provides financial resources to support school improvement planning. Fostering a Culture of Professionalism The procedures that the board uses to ensure that it has positive working relationships with its school leaders, so that principals feel that they are respected and trusted leaders within the system and that their input is sought and considered. Indicators: The board has policies and processes in place that enhance positive working relationships. The board supports the development of a positive and supportive school climate in its schools. The board recognizes excellence at all levels of the organization. Flexible structures at all levels of the system communicate a culture of respect. 14

17 Leadership Development The approaches and activities that the board has in place to provide the necessary training and opportunities for principals to build their capacity to be visionary instructional leaders and managers of a changing culture in their schools. Indicators: The board s leadership development model is based on a definition and a shared understanding of effective leadership that is consistent with evidence of best practice. The leadership development model is consistent with evidence-based best practices, institutionalized, and communicated to all personnel. Leadership development processes reflect contemporary understandings of leadership and learning. The board s leadership plan is evaluated on an on-going basis. Administrative Structures The procedures that the board follows and the administrative structures that it has in place to streamline and buffer internal and external requests (e.g., mail, , and requests for data) and to provide central office support, including technological resources, to reduce the administrative burden on principals. Indicators: The board has a system for coordinating demands made on schools and for gate keeping external requests. The board provides support for school leaders to implement board policies and procedures. The board provides technical support for technology applications in schools and data-driven decision making. The board has clear lines of communication to support a variety of school leader functions. The board provides human resources to support principals as instructional leaders. Parent and Community Supports The procedures that the board has in place to assist and to support schools in involving parents and community in the school. Indicators: The board provides training for school council chairs. The board has developed protocols for schools liaisons with community agencies and services (e.g., public health agencies, municipal services, community police). The board provides communication expertise for public communications (e.g., letters home, press releases for events, communications related to emergencies). There are protocols for communication between board and school leaders about parental concerns and complaints. The board provides support for the use of school volunteers. Succession Planning, Including Recruitment, to Build Capacity and Retain and Sustain Effective Leaders The procedures the board has in place to ensure that high quality candidates are ready and willing to take on school leadership roles and that all aspects of the transition from one leader to the next have been carefully considered. Indicators: The board has well-developed, well-communicated, and inclusive identification and recruitment practices. The board provides training and development for aspiring leaders. The board uses selection processes that are systematic, transparent and inclusive. Supports are in place for newly appointed administrators. The board s placement and transfer processes for school leaders include supports for success. 15

18 CATHOLIC FAITH, COMMUNITY AND CULTURE The principal nurtures Catholic faith, community, and culture and models a commitment to gospel values. The principal will: build and sustain a collaborative Catholic professional learning community that promotes a sense of collective responsibility for the worth and dignity of all members of the community; participate in liturgies and prayers that nurture Catholic School culture and faith development; provide pastoral care to persons and situations in need; promote school programs, policies and procedures that are embedded with the fundamental concepts of human dignity, social justice and environmental stewardship; establish systematic and comprehensive program links that support school, parish and family life; fosters a commitment to equity of outcome and to closing the achievement gap. Skills The principal is able to: facilitate liturgical and daily prayer experiences that celebrate Catholic life and support faith formation; recognise persons and situations which require a pastoral response; foster the relationship among parents, parish and the school community to support faith development and school programs. Knowledge The principal knows about: church teaching on education, culture, and the connection of faith with culture; the role of the administrator in shaping the Catholic culture of the school; the integral role that human dignity, social justice and environmental stewardship play in the faith formation of students and staff; the availability of resources to provide the pastoral care; personal strengths, styles and strategies to deepen relationships and networks. Attitudes The principal demonstrates: commitment to faith development through modeling, facilitation and mentorship; a strong, authentic and active faith reflective of gospel values; commitment to the promotion of Catholic school culture; empathy for the feelings and faith perspectives of others; commitment to excellence and service tempered by compassion; commitment to equity of outcome and closing the achievement gap. LEADERSHIP FRAMEWORK for CATHO SETTING DIRECTIONS The principal builds a shared vision, fosters the acceptance of group goals and sets and communicates high performance expectations. The principal: ensures a Catholic vision is clearly articulated, shared, understood and acted upon effectively by all; works within the school community to translate the vision into agreed objectives and operational plans which promote and sustain school improvement; demonstrates the vision and values in everyday work and practice; motivates and works with others to create a vibrant Catholic learning community, shared culture and positive climate; ensures creativity, innovation and the equitable use of appropriate technologies to achieve excellence; ensures that strategic planning embraces the diversity, values, and experiences of the school and community; provides ongoing and effective communication with the school community. Skills The principal is able to: think strategically and build and communicate a coherent vision in a range of compelling ways; to inspire, challenge, motivate and empower others to carry the vision forward; model the values and vision of the board; actively engage the diverse community, through outreach, to build relationships and alliances. Knowledge The principal knows about: the Catholic faith tradition; local, national and global trends; ways to build, communicate and implement the Catholic vision; strategic planning processes; ways to communicate within and beyond the school; new technologies, their use and impact; leading change, creativity and innovation. Attitudes The principal demonstrates: commitment to setting and achieving ambitious, challenging goals; a belief that all students are created in the image of God; a belief that all students can learn; commitment to an inclusive, respectful, compassionate, equitable school culture based on Gospel values. BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE The principal strives to foster genuine trusting relationships with students, staff, families and communities, guided by a sense of mutual respect. The principal affirms and empowers others to work in the best interests of all students. The principal: treats people as fairly, equitably and with dignity and respect; creates and sustains a caring Catholic school culture; develops and implements effective strategies for staff induction, professional learning, faith formation, leadership, and performance review; uses delegation effectively to provide opportunities for staff to self-actualize; acknowledges and celebrates the achievements of individuals and teams; encourages colleagues to take intellectual risk; leads by example, modelling Gospel values; demonstrates transparent decision making and consistency between words and deeds; maintains high visibility in the school associated with quality interactions with staff and students. Skills The principal is able to: foster an open, fair and equitable culture; develop, empower and sustain individuals and teams; give and receive effective feedback; challenge, influence and motivate others to discipleship and servant leadership; communicate effectively with a diverse range of people, including the public and the media; manage conflict effectively; listen empathetically and actively; demonstrate cultural competency. Knowledge The principal knows about: the significance of interpersonal relationships, adult learning and models of continuing professional learning; strategies to promote individual and team development and adult faith formation; the relationship between performance management and school improvement; the impact of change on organizations and individuals; effective media relations. Attitudes The principal demonstrates: commitment to effective working relationships; commitment to shared servant leadership; commitment to effective teamwork; confidence, optimism, hope, and resiliency, integrity and trust.

19 LIC PRINCIPALS AND VICE-PRINCIPALS DEVELOPING THE ORGANIZATION LEADING THE INSTRUCTIONAL PROGRAM SECURING ACCOUNTABILITY The principal builds collaborative cultures, structures the organization for success, and connects the school to its wider environment. The principal: builds a collaborative learning culture within the school and actively engages with other schools, parishes and community partners to build effective learning communities; nurtures and empowers a diverse workforce; provides equity of access to opportunity and achievement; supervises staff justly and effectively; uses performance appraisal to foster professional growth; challenges thinking and learning of staff to further develop professional practice; develops a school ethos which promotes shared knowledge and shared responsibility for outcomes; builds a harmonious community which works, reflects and prays together. Skills The principal is able to: collaborate and network with others inside and outside the school; perceive the richness and diversity of school communities; foster a culture of change; engage in dialogue which builds community partnerships; listen and act on community feedback. Knowledge The principal knows about: building and sustaining a Catholic professional learning community; change management strategies; models of effective partnership; strategies to encourage parent involvement; ministry policies and procedures; models of behaviour and attendance management. Attitudes The principal demonstrates: acceptance of responsibility for school climate and student outcomes; Catholic discipleship and character; a transforming style of leadership based on trust and mutuality; authenticity; ethical behaviour. The principal sets high expectations for learning outcomes and monitors and evaluates the effectiveness of instruction. The principal manages the school effectively so that everyone can focus on teaching and learning. The principal: ensures a consistent and continuous school-wide focus on student achievement, using data to monitor progress; ensures that learning is at the centre of planning and resource management; develops professional learning communities in collaborative cultures; participates in the recruitment, hiring and retention of teachers with the interest and capacity to further the school s goals; provides resources in support of curriculum instruction and Catholic graduate expectations; buffers staff from distractions that detract from student achievement; implements strategies which secure high standards of behaviour and attendance. Skills The principal is able to: demonstrate the principles and practice of effective teaching and learning; access, analyse and interpret data; initiate and support an inquiry-based approach to improvement in teaching and learning; establish and sustain appropriate structures and systems for effective management of the school; make organizational decisions based on informed judgements; manage time effectively; foster faith and moral formation of students. Knowledge The principal knows about: strategies for improving student achievement; new and emerging technologies to support teaching and learning; models of behaviour and attendance management; strategies for ensuring inclusion, diversity and access; curriculum design and management; tools for data collection and analysis; school self-evaluation; strategies for developing effective teachers; project management for planning and implementing change; legal issues to effectively manage the importance of effective student character development; exemplary Catholic educators and their systems of education; the liturgical year and appropriate ways of celebrating its major seasons and feast days with the school community. Attitudes The principal demonstrates: commitment to raising standards for all; commitment to closing the achievement gap; belief in meeting the needs of all students in diverse ways; commitment to sustaining a safe, secure and healthy school environment; commitment to upholding human rights. The principal is responsible for creating conditions for student success and is accountable to students, parents, the community, supervisors and to the board for ensuring that students benefit from a high quality education. The principal is specifically accountable for the goals set out in the school improvement plan. The principal: ensures individual staff accountabilities are clearly defined, understood, agreed to and subject to rigorous review and evaluation; works with the school council providing information and support so that the council can participate actively and authentically in its advisory role; develops and presents a coherent, understandable, accurate and transparent account of the school s performance to a range of audiences (e.g, school council, parents, board, supervisors); reflects on personal contribution to school achievements and takes account of feedback from others; participates actively in personal external evaluation and makes adjustments to better meet expectations and goals; creates an organizational structure which reflects the school s Catholic values and enables the management systems, structures and processes to work effectively in line with legal requirements; develops and applies appropriate performance management practices to goals and outcomes identified in the school improvement plan; makes connections to ministry goals to strengthen commitment to school improvement efforts. Skills The principal is able to: engage the school community in the systematic and rigorous self-evaluation of the work of the school; collect and use a rich set of data to understand the strengths and weaknesses of the school; combine the outcomes of regular school self-review with external evaluations in order to develop the school. Knowledge The principal knows about: accountability frameworks including self-evaluation; the contribution that education makes to developing, promoting and sustaining a fair and compassionate society; the use of a range of evidence to support, monitor, evaluate and improve aspects of school performance; the principles and practices of performance management. Attitudes The principal demonstrates: commitment to individual, team and whole-school accountability for student outcomes; commitment to the principles and practices of school self-evaluation; commitment to personal self-evaluation and reflection; commitment to Catholic values and their implementation.

20 Leadership Framework for Ca CATHOLIC FAITH, COMMUNITY AND CULTURE The supervisory officer nurtures Catholic faith, community, and culture and models a commitment to gospel values. The supervisory officer will: build and sustain a collaborative Catholic professional learning community that promotes a sense of collective responsibility for the worth and dignity of all members of the community; ensure the development and implementation of liturgies and prayers that nurture Catholic School culture and faith development; provide pastoral care to persons and situations in need; develop and recommend through the director to the Board, policies and procedures that are embedded with the fundamental concepts of human dignity, social justice and environmental stewardship; establish and facilitate a process that promotes systematic and comprehensive program links that support school, parish and family life. Skills The supervisory officer is able to: articulate, facilitate and foster systemic practices which ensure appropriate liturgical and daily prayer experiences that celebrate Catholic life and support faith formation; organize and facilitate practices and procedures that result in an environment where effective liturgies and prayers that support Catholic school culture and faith development are clearly evident; recognize persons and situations which require a pastoral response; inform trustees and motivate system leaders to provide leadership and encouragement to all members of the Catholic school community to develop programs which reflect the principles of our Catholic Faith. Knowledge The supervisory officer knows about: church teaching on education, culture, and the connection of faith with culture; the role of the administrator in shaping the Catholic culture of the school system; the integral role that human dignity, social justice and environmental stewardship play in the faith formation of students and staff; the availability of resources to provide the pastoral care to persons and situations in need; programs, policies and procedures that model commitment to the formation of spirituality, character, human dignity, social justice and environmental stewardship; personal strengths, styles and strategies to deepen relationships and networks. Attitudes The supervisory officer demonstrates: commitment to faith development through modeling, facilitation and mentorship; a strong, authentic and active faith reflective of gospel values; commitment to the promotion of the distinct nature of a Catholic school system; acceptance of the responsibility to provide pastoral care to persons and situations within the context of a Catholic school system; approachability in his/her interpersonal relationships; empathy with the feelings and faith perspectives of others commitment to excellence and service tempered by compassion respect for the dignity of all through inclusive practices, whereby each individual is valued, diversity is celebrated, and belonging is nurtured. SETTING DIRECTION The supervisory officer builds a shared vision, fosters the acceptance of group goals and sets and communicates high performance expectations. The supervisory officer: ensures the vision is clearly articulated, shared, understood and acted upon by all; works within the board and across school communities to translate the vision into agreed objectives and operational plans which promote and sustain school improvement; demonstrates the vision and values in everyday work and practice; motivates and works with others to create a shared culture and positive climate that reflects the mandate of a Catholic school system; ensures creativity, innovation and the use of appropriate technologies to achieve excellence; ensures that strategic planning takes account of the diversity, values, and experience of the board and school communities; provides ongoing and effective communication with schools and communities. Skills The supervisory officer is able to: think strategically, build and communicate a coherent vision in a range of compelling ways; inspire, challenge, motivate and empower others to carry the vision forward; model the values and vision of the board. Knowledge The supervisory officer has knowledge and understanding of: the Catholic faith tradition; local, national and global trends; ways to build, communicate and implement the Catholic vision; strategic planning processes; ways to communicate within and beyond the board; new technologies, their use and impact; leading change, creativity and innovation. Attitudes The supervisory officer demonstrates: commitment to setting goals that are not only ambitious and challenging but also realistic and achievable; a belief that all students are created in the image of God; a belief that all students can learn; commitment to an inclusive, respectful, equitable board culture based on Gospel values. BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE The supervisory officer strives to foster genuine trusting relationships with and among students, staff, families and communities guided by a sense of mutual respect. The supervisory officer affirms and empowers others to work in the best interests of all students. The supervisory officer: treats people as Jesus did: fairly, equitably, with dignity and respect to create and maintain a positive, inclusive and safe board culture; develops effective strategies for staff induction, Catholic learning, faith formation and performance review; engages principals and teachers in Catholic learning; develops and implements effective strategies for leadership development; distributes leadership to provide opportunities for staff to self-actualize; acknowledges and celebrates the achievements of individuals and teams; encourages colleagues to take intellectual risk; leads by example, modelling Gospel values; demonstrates transparent decision-making and consistency between words and deeds; maintains high visibility in the board and in schools associated with quality interactions with staff and students. Skills The supervisory officer is able to: foster an open, fair and equitable culture; develop, empower and sustain individuals and teams; give and receive effective feedback; challenge, influence and motivate others to discipleship and servant leadership; communicate effectively with a diverse range of people, including the public and the media; manage conflict effectively; listen empathetically and actively; foster anti-discriminatory principles and practices. Knowledge The supervisory officer has knowledge and understanding of: the significance of interpersonal relationships, adult learning and models of continuing Catholic development; strategies to promote individual and team development and adult faith formation; the relationship between performance management and school and board improvement; the impact of change on organizations and individuals. Attitudes The supervisory officer demonstrates: commitment to effective working relationships; commitment to shared servant leadership; commitment to effective teamwork; confidence, optimism, hope, and resiliency integrity.

21 tholic Supervisory Officers DEVELOPING THE ORGANIZATION The supervisory officer builds collaborative cultures, structures the organization for success, and connects the board and schools to their wider environments The supervisory officer: builds a collaborative learning culture within the board and deanery and fosters the same in schools, parishes and communities; fosters engagement across schools to build effective learning communities; nurtures and empowers a diverse workforce; provides equity of access to opportunity and achievement; supervises staff justly and effectively; uses performance appraisal to foster Catholic growth; challenges thinking and learning of staff to further develop Catholic practice; develops a board culture which promotes shared knowledge and shared responsibility for outcomes; nurtures a harmonious school system that works, reflects and prays together. Skills The supervisory officer is able to: collaborate and network with others inside and outside the board and across the broader Catholic community; perceive the richness and diversity of school communities; foster a culture of change and continuous improvement; engage in dialogue which builds community partnerships; listen and act on community feedback. Knowledge The supervisory officer has knowledge and understanding of: building and sustaining a Catholic learning community; change management strategies; models of effective partnership; strategies to encourage parent and parish involvement; ministry policies and procedures. Attitudes The supervisory officer demonstrates: acceptance of responsibility for board climate and student outcomes; Catholic discipleship and character; ethical behaviour. LEADING THE INSTRUCTIONAL PROGRAM The supervisory officer sets high expectations for learning outcomes and monitors and evaluates the effectiveness of instructional leadership. The supervisory officer manages the board organization effectively so that everyone can focus on teaching and learning. The supervisory officer: ensures a consistent and continuous board-wide focus on student achievement, using system and school data to monitor progress, and supports and encourages the same for schools; ensures that learning is at the centre of planning and resource management; develops Catholic learning communities in collaborative and growth-oriented cultures; recruits, hires and retains staff with the interest and capacity to further the board s goals; provides resources in support of curriculum instruction and the Ontario Catholic School Graduate Expectations; buffers staff from distractions; allocates resources so that principals can implement strategies which secure high standards of behaviour and attendance. Skills The supervisory officer is able to: demonstrate the principles and practice of effective teaching and learning; access, analyse and interpret data; initiate and support an inquiry-based approach to improvement in teaching and learning; establish and sustain appropriate structures and systems for effective management of the board and schools; make organizational decisions based on informed judgments; manage time effectively; foster faith and moral formation of staff and students. Knowledge The supervisory officer has knowledge and understanding of: strategies for improving achievement; effective pedagogy and assessment; use of new and emerging technologies to support teaching and learning; models of behaviour and attendance management; strategies for ensuring inclusion, diversity and equity of access; curriculum design and management; tools for data collection and analysis; school and board self-assessment; strategies for developing effective Catholic teachers and student leaders; project management for planning and implementing change; legal issues, faith and moral formation of students; exemplary Catholic educators and their systems of education; the liturgical year and appropriate ways of celebrating its major seasons and feast days with the school community. Attitudes The supervisory officer demonstrates: commitment to raising standards for all students; commitment to equity of outcome and closing the achievement gap; belief in meeting the needs of all students in diverse ways; commitment to sustaining safe, secure and healthy school environments; commitment to upholding human rights and respecting the dignity of all. SECURING ACCOUNTABILITY The supervisory officer is accountable to students, parents, the community, supervisors and to the board for ensuring that students benefit from a high quality education and for promoting collective responsibility for student outcomes within the whole community of schools and the board, based on the Ontario Catholic Schools Graduate Expectations. The supervisory officer: ensures individual staff accountabilities are clearly defined, understood, agreed to and subject to rigorous review and evaluation; measures and monitors leadership effectiveness through student achievement; works with principals to align school targets with board and provincial targets; supports principals work with Catholic school councils so councils can participate actively and authentically in their advisory role; develops and presents a coherent, understandable, accurate and transparent account of board and school performance to a range of audiences; e.g., ministry, board, parents, and Catholic education community; reflects on personal contribution to board achievements and takes account of feedback from others; participates actively in personal external assessment and makes adjustments to better meet expectations and goals; creates an organizational structure which reflects the board s values and enables the management systems, structures and processes to work within legal requirements; makes connections to ministry goals to strengthen commitment to board improvement efforts, based on the Ontario Catholic Schools Graduate Expectations; establishes liaisons with ministry to influence ministry direction in ways that support board plans; develops and applies appropriate performance management practices to goals and outcomes identified in the board improvement plan; prays on a regular basis with the Catholic Education community. Skills The supervisory officer is able to: articulate the story of the Catholic school system in the Province of Ontario; foster principals engagement of school communities in the systematic and rigorous self-assessment of the work of the schools; collect and use a rich set of data to understand and assess the strengths and weaknesses of schools; assist principals to combine the outcomes of regular school self-review with provincial and other external assessments in order to develop the school. Knowledge The supervisory officer has knowledge and understanding of: the Roman Catholic Faith and how the Faith is to be fulfilled in a Catholic school; accountability frameworks including self-assessment; the contribution that education makes to developing, promoting and sustaining a fair, equitable and compassionate society; the use of a range of evidence to support, monitor, evaluate and improve the board s performance; the principles and practices of performance management. Attitudes The supervisory officer demonstrates: commitment to individual, team and whole-school accountability for student outcomes commitment to the principles and practices of school and board self-assessment commitment to personal self-assessment commitment to Catholic values and their implementation

22 CATHOLIC Leaders Part 2: SYSTEM PRACTI Understanding the framework The leadership framework consists of two parts: Part 1: Leader Practices and Competencies, which have been developed for principals and viceprincipals, and for supervisory officers, are displayed on separate pages. Part 2: System Practices and Procedures is displayed on this page, and is common to principals and viceprincipals and supervisory officers. The Leadership Self-Review Tool The Leadership Self-Review Tool (LSRT) was developed by the Institute for Education Leadership to help school boards assess the support they offer their school leaders. It is designed to enable boards to plan implementation of the LSRT in their own districts. It includes recommendations for effective use of the tool, a survey, and a gap analysis scoring sheet, as well as reviews of the research on leadership and student achievement and reports on the piloting of the LSRT in five school boards. Boards have the flexibility to determine how they will use the tool and can tailor aspects of the survey to their own context. You can learn more about the LSRT at: School and School Board Improvement The commitment the board demonstrates to raising student achievement and closing student achievement gaps, to treating people ethically, and to empowering the whole board. Indicators: The board provides support for building a common vision and mission for the school which includes the Ontario Catholic School Graduate Expectations. The board deliberately and purposefully supports the role of principal as faith leaders of the school. The board provides support for building a common vision and mission for the school. All members of the school system (e.g., trustees, leaders, staff, school council members) work together to take responsibility for the learning of all students. The board recognizes the importance of Catholic learning communities and communities of practice as ways of supporting school improvement. The board supports capacity building as the route to improved student achievement. The board exhibits a culture that supports school-based innovation within the board s shared vision. The board provides financial resources to support school improvement planning. Fostering a Culture of PROFESSIONALISM The procedures that the board uses to ensure that it has positive working relationships with its school leaders, so that principals and vice-principals feel that they are respected and trusted leaders within the system and that their input is sought and considered. Indicators: The Ontario Catholic School Graduate Expectations are central to the board s vision and mission. The board has policies and processes in place that enhance positive working relationships. The board supports the development of a positive and supportive Catholic school climate in its schools. The board recognizes excellence at all levels of the organization. Flexible structures at all levels of the system communicate a culture of respect. All discipline is conducted with dignity and respect. Leadership Development The approaches and activities that the board has in place to provide the necessary training and opportunities for principals and vice-principals to build their capacity to be visionary instructional leaders and managers of a changing culture in their schools. Indicators: The board s leadership development model is faith based and encourages adult faith formation. The board s leadership development model is based on a definition and a shared understanding of effective leadership that is consistent with evidence of best practice. The Catholic leadership development framework is consistent with evidence-based best practices, institutionalized, and communicated to all personnel. Catholic leadership development processes reflect contemporary understandings of leadership and learning. The board s Catholic leadership plan is evaluated on an on-going basis. 20

23 hip Framework CES AND PROCEDURES ADMINISTRATIVE STRUCTURES The procedures that the board follows and the administrative structures that it has in place to streamline and buffer internal and external requests (e.g., mail, , and requests for data) and to provide central office support, including technological resources, to reduce the administrative burden on principals and vice-principals. Indicators: The board has a system for coordinating demands made on schools and for gatekeeping external requests. The board provides support for principals and vice-principals to implement board policies and procedures. The board provides technical support for technology applications in schools and data-driven decision making. The board has clear lines of communication to support a variety of principal and vice-principal functions. The board provides human resources to support the principal and vice-principal as instructional leaders. Resources are provided to help meet the faith needs of students and staff. PARENT AND COMMUNITY SUPPORTS The procedures that the board has in place to assist and to support schools in involving parents and community in the school. Indicators: The board provides support for enhancing communications and building relationships with local parishes. The board provides training for Catholic school council chairs. The board has developed protocols for schools liaisons with community agencies and services (e.g., public health agencies, municipal services, community police). The board provides communication expertise for public communications (e.g., letters home, press releases for events, communications related to emergencies) that clearly reflect the Catholic mission of the Board. There are protocols for communication between board and principals and vice-principals about parental concerns and complaints. The board provides support for the use of school volunteers. Volunteers are briefed on the expectations of volunteering in a Catholic School. Succession Planning, Including Recruitment, to Build Capacity and Retain and Sustain Effective Leaders The procedures the board has in place to ensure that high quality candidates are ready and willing to take on school leadership roles and that all aspects of the transition from one leader to the next have been carefully considered. Indicators: The board has programs in place to support faith based leadership development. The board has well-developed, well-communicated, and inclusive identification and recruitment practices. The board provides training and development for aspiring leaders. The board uses selection processes that are systematic, transparent and inclusive. Supports are in place for newly appointed administrators. The board s placement and transfer processes for principals and vice-principals include supports for success. 21

24 NOTES

25 NOTES

26 ABOUT the INSTITUTE FOR EDUCATION LEADERSHIP Ontario s Institute for Education Leadership is a unique partnership among the principals associations, supervisory officers associations, the Council of Ontario Directors of Education, and the ministry. The institute believes a collaborative team approach is essential in supporting effective leadership and it operates within a tri-level structure with school, board and provincial leadership. The 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 improve student achievement. As part of its work on research into practice, the institute has adopted a set of leadership tools that describe effective practices and competencies for principals and vice-principals and for supervisory officers and the effective system practices and procedures that support conditions for successful leadership. In addition, the institute, in collaboration with the ministry, has piloted and launched a Leadership Self-Review Tool (LSRT) to assist school boards in examining how they support leadership practices in their schools. The LSRT can be found at: INSTITUTE FOR EDUCATION LEADERSHIP PARTNER ORGANIZATIONS Association des directions et directions adjointes des écoles franco-ontariennes Association des gestionnaires de l éducation franco-ontarienne 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 Research Advisor: Nancy Watson 24

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28 Printed August 2008