LEADERSHIP STRATEGIC PLAN

Transcription

1 IGNITE LEADERSHIP STRATEGIC PLAN

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3 IGNITE LEADERSHIP Ignite Leadership provides the framework and context for improving and supporting school and system level leadership at the DDSB. Leadership is an evolving process that focuses on continually improving, refining and reflecting on our leadership practice to support continuous improvement and leadership for learning. The Ontario Leadership Framework (OLF) provides the foundation and research for school, staff, students and the community. It identifies the skills and competencies that leaders continually evolve in order to strengthen a leader s impact and influence. Building and developing the capacity of DDSB leaders is critical to our success as an organization committed to continuous school improvement, monitoring progress and student success. Leaders make an incredible difference and impact and influence the success of the DDSB at all levels of our dynamic learning organization. There is no change without leadership and there is no leadership without change. It is leadership strong leadership that sets directions and points us to where we need to go next. It is leadership that stimulates and inspires us to move to an even better place than the one we occupy now. Leadership reminds us of our collective responsibility to our students. Leadership gets us to pull together. And it is leadership that sets out the plans, tools and strategies that make visions comes alive, and that turn fine words into great ideas. All truly great organizations keep on innovating and improving on the bases of and sometimes in the fact of their existing success. They continue to change because they are restless for continuing improvement, they are relentless about pursuing it, they are responsive to the opportunities to the challenges they see arising in the world around them, and they are driven by the moral imperative of being responsible for improving the opportunities and experiences of those they serve. - Andy Hargreaves Declaration of Interdependence, Spring 2015

4 As educational leaders, 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. The Ontario Leadership Framework 8 Seek Feedback 7 Professional Learning and Development 1 Complete a Self- Assessment LEADERSHIP INFLUENCE AND IMPACT 2 Create Your Own Personal Leadership Goals PERSONAL LEADERSHIP DEVELOPMENT GROWTH STEPS 6 Seek Challenging and Varied Experiences 5 Participate in a Mentorship Program 3 Master The Core Skills 4 Identify Exemplars and Determine Success Criteria

5 1 LEADERS IGNITE LEARNING Core Leadership Domains...1 TABLE OF CONTENTS Leadership at all Levels...2 Leadership - The Ontario Context...3 Ontario s Leadership Framework...4 The Ontario Leadership Framework THE LEADERSHIP ROAD MAP The Core Components of the OLF...8 Defining Leadership in the OLF...9 Leadership Growth Continuum...11 OLF School Level Leadership...12 School Level Leadership...23 THE SCHOOL EFFECTIVENESS FRAMEWORK 25 School Effectiveness Framework (SEF)...26 Embedding The SEF into School Functions...27 SEF Core Components...28 The School Self-Assessment Tools...28 Assessing Levels of Implementation...29 K-12 School Effectiveness Framework...31 STRATEGIC LEADERSHIP FOCUS FOR DDSB 33 Strategic Leadership Priorities And Goals...34 DDSB Executive Summary Leadership Strategic Plan...35 Learning, Exploring And Developing Leaders...37 Process For Managing Change...38 Plan, Act, Assess, Reflect...38 Change Management...39 Leaders Manage Change...40 Leading and Implementing Strategic Execution...41 Leadership Influence And Impact...43 My Personal Leadership Journey...45 Seven Key Benefits For Leadership Practice...46 Resources...47

6 IGNITING LEADERSHIP A COLLECTIVE RESPONSIBILITY PROGRAMS DEPARTMENT / STAFF DEVELOPMENT DIRECTOR / ASSOCIATE DIRECTOR AREA SUPERINTENDENTS TECHNOLOGY INFORMATION SERVICES / K-12 LEADERSHIP DEVELOPMENT / OPERATIONS SAFE SCHOOLS FACILITIES SERVICES EMPLOYEE RELATIONS BUSINESS SPECIAL EDUCATION Supporting DDSB leaders in their growth and development is a collective responsibility. Each Superintendent is responsible for leading a portfolio setting direction and providing support to assist DDSB leaders in their growth, development, and leadership functions. Ongoing professional development and learning is provided through each of the portfolios who collaborate and integrate initiatives to support DDSB leaders.

7 LEADERS IGNITE LEARNING IGNITE LEARNING Ignite Learning outlines the DDSB s strategic priorities and goals and creates a shared vision for all students, staff and our community. It provides direction for planning and developing specific programs and initiatives to support the system direction. Effective leaders lead the implementation of the Ignite Learning Strategic priorities and goals. DURHAM DISTRICT SCHOOL BOARD 2015 LEARNING Strategic Priorities: Increase Student Achievement and Well-Being Constructively Engage the Community Advance Inspired Leadership Strategic Goals: Increase Student Achievement and Well-Being Align resources to where they are most needed to support equitable outcomes for all students Focus on continuous improvement in literacy/numeracy and narrowing the achievement gap Use data and research to develop programs to support learning Provide safe, inclusive, and respectful learning environments which support positive academic, mental, and physical growth Promote creativity and critical thinking in preparing students to be global citizens Provide a range of rich programming options which allow students to pursue multiple pathways Constructively Engage the Community Use many ways to communicate with and receive feedback from the community Increase parent engagement with schools to promote student achievement and well-being Create and sustain partnerships to provide opportunities for students to be engaged and successful Advance Inspired Leadership Provide opportunities for students and staff to build their own personal leadership skills Foster resilient leaders who inspire creativity, collaboration, and curiosity Develop instructional leadership skills and practices Encourage, support, and promote student leadership and citizenship Demonstrate ethical leadership in all aspects of our work We Ignite Learning by: Believing that every learner can and will be successful Every student we serve has the potential to grow and be successful. We will be persistent in bringing learning alive, ensuring that education is an individual journey. Welcoming the involvement of parents, caregivers, staff, and students We recognize that our community is our partner in education and that the home learning environment is critically important to the success of learners. By inviting and enabling parent and caregiver involvement, teachers and support staff will enrich student learning opportunities. Valuing the richness in the diversity of our community Diversity in all human aspects enriches our collective experience. Learning is ignited when students explore many points of view and connect to others through their learning. We will support diverse learning styles and engage students in their personal exploration of future pathways. Engaging all learners in culturally responsive and relevant learning Choice and voice are central to student engagement. We will engage students by reflecting their reality in the curriculum. Promoting innovative practices in teaching and learning Research helps to inform how students best learn, and through experimentation with new approaches to helping students learn, we will continuously improve school and student achievement. Integrating technology in the learning environment to support student strengths and needs The use of technology continues to accelerate in society. Today s learning spaces are flexible and through technology can be personalized to meet students needs. By integrating technology we will deepen student knowledge, understanding, and thinking while widening their learning in a global context. Communicating openly and pro-actively throughout the organization Communication is a cornerstone of positive relationships. In sharing our high expectations, successes and our challenges, we will work together to find solutions and improve student achievement and well-being. ADVANCING INSPIRED LEADERSHIP Provide opportunities for students and staff to build their own personal leadership skills Foster resilient leaders who inspire creativity, collaboration, and curiosity Develop instructional leadership skills and practices Encourage, support, and promote student leadership and citizenship Demonstrate ethical leadership in all aspects of our work CORE LEADERSHIP DOMAINS Leadership Vision L.E.A.D.: Learning, Exploring and Developing Leaders Leading and Implementing SEF Collaborative Leadership and Building Teams Leading and Managing Change Leadership Impact Succession Planning Leading Ignite Learning Leadership Selection and Promotion Leadership Tools and Resources 1

8 LEADERSHIP AT ALL S MINISTRY The Ministry of Education has provided a renewed vision of success for all learners and has outlined their visioning; Achieving Excellence, A Renewed Vision for Education in Ontario (April 2014) Defining Our Renewed Goals Achieving Excellence builds on the education system s three priorities: increasing student achievement, closing gaps in student achievement and increasing public confidence in publicly funded education. It encompasses these goals and reaches deeper and broader, raising expectations both for the system and for the potential of our children and students. Our renewed goals for education are: Achieving Excellence: Children and students of all ages will achieve high levels of academic performance, DISTRICT LEADERSHIP PREMIER / MINISTER CORE PRIORITIES INSTRUCTIONAL LEADERSHIP IN GOVERNMENT POLICY, SUPPORTS & PRESSURES DIRECTOR / SO s BIP PRINCIPAL / TEACHERS acquire valuable skills and demonstrate good citizenship. Educators will be supported in learning continuously and will be recognized as among the best in the world. Ensuring Equity: All students will be inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood. Promoting Well-Being: All students will develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices. Enhancing Public Confidence: Ontarians will continue to have confidence in a publicly funded education system that helps develop new generations of confident, capable and caring citizens. These four goals are interconnected success in one contributes to success in the others. Our progress over the last 10 years tells us that when educators, students, parents and guardians, and our many other partners focus on a small number of clearly defined goals, those goals can be achieved. TRUSTEES / LOCAL COMMUNITY INSTRUCTIONAL LEADERSHIP IN SCHOOL DISTRICTS PROGRAMS & PRACTICES SIP TEACHER INSTRUCTIONAL LEADERSHIP IN THE SCHOOL PARENTS / SCHOOL COMMUNITY SCHOOL EFFECTIVENESSS FRAMEWORK INSTRUCTIONAL TASK Source: School Effectiveness Framework INSTRUCTIONAL CORE: LEADERSHIP IN THE CLASSROOM STUDENT CURRICULUM 2

9 April 2014 A Renewed Vision for Education in Ontario March to May Meet with area superintendent to review SIP process and student success Conduct self and district review BCI Building Collaboration Inquiry BIP Board Improvement Plan SIP School Improvement Plan SIT School Improvement Team SO Supervisory Officer (Area Superintendent) May to June Complete self review and recognize progress and achievement of goals Meet with area superintendent to reflect, monitor and review goals Review and share BIP for next year Plan for next year s SIP Conduct transition planning Create, share and distribute draft SIP to all staff by end of June and submit to superintendent Area superintendent school walkthrough and meeting with feeback to SIT Ongoing monitoring of BCI and SIP with focus on evidence-based data to support goals Complete and submit BCI Record of Learning, Taking Stock Report January to March Meet with area superintendent to review/refine SIP process and outcomes Use ongoing evidence to refine and revise SIP with staff Area superintendent walkthrough and meeting with SIT Written feedback provided by area superintendent Continue self-review process Conduct district review (selected schools) Student Achievement and Well-Being Monitor BCI and SIP through review of new data Complete and submit BCI Record of Learning, Taking Stock Report Monitor progress of students/groups and intervention strategy Complete and submit intervention plans September Establish School Improvement Team (SIT) and other learning teams (safe schools, numeracy... ) Review Board Improvement Plan (BIP) and revise SIP based on new data Ongoing collection and analysis of data Plan for marker students Identify, prioritize, and analyze evidence and reflect to inform SIP Confirm SIP goals Ensure alignment between BIP and SIP Refine and continue school self-review process Area admin meeting dedicated to SIP process Finalize and submit SIP by the last working day of the month October to December Meet with area superintendent to review SIP with support from Programs Department Monitor School Improvement Plan, data, goals and targeted evidence based strategies Area superintendent walkthrough, meeting and feedback with SIT Conduct District Review (selected schools) Initiate BCI and specific school based project Review data for targeted students/groups Identify school-based interventions, develop and submit intervention plan Complete and submit BCI Record of Learning, Taking Stock Report DDSB LEADERSHIP FOR LEARNING LEADERSHIP THE ONTARIO CONTEXT Successful school and system leadership is responsive to the diverse nature of Ontario s communities. The practices and competencies in the framework describe leadership broadly in a way that is intended to be inclusive of the diversity found in schools and communities across the province. The demographic and contextual diversity in DDSB schools together with the focus of high levels of student achievement have heightened the importance of school and system leaders as instructional leaders 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. Leadership is second only to teaching in its impact on student outcomes. 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 Ontario Leadership Framework Achieving Excellence Teacher/ Curriculum Instruction SCHOOL IMPROVEMENT CYCLE Student 3

10 ONTARIO S LEADERSHIP FRAMEWORK Leader Practices and Competencies System Practices and Procedures THE DEVELOPING LEADER Leadership Development Administrative Structures Parent and Community Supports Succession Planning School and School Board Improvement Setting Directions Building Relationships and Developing People Developing the Organization Securing Accountability Leading the Instructional Program Fostering a Culture of Professionalism Source: Putting Ontario s Leadership Framework Into Action, A Guide for School and System Leaders, Pg. 7, 2012 RESEARCH FOUNDATIONS There is currently a large and evolving body of professional knowledge about effective leadership. The framework relies on this research to define leadership practice as a collection of patterned actions that draw on a set of competencies LEADERSHIP: WHAT DOES THE EVIDENCE SHOW? There is considerable and growing evidence indicating that: The practices of system leaders can positively influence student achievement, and effective district practices are necessary to sustain successful schools; School leaders are second only to teachers in their influence on student learning; Talented leadership is necessary for success in turning around a school s student achievement trajectory; Widely distributed school leadership has a greater influence on schools and students than leadership from the top; Leadership focused on teaching and learning and on people is critical to the current and future success of schools; comprised of skills, knowledge and attitudes. The core leadership practices delineated in the frameworks are those that have been found to have the greatest impact on student outcomes. High-performing principals focus more on instructional leadership and the development of teachers; Leaders are grown through experience and support; actively cultivating them can increase leadership capacity in the system; Leaders learn best in context and from a diverse range of sources (including peers, superiors, online resources, and formal training); and Maximizing leadership capacity means regarding the selection and development of leaders as an integral part of the work of the school and the system that is critical to the achievement of school and system goals. Source: Board Leadership Development Strategy Manual, 2012 Pg. 8. 4

11 THE ONTARIO LEADERSHIP FRAMEWORK The OLF contains two main frameworks for School Leaders, the School Level Leadership and K-12 School Effectiveness. KEY FOCUS FOR SCHOOL LEADERS: School leader practices - what effective school leaders do Personal leadership resources - what personal traits effective leaders need to cultivate K-12 School Effectiveness Framework - a tool for school improvement planning KEY FOCUS FOR SYSTEM LEADERS: School leader practices - tailored to the school level, and may be enacted differently to apply to effective system leadership practice System leader practices - further refine effective leadership at the district level District effectiveness framework - what effective districts do Personal leadership resources - what personal traits effective leaders need to cultivate The OLF is the School Leaders guide/roadmap that supports the development of leadership skills, competencies and core domains. The SEF is the Schools guide/ roadmap and provides categories and core indicators that school leaders and school teams focus on for ongoing improvements. 5

12 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? Putting Ontario s Leadership Framework into Action: A Guide for Schools System Leaders 6

13 THE LEADERSHIP ROAD MAP USING THE OLF TO DEVELOP LEADERSHIP SKILLS THE SCHOOL LEADERSHIP CONTINUUM 7

14 THE CORE COMPONENTS OF THE OLF SCHOOL- LEADERSHIP K-12 SCHOOL EFFECTIVENESS FRAMEWORK SYSTEM- LEADERSHIP DISTRICT EFFECTIVENESS FRAMEWORK Source: School Effectiveness Framework THE ONTARIO LEADERSHIP FRAMEWORK (OLF) The Ontario Leadership Framework (OLF) provides a clear picture of what effective leadership looks like at both the level of individual leader and the organization. It describes what an effective leader does and what an effective organization does. The framework also distinguishes between leadership at the school level and at the district or system level. The OLF is the framework which is the core foundation which all leadership practices and programs are based on. 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 the face of dozens of administrative tasks, day-to-day challenges and issues, achievement goals and demanding deadlines, leadership often remains an abstract concept, even for those in leadership positions. 8

15 DEFINING LEADERSHIP IN THE OLF We all know 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. The Ontario Leadership Framework will serve as the foundation for building the DDSB leadership development programs and initiatives. What is leadership? What does effective leadership look like? What role does leadership play in the education setting? Most importantly, in the midst of day-to-day pressures, how can leadership practice help us to do more with less, streamline and focus our efforts, and achieve our practical goals? If the key to reaching our achievement goals 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? How can we know with certainty that we have adopted the most effective leadership approach? What is leadership? What does effective leadership look like? What role does leadership play in the education setting? The answers to these questions can be found in a substantial and growing body of professional knowledge and research that demonstrates a direct and powerful link between effective leadership and improved student achievement and well-being. Leadership is the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organizations vision and OLF goals. School leaders are pivotal to the development of excellent teaching, excellent schools and ultimately, enhanced student achievement and well-being. System leaders play an essential role by putting in place supportive system practices and procedures for school leaders and providing system-wide leadership. 9 Source: Ontario Leadership Framework, 2013 Pg. 3.

16 FIVE CORE CAPACITIES OF LEADERSHIP For the purpose of professional development, the Ministry has identified five Core Leadership Capacities (CLCs) that the research suggests are key to making progress toward the province s current educational goals. These five 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 work across domains rather than residing within a single domain of school level leadership practices and they are supported by the use of the Personal Leadership Resources. 1. SETTING GOALS This capacity refers to working with others to help ensure that goals are strategic, specific, measurable, attainable, results-oriented, and time-bound (SMART) and lead to improved teaching and learning. 2. ALIGNING RESOURCES WITH PRIORITIES This capacity focuses on ensuring that financial, capital, human resources, curriculum and teaching resources, professional learning resources and program allocations are tied to priorities, with student achievement and well-being as the central, unambiguous focus. 3. PROMOTING COLLABORATIVE LEARNING CULTURES This capacity is about enabling schools, school communities and districts to work together and to learn from each other with a central focus on improved teaching quality and student achievement and well-being. 4. USING DATA This capacity is about leading and engaging school teams in gathering and analyzing provincial, district, school and classroom data to identify trends, strengths and weaknesses that will inform specific actions for improvement focused on teaching and learning. 5. ENGAGING IN COURAGEOUS CONVERSATIONS This capacity relates to challenging current practices and fostering innovation through conversation, to listen and to act on feedback, and to provide feedback that will lead to improvements in student achievement and well-being. Source: Ontario Leadership Framework, Pg

17 LEADERSHIP GROWTH CONTINUUM This tool has been designed to: link and align School Success Planning and leadership development; honour and development continuum of leadership growth; promote reflection of leadership development; identify within the five domains, areas of strength and next steps; and provide a common language for conversation and descriptive feedback. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY Becoming familiar with Limited opportunities to experience Observing and recognizing Acquiring knowledge about Familiar with and beginning to incorporate into philosophy and practice Beginning to apply knowledge into action Some opportunities to experience and put into practice Reflecting and experimenting Incorporates into philosophy and practice Applies knowledge and action Many opportunities to experience and practice Routine Use Consultative Philosophy and practice are embedded in School Success Planning Automatic and sophisticated knowledge and action An integral part of experience and practice Intuitive, intentional and situational Source: The Leadership Growth Continuum has been adapted from the Peel Leadership Framework for Instructional Staff and the Ontario Leadership Framework NEXT STEPS FOR ADMINISTRATORS Use the above stages to complete the Leadership Growth Continuum Self-Assessment. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY 11

18 OLF SCHOOL LEADERSHIP SETTING DIRECTIONS Effective leaders use this set of leadership practices to ensure that a meaningful vision and relevant goals rooted in high expectations for all members of the school community are identified, communicated and enacted upon. Empowering stakeholders in this process better serves the needs of a diverse student population, including English language learners and students with special needs, and develops more inclusive and effective schools. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY BUILDING A SHARED VISION Establish, with staff, students and other stakeholders, an overall sense of purpose or vision for work in their schools to which they are all strongly committed through the development of an aligned School Success Plan respectful of a diverse school community Build understanding of the specific implications of the school s vision for its programs and the nature of classroom instruction Help staff and other stakeholders to understand the relationship between their school s vision and board and provincial policy initiatives and priorities Encourage the development of organizational norms that support openness to change in the direction of that purpose or vision IDENTIFYING SPECIFIC, SHARED, SHORT-TERM GOALS Facilitate stakeholder engagement in processes that ensure all voices are heard for identifying specific school goals Ensure the goals are clearly and effectively communicated to all stakeholders Regularly encourage staff to evaluate their progress toward achieving school goals Make frequent explicit reference to (and use of) the School Success Plan and school s goals when engaged in decisions about school programs and directions Build consensus among students, staff and other stakeholders for the school s goals and priorities ensuring all voices are heard Encourage staff to develop and periodically review individual professional growth goals, as well as the relationship between their individual goals and the school s goals CREATING HIGH PERFORMANCE EXPECTATIONS Make one s expectations known through words and actions Have high expectations for teachers, for students, and for oneself Devote additional effort to creating high expectations among staff for the achievement of students who have traditionally struggled to be successful at school Encourage staff to be innovative in achieving those expectations Encourage staff to assume responsibility for achieving the school s vision and goals with all students COMMUNICATING THE VISION AND GOALS Use many different formal and informal opportunities to explain the overall vision and goals established for the school to stakeholders Demonstrate to all stakeholders what the school s vision and goals mean in practice Regularly invite different stakeholder groups to describe how their work furthers the school s vision and goals CORE LEADERSHIP PRACTICES AND HOW EACH IS ENACTED BY EFFECTIVE SCHOOL LEADERS: Building a shared vision Identifying specific, shared, short-term goals Creating high performance expectations Communicating the vision and goals 12

19 OLF SCHOOL LEADERSHIP BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE Building not only the knowledge and skills staff need to accomplish organization goals, but also the dispositions to persist in applying these are powerful sources of efficacy. Effective leaders informally and formally contribute to the professional and leadership development of staff from diverse communities, backgrounds and identities. Building healthy, trusting and productive relationships with all stakeholders and within a diverse school community is essential. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY PROVIDING SUPPORT AND DEMONSTRATING CONSIDERATION FOR INDIVIDUAL STAFF MEMBERS Recognize individual staff member accomplishments Consider staff member opinions when initiating actions that affect their work Build upon and respond to individual staff members unique needs and expertise Treat individuals and groups equitably STIMULATING GROWTH IN THE PROFESSIONAL CAPACITIES OF STAFF Encourage staff to reflect on what they are trying to achieve with students and how they are doing it Challenge staff to re-examine the extent to which their practices engage student voice and contribute to the authentic learning of all of their students Facilitate opportunities for staff to learn with and from each other Suggest new ideas for staff learning Lead discussions about the relative merits of current and alternative practices Encourage staff to pursue their own goals for professional learning Encourage staff to develop and review their own professional growth goals and their relationship to school goals and priorities Encourage staff to try new practices consistent with their own interests and school goals MODELING THE SCHOOL S VALUES AND PRACTICES Be highly visible in one s school Be easily accessible to staff, parents and students Have frequent, meaningful interactions with teachers, students and parents that further the school goals and build a climate for inclusive shared responsibility, capacity and leadership Exemplify, through one s own actions, the school s core values and its desired practices including equity and inclusion Demonstrate the importance of reflective practice and continuous learning through visible engagement in one s own professional learning 13

20 BUILDING TRUSTING RELATIONSHIPS WITH AND AMONG STAFF, STUDENTS AND PARENTS Act in ways that consistently reflect the school s core values and priorities and support an equitable and inclusive environment Demonstrate respect for the diversity of staff, students and parents by listening to their ideas, being open to those ideas and genuinely considering their value Encourage staff, students and parents to listen to one another s ideas and genuinely consider their value within an equitable and inclusive learning community Create norms in the school which value constructive debate about best practices Demonstrate respect, care and personal regard for all students, staff and parents Encourage staff, students and parents to demonstrate respect, care and personal regard for one another Demonstrate competence when carrying out tasks ESTABLISHING PRODUCTIVE WORKING RELATIONSHIPS WITH TEACHER FEDERATION REPRESENTATIVES Include federation representatives (along with staff more generally) in processes for establishing goals for school improvement Encourage federation representatives to keep their members well-informed about their work with school leaders Encourage federation representatives to collaborate in determining how to implement labour contract provisions so that they support school improvement work CORE LEADERSHIP PRACTICES AND HOW EACH IS ENACTED BY EFFECTIVE SCHOOL LEADERS: Providing support and demonstrating consideration for individual staff members Stimulating growth in the professional capacities of staff Modeling the school s values and practices Building trusting relationships with and among staff, student and parents Establishing productive working relationships with teacher federation representatives 14

21 OLF SCHOOL LEADERSHIP DEVELOPING THE ORGANIZATION TO SUPPORT DESIRED PRACTICE Working to build a school culture of collaboration requires attention to organizational structures, physical and emotional safety, community of partnerships and the allocation of resources in light of the School Success Plan. Leveraging each of these in the interest of student achievement and well-being within a diverse school community is the task of an effective leader. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY BUILDING COLLABORATIVE CULTURES AND DISTRIBUTING LEADERSHIP Help develop the shared determination of group processes and outcomes Help develop clarity about goals and roles for collaboration Foster open and fluent communication among collaborators Provide adequate and consistent resources to support collaborative work Involve staff in the design and implementation of important school decisions and policies Provide staff with leadership opportunities and support them as they take on these opportunities Encourage a willingness to compromise among collaborators Model collaboration in the conduct of one s own work Nurture inclusivity, mutual respect and trust among those involved in collaborating STRUCTURING THE ORGANIZATION TO FACILITATE COLLABORATION Create timetables for teaching that maximize time on task for students Provide regular opportunities and structures to encourage and monitor teachers to work together on instructional improvement Participate with staff in their collective instructional improvement work Engage teachers in making decisions that affect their instructional work Establish team and group structures for problem solving Distribute leadership for selected tasks ALLOCATING RESOURCES IN SUPPORT OF THE SCHOOL S VISION AND GOALS Enact efficient budgetary processes Secure sufficient resources of all types needed to carry out the instructional work of the school Provide sustained funding for the school s improvement priorities Distribute resources of all types in ways that are closely aligned with the school s improvement priorities and the School Success Plan Revisit and realign the nature, amount and alignment of resources as priorities for school improvement change BUILDING PRODUCTIVE RELATIONSHIPS WITH FAMILIES AND COMMUNITIES Create a school environment in which parents are welcomed, respected, valued and included as partners in their children s learning Demonstrate leadership which parents trust (confident, systematic and attentive) Help develop staff commitment to engaging parents in the school Work, with staff, directly with diverse families to help them provide their children with supports in the home that will contribute to their success at schools Encourage staff to adopt a broad, equitable and inclusive view of parent engagement that encourages more parents to be involved Help connect families to the wider network of social services they may need Assist staff to better use the social and intellectual capital of students from diverse family backgrounds for instructional purposes in their classrooms 15

22 CONNECTING THE SCHOOL TO ITS WIDER ENVIRONMENT Develop and maintain connections with other expert school and district leaders, those knowledgeable about policy and members of the educational research community MAINTAINING A SAFE AND HEALTHY ENVIRONMENT Secure the school s physical facilities from unwanted intrusions and intruders Maintain the physical facility in a safe, healthy and attractive condition Communicate standards for non-violent behaviour and uphold those standards in an equitable manner Empower adults in the school to play a leadership role in promoting a positive, inclusive school climate for learning and working, and model appropriate behaviour Implement and monitor the use of appropriate discipline practices not only in classrooms but in all other locations with the school Develop with staff and students, processes to identify and resolve conflicts quickly and effectively to re-engage, repair, rebuild and restore relationships, a sense of safety and inclusion as needed Provide opportunities for staff and students to learn about effective conflict resolution and problem solving strategies that can support justice and foster equity in education practices and procedures CORE LEADERSHIP PRACTICES AND HOW EACH IS ENACTED BY EFFECTIVE SCHOOL LEADERS: Structuring the organization to facilitate collaboration Building collaborative cultures and distributing leadership Allocating resources in support of the school s vision and goals Building productive relationships with families and communities Connecting the school to its wider environment Maintaining a safe and healthy environment 16

23 OLF SCHOOL LEADERSHIP IMPROVING THE INSTRUCTIONAL PROGRAM Effective leaders can guide and monitor student learning and school improvement by providing both indirect and direct support to staff within a positive and healthy learning environment that leads to high quality instruction. Effective use of data in guiding collaborative decision making enables the realization of School Success goals. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY STAFFING THE INSTRUCTIONAL PROGRAM Recruit and select qualified teachers with the interest and capacity to further the school s efforts, adhering to board policies procedures and practices related to recruitment, hiring and assignment of staff to meet program needs, performance appraisal, leaves of absence and Human Rights Recruit and select qualified staff who will foster the success of our diverse student population Retain skilled teachers by providing support and time for collaboration, sharing leadership, creating a shared vision for instruction and building trusting relationships PROVIDING INSTRUCTIONAL SUPPORT Actively oversee the instructional program so that all students belonging to a diverse school community can be successful Coordinate what is taught across subjects and grades to avoid unnecessary overlap while providing needed reinforcement and extension of learning goals Provide adequate preparation time for teachers Observe in classrooms and provide constructive feedback that is useful to teachers and supports learning for all Provide advice to teachers about how to solve classroom problems Engage teachers in observing effective instructional practices among colleagues in their own school as well as in other schools Participate with staff in their instructional improvement work 17

24 MONITORING STUDENT LEARNING AND SCHOOL IMPROVEMENT PROGRESS Provide conditions for teachers to use data effectively (time, support, partnerships with experts, data culture) Give priority to identifying students most in need of additional support Assist staff in understanding the importance of student assessment for, of, and as learning Collaborate with staff during the process of data interpretation Use multiple sources of evidence when diagnosing student progress Incorporate explicit data use in almost all decisions about student learning and school improvement Examine trends in student achievement over time (one or more years), rather than just at one point in time, when assessing student learning Collect and use data about the status of those classroom and school conditions serving as the focus of their school improvement efforts BUFFERING STAFF FROM DISTRACTIONS TO THEIR WORK Implement a systematic procedure for deciding how best to respond to initiatives from outside the school Develop, with staff, guidelines to govern the amount of time teachers spend on non-instructional and out-ofschool activities Regularly assess the contribution of all out-of-classroom activities to the learning priorities of students Create and enforce consistent, school-wide discipline policies Minimize daily disruptions to classroom instructional time Refer to SEF and SIPSAW to support areas of focus for leading the instructional program CORE LEADERSHIP PRACTICES AND HOW EACH IS ENACTED BY EFFECTIVE SCHOOL LEADERS: Encouraging collaborative curriculum design and sharing of best practices Collaborating to support the SIPSAW/BIPSAW Providing instructional support and job embedded opportunities for professional learning Monitoring student learning and school improvement progress Buffering staff from distractions of their work Demonstrating an awareness of assessment and evaluation strategies 18

25 OLF SCHOOL LEADERSHIP SECURING ACCOUNTABILITY With the aim of ongoing school improvement and sustaining public confidence in the school, effective leaders help build a sense of internal accountability for achieving school goals on the part of stakeholders, as well as meeting the external conditions for accountability. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY BUILDING STAFF MEMBERS SENSE OF INTERNAL ACCOUNTABILITY Regularly engage staff in the analysis of evidence about the learning progress of all students Promote collective responsibility and accountability for student achievement and well-being Participate actively in one s own performance appraisal and make adjustments to better meet expectations and goals Insist on the use of evidence that is of high quality (reliable, valid, using systematic collection processes, available in original form, subject to collaborative interpretation). Help staff make connections between school, district and ministry goals in order to strengthen commitment to school improvement efforts and the School Success Plan Assess one s own contributions to school achievements and take account of feedback from others MEETING THE DEMANDS FOR EXTERNAL ACCOUNTABILITY Clearly define individual staff accountabilities in terms that are understood, agreed to and can be rigorously reviewed and evaluated Measure and monitor teacher and leader effectiveness using evidence about changes in student achievement Align school targets with board and provincial targets Provide an accurate and transparent account of the school s performance to all school stakeholders (e.g., ministry, board, parents, community) Create an organizational structure which reflects the school s values and enables management systems, structures and processes to work within legal requirements CORE LEADERSHIP PRACTICES AND HOW EACH IS ENACTED BY EFFECTIVE SCHOOL LEADERS: Building staff members sense of internal accountability Meeting the demands for external accountability Working together with administration and other staff members to anticipate problems and determine solutions. Willing and able to make informed decisions 19

26 OLF SCHOOL LEADERSHIP PERSONAL LEADERSHIP RESOURCES Effective leaders tend to possess a small but critical number of personal leadership resources that they draw on when enacting the leadership practices identified in this framework. These resources are applied by effective school leaders as needed across each of the five domains under Leadership for Learning, Climate for Learning and Working and Teaching and Learning and play a key role in considering readiness for promotion. BEGINNING DEVELOPING APPLYING INNOVATION / SUSTAINABILITY COGNITIVE RESOURCES PROBLEM-SOLVING EXPERTISE Understanding/interpreting problems Identifying goals Articulating principles and values Identifying constraints Developing solution processes Maintaining calm/confidence in the face of challenging problems KNOWLEDGE ABOUT SCHOOL AND CLASSROOM CONDITIONS WITH DIRECT EFFECTS ON STUDENT LEARNING Technical/rational conditions Emotional conditions Organizational conditions Family conditions SYSTEMS THINKING Being able to understand the dense, complex, and reciprocal connections among different elements of the organization Having foresight to engage the organization in likely futures and consequences for action SOCIAL RESOURCES PERCEIVING EMOTIONS Recognizing our own emotional responses Discerning emotional responses in others through verbal and nonverbal cues MANAGING EMOTIONS Reflecting on our own emotional responses and their potential consequences Persuading others to likewise reflect on their responses ACTING IN EMOTIONALLY APPROPRIATE WAYS Being able to exercise control over which emotions guide our actions Being able to help others act on emotions that serve their best interests 20

27 PSYCHOLOGICAL RESOURCES OPTIMISM Habitually expecting positive results from our efforts Recognizing where we have, and do not have, opportunities for direct influence and control Taking positive risks SELF-EFFICACY Believing in our own ability to perform a task or achieve a goal As a result of positive self-efficacy, taking responsible risks, expending substantial effort, and persisting in the face of initial failure RESILIENCE Being able to recover from, or adjust easily to, change or misfortune Being able to thrive in challenging circumstances PROACTIVITY Being able to stimulate and effectively manage change on a large scale under complex circumstances Showing initiative and perseverance in bringing about meaningful change COGNITIVE RESOURCES Seeking solutions when problems exists and is willing to collaboratively solve problems Knowledge about school and classroom conditions with direct effects on student learning Exhibiting self-awareness in managing stressful situations SOCIAL RESOURCES Self-awareness of intentions vs. impact Demonstrating personal drive Responding in adaptable and flexible ways PSYCHOLOGICAL RESOURCES Demonstrating a hopeful and optimistic presence Demonstrating self-efficacy Is resilient/persevering in the face of difficulty Managing emotions and responding to stress in appropriate ways 21

28 NOTES 22

29 school-levell Leadership Leadership is the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization s vision and goals. Setting Directions Building a shared vision Building Relationships and Developing People Developing the Organization O to Support Desired Practices Improving the Instructional Program Staffing the instructional program Securing Accountability School leaders: establish, in collaboration with staff, students, and other stakeholders, an overall sense of purpose or vision for work in their schools to which they are all strongly committed build understanding of the specific implications of the school s vision for its programs and the nature of classroom instruction encourage the development of organizational norms that support openness to change in the direction of the school s vision help staff and diverse stakeholders understand the relationship between the school s vision and board and provincial policy initiatives and priorities Identifying specific, shared short-term goals School leaders: facilitate stakeholder engagement in processes for identifying specific school goals build consensus among students, staff, and diverse stakeholders about the school s goals ensure the goals are clearly communicated to all stakeholders regularly encourage staff to evaluate their progress toward achieving the school s goals encourage staff to develop and periodically review individual goals for professional growth, as well as the relationship between their individual goals and the school s goals refer frequently to the school s goals when engaged in decision making about school programs and directions Creating high expectations School leaders: have high expectations for teachers, students and themselves devote additional effort to creating high expectations among staff for the achievement of students who have traditionally struggled to be successful at school encourage staff to be innovative in helping students meet those expectations encourage staff to assume responsibility for achieving the school s vision and goals for all students make their expectations known through words and actions Communicating the vision and goals School leaders: use many different formal and informal opportunities to explain to stakeholders the overall vision and goals established for the school demonstrate to all stakeholders the use of the school s vision and goals in day-to-day actions and decision making regularly invite different stakeholder groups to discuss how their work furthers the school s vision and goals Providing support and demonstrating consideration for individual staff members School leaders: recognize the accomplishments of individual staff members consider staff members opinions when initiating actions that affect their work build upon and respond to individual staff members unique needs and expertise treat individuals and groups among staff equitably Stimulating growth in the professional capacities of staff School leaders: encourage staff to reflect on what they are trying to achieve with students and how they are doing it lead discussions about the relative merits of current and alternative practices challenge staff to continually re-examine the extent to which their practices support the learning of all their students facilitate opportunities for staff to learn from each other suggest new ideas for staff learning encourage staff to develop and review their own goals for professional growth and the relationship of those goals to school goals and priorities encourage staff to try new practices that are consistent with both their interests and school goals Modelling the school s values and practices School leaders: are highly visible in their schools are easily accessible to staff, parents and students have frequent, meaningful interactions with teachers, students and parents in order to further the school goals demonstrate the importance of continuous learning through visible engagement in their own professional learning exemplify, through their actions, the school s core values and its desired practices Building trusting relationships with and among staff, students and parents School leaders: model responsibility, integrity and thoroughness in carrying out tasks act in ways that consistently reflect the school s core values and priorities in order to establish trust demonstrate respect for staff, students and parents by listening to their ideas, being open to those ideas, and genuinely considering their value encourage staff, students and parents to listen to one another s ideas and genuinely consider their value establish norms in the school that demonstrate appreciation for constructive debate about best practices demonstrate respect, care and personal regard for students, staff and parents encourage staff, students and parents to demonstrate respect, care and personal regard for one another Establishing productive working relationships with teacher federation representatives School leaders: include federation representatives in processes for establishing goals for school improvement encourage federation representatives to keep their members well informed about their work with school leaders encourage federation representatives to collaborate in determining how to implement labour contract provisions in ways that support school improvement work Building collaborative cultures and distributing leadership School leaders: model collaboration in their own work foster mutual respect and trust among thosee involved in collaboration encourage the collaborative development off group processes and outcomes help develop clarity about goals and roles related to collaborative work encourage a willingness to compromise among collaborators foster open and fluent communication toward building and sustaining professional learning communities provide adequate and consistently availablee resources to support collaborative work involve staff in the design and implementation of important school decisions and policies provide staff with leadership opportunities and a support them as they take on these opportunities Structuring the organization to facilitate collaborationc School leaders: create timetables for teaching that maximizee time on task for students provide regular opportunities and structuress that support teachers in working together on instructional improvement, and establish a system for monitoring their collaborative work establish a structure of teams and groups that work together on problem solving distribute leadership on selected tasks engage teachers in making decisions that affect their instructional work Building productive relationships with families and the community School leaders: create a school environment in which parents are welcomed, respected and valued as partners in their children s learning demonstrate the type of leadership that parents can trust confident, systematic and attentive help develop staff commitment to engaging parents in the school work, with staff, directly with families of diverse backgrounds to help them provide their children with support in the home that will contribute to their success att school encourage staff to reach out to students with diverse viewpoints and experiences to enrich the classroom experience and help all students feel included encourage staff to adopt a broad view of parental engagement and encourage more parents to be involved help connect families to the wider network of social services as needed Connecting the school to the wider environment School leaders: develop and maintain connections with other expert school and district leaders, policy experts, outreach groups, organizations and members of the educational research community Maintaining a safe and healthy environment School leaders: take measures to secure the school s physical facilities against intruders ensure that the physical facility is maintained in a safe, healthy and attractive condition communicate standards for non-violent behaviour and uphold those standards in an equitable manner empower staff in the school to play a leadership role in promoting a positive school climate and modelling appropriate behaviour implement and monitor the use of appropriatee disciplinary practices in classrooms and throughout the school develop, with the input of staff and students, processes p to identify and resolve conflicts quickly and effectively provide opportunities for staff and students to learn about effective conflict resolution strategies Allocating resources in support of the school s vision and goals School leaders: manage efficient budgetary processes distribute resources in ways that are closelyy aligned with the school s improvement priorities ensure that sustained funding is directed to the school s improvement priorities secure resources as needed to support the instructional work of the school revisit and adjust as needed the nature, amount and alignment of resources as priorities for school improvement change ensure effective oversight and accountability of resources to support priorities School leaders: recruit and select teachers who have the interest and capacity to further the school s vision and goals retain skilled teachers by providing support and time for collaboration, sharing leadership, creating a shared vision and building trusting relationships Providing instructional support School leaders: actively oversee the instructional program coordinate what is taught across subjects and grades to avoid unnecessary overlap while providing needed reinforcement and extension of learning goals observe classroom instruction and provide constructive feedback to teachers provide adequate preparation time for teachers provide advice to teachers about how to solve classroom problems provide teachers with the opportunity to observe effective instructional practices among colleagues in their own school as well as in other schools participate with staff in their instructional improvement work Monitoring progress in student learning and school improvement School leaders: assist staff in understanding the importance of student assessment for, of, and as learning collaborate with staff during the process of data interpretation use multiple sources of evidence when analysing student progress give priority to identifying those students most in need of additional support incorporate the explicit use of data when making decisions that relate to student learning and school improvement examine trends in student achievement over time (one or more years), rather than just at one point in time, when analysing student learning collect and use data about the status of those classroom and school conditions that are the focus of the school improvement efforts provide conditions for teachers to use data effectively (time, support, partnerships with experts, a culture in which the use of data is valued) Buffering staff from distractions to their work School leaders: create and enforce consistent, school-wide discipline policies minimize daily disruptions to classroom instructional time implement a systematic procedure for deciding how best to respond to initiatives from outside the school develop, with staff, guidelines to govern the amount of time teachers spend on non-instructional and out-of-school activities regularly assess the contribution of all out-of-classroom activities to the learning priorities of students Building staff members sense of internal accountability School leaders: regularly engage staff in analyzing data on the learning progress of all students insist on the use of data that is of high quality (reliable, valid, collected using systematic collection processes, available in its original form, and has been subjected to collaborative interpretation promote collective responsibility and accountability for student achievement and well-being help staff make connections between school goals and ministry goals in order to strengthen commitment to school improvement efforts assess their own contributions to school achievements and take into account feedback from others on their performance participate actively in their own performance appraisal and make adjustments to better meet expectations and goals Meeting the demands for external accountability School leaders: clearly define accountability for individual staff in terms that are mutually understood and agreed to and that can be rigorously reviewed and evaluated measure and monitor teacher and leader effectiveness using data about changes in student achievement align school targets with board and provincial targets provide an accurate and transparent account of the school s performance to all school stakeholders (e.g., ministry, board, parents, community) create an organizational structure that reflects the school s values and enables management systems, structures and processes to work effectively within legal requirements Cognitive Resources Problem-solving expertise Knowledge of effective school and classroom practices that directly affect student learning Systems Thinking* *Especially important for system leaders PERSONAL LEADERShIP RESOURCES Leaders draw upon the personal leadership resources to effectively enact leadership practices Social Resources Perceiving emotions Managing emotions Acting in emotionally appropriate ways Psychological Resources Optimism Self-efficacy Resilience Proactivity* *Especially important for system leaders

30 24 DDSB LEADERSHIP FOR LEARNING

31 THE SCHOOL EFFECTIVENESS FRAMEWORK SCHOOL IMPROVEMENT PLANNING DISTRICT REVIEW PROCESS SCHOOL SELF-ASSESSMENT 25

32 School and Classroom Leadership Student Engagement Home, School and Community Partnerships Pathways, Planning and Programming DDSB LEADERSHIP FOR LEARNING SCHOOL EFFECTIVENESS FRAMEWORK (SEF) The SEF is a tool that supports core direction for leaders and teams to focus their ongoing school improvement planning. The SEF contains three main components: 1. SCHOOL IMPROVEMENT PLANNING 2. DISTRICT REVIEW PROCESS 3. SCHOOL SELF-ASSESSMENT Systems Thinking Environment Learning Precision Evidence-Based Direction Personalization Assessment for, as and of learning Curriculum, Teaching and Learning REACHING EVERY STUDENT Professional Learning Accountability Instructional Leadership KEY PURPOSES OF THE SCHOOL EFFECTIVENESS FRAMEWORK (K-12) The School Effectiveness Framework (K-12) is a selfassessment tool for schools. It serves to: help educators identify areas of strength, areas requiring improvement and next steps.; act as a catalyst for shared instructional leadership through collaborative conversations focused on high levels of student learning and achievement; promote inquiry focused on student learning, achievement and well-being that informs goals and effective teaching and learning practices/strategies; support educators in determining explicit, intentional and precise improvement planning decisions which inform monitoring and feedback for continuous improvement and future planning in relation to enhanced student learning, achievement and well-being; maintain communication with stakeholders to foster increased public confidence about school effectiveness; and build coherence in and across schools and districts. 26

33 EMBEDDING THE SEF INTO SCHOOL FUNCTIONS THE SIPSAW AND SCHOOL SELF-ASSESSMENT Complete the School Self- Assessment (SSA) three times per year (November, March, May) and use it to assess the progress and impact of the implementation of the goals and core initiatives based on SEF indicators. Complete Gap Analysis and determine school strengths and needs using the SEF Indicators with school leadership team. Systems Thinking Use data and evidence to evaluate the impact of both how leaders and the school team have lead the implementation of the SIPSAW goals connected to the SEF. Use the SEF to guide how you will monitor progress in implementing the actions connected to the identified SEF indicators being focused on. S Learning Environment School and Classroom Leadership Student Engagement ship f r, Evidence-Based Direction learning of and as for, fo Assessment Precision r as an Student Engagemen Personalization Curriculum, Teaching and Learning REACHING EVERY STUDENT Professional Learning aching and Learning nity Partnerships Home, School and Community Partnerships Pathways, Planning and Programming g Pathw Accountability Instructional l Leadership Prioritize SEF indicators that will be the areas of focus at the school. Include the specific SEF indicators that will be the school focus in the SIPSAW. Create the Action/Implementation plan to map out incremental steps toward achieving the goals connected to the SEF indicators. 27

34 SEF CORE COMPONENTS DISTRICT PROCESS School Effectiveness leads, with the support of Superintendents and administrator teams, establish a scheduled district process whereby schools are provided feedback on a cyclical basis. DISTRICT REVIEW: Each school participates in a District review during an organized cycle. The follow-up includes job-embedded professional learning and supports for school improvement for participating schools. SCHOOL PROCESS SCHOOL SELF-ASSESSMENT Three times a year administrators and their teams complete a school self-assessment to assess their core areas of focus from the SIPSAW and analyze the stage of implementation. This process ensures school leaders and teams reflect on their impact, determine strengths and areas for improvement. SCHOOL SELF-ASSESSMENT DATES: November March May SCHOOL SUPPORT Ongoing Support/Cycle Back Coaching/Mentoring Professional Learning Support THE SCHOOL SELF-ASSESSMENT TOOLS The patterns and trends from both the School Self-Assessment and the District Review help form system needs, and next steps for professional learning. TOOLS FOR ORGANIZING YOUR THINKING School Self Assessment Template PROCESS FOR INSTRUCTIONAL ROUNDS/LEARNING WALKS LINKED TO PEDAGOGICAL DOCUMENTATION 28

35 Assessment for, as and of Learning 1.1 Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning and instruction. 1.2 A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and determine next steps. 1.3 Students and educators build a common understanding of what students are learning by identifying, sharing, and clarifying the learning goals and success criteria. 1.4 During learning, timely, ongoing, descriptive feedback about student progress is provided based on student actions and co-constructed success criteria. 1.5 Students are explicitly taught and regularly use self-assessment skills to monitor, improve and communicate their learning within the context of the Ontario curriculum and/or Individual Education Plan (IEP) 1.6 Assessment of learning provides relevant and meaningful evidence to evaluate the quality of student achievement at or near the end of a cycle of learning and to determine next steps. 1.7 Ongoing communication about learning is in place to allow students, educators and parents to monitor and support student learning. School and Classroom Leadership 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning. 2.2 Processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement. 2.3 Organizational structures are coherent, flexible and respond to the needs of students. 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning. 2.5 Staff, students, parents and school community promote and sustain student well-being and positive student behaviour in a safe, accepting, inclusive and healthy learning environment. Learning Environment School and Classroom Leadership Assessment for, as and of Learning Precision Student Engagement Evidence-Based Direction Student Engagement 3.1 The teaching and learning environment is inclusive promotes the intellectual engagement of all students and reflects individual student strengths, needs, learning preferences and cultural perspectives. 3.2 Students stated priorities that reflect the diversity, needs and interests of the student population are embedded in School Improvement Plans (SIPs). 3.3 Students are partners in dialogue and discussions to inform programs and activities in the classroom and school that represent the diversity, needs and interests of the student population. 3.4 Students demonstrate a wide range of transferable skills such as teamwork, advocacy, leadership and global citizenship ASSESSING S OF IMPLEMENTATION K 12 School Effectiveness Framework A support for school improvement and student success Systems Thinking Personalization REACHING EVERY STUDENT Curriculum, Teaching and Learning Professional Learning Home, School and Community Partnerships Pathways Planning and Programming Instructional Leadership Curriculum, Teaching and Learning 4.1 A culture of high expectations supports the belief that all students can learn, progress and achieve. 4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school. 4.3 Teaching and learning in the 21st Century is collaborative, innovative and creative within a global context. 4.4 Learning is deepened through authentic, relevant and meaningful student inquiry. 4.5 Instruction and assessment are differentiated in response to student strengths, needs and prior learning. 4.6 Resources for students are relevant, current, accessible, inclusive and monitored for bias. 4.7 Timely and tiered interventions, supported by a team approach, respond to individual student learning needs, and well-being. Accountability Pathways Planning and Programming 5.1 Comprehensive education and career/life planning programs meet the learning needs, interests and aspirations of all students. 5.2 Opportunities for authentic learning experiences and experiential learning exist in all classrooms, schools and community programs. 5.3 Students, parents, families, and educators understand the full range of pathways, programs, options and supports that are available. 5.4 Students build on in-school and out-of-school experiences to further explore and reflect upon their interests, strengths, skills and education and career/ life aspirations. Home, School and Community Partnerships 6.1 The School Council has a meaningful role in supporting learning, well-being and achievement for students. 6.2 Students, parents and community members are engaged and welcomed as respected, valued partners in student learning. 6.3 The school and community build partnerships to enhance learning opportunities and well-being for students. 6.4 Learning opportunities, resources and supports are provided to help parents support student learning and have productive ongoing parent-teacher-student conversations HOW TO USE THE SEF The SEF can be used to assess levels of implementation of indicators, gap analysis, prioritizing which indicators will be the strategic focus and developing goals in the SIPSAW. The prioritized indicators can be used to determine what initiatives and projects the school teams will implement to improve school effectiveness. LEGEND B Beginning Level D Developing/Partial Level A Applying Level I Innovation/Sustainability Level 29

36 30 DDSB LEADERSHIP FOR LEARNING

37 K-12 SCHOOL EFFECTIVENESS FRAMEWORK GUIDING QUESTIONS FOR YOUR LEADERSHIP TEAM ASSESSMENT FOR, AS AND OF LEARNING How might we align curriculum: Planning Assessment Instruction Evaluation Reporting In order to collect relevant and meaningful evidence to fairly represent student thinking? What opportunities do students have to direct their own learning? Do you hear oral descriptive feedback? How is this feedback used? How is it tracked? Is the oral feedback FAST (frequent, actionable, specific, timely) to give specific and precise information for students to improve? Do you see written descriptive feedback? SCHOOL AND CLASSROOM LEADERSHIP How is our professional learning responding to the needs of students? What evidence will we use from the student desk to know if students are learning and achieving? What practices are in place at the school level to develop and support collaborative instructional practices? How are you building learning communities in your school? What is the consistent school-wide instructional focus between classrooms and across the school? Are the strategies identified in the SIP in evidence in practice in the classroom? Where? What evidence do you see that teachers collaborate across grades and across divisions, across subjects? How is student learning made visible in this classroom? Who owns this classroom? Are students a part of the collaborative learning culture? How do you know? What is the ratio of student voice to teacher voice in this classroom? What is the nature of the interactions? Is it rote, recitation or question and answer, instruction, discussion or dialogue? Is there shift and spread of effective instructional strategies across the school? How do you know? What is the nature of the interactions? Gradual release of responsibility with modelled shared, guided and independent learning? STUDENT ENGAGEMENT How do we empower our students to become discerning learners and to think critically about their place in the world? Whose voice de we hear in the classroom: How do your students see themselves, their values, culture and interests reflected in their learning environment? What does choice look like in this class? Do you hear accountable talk? Are the students confident in their capacity to learn/succeed and innovate? (e.g. risk taking, willingness to try new tasks, share learning with others) Are there multiple opportunities for success? What does this look like? Do students get to redo work based on feedback? Is there a feedback loop with learning goals, success criteria, feedback and revision? Is the loop complete or is part of the loop missing? What do the success criteria look like? Are they co-constructed? Are they written like an editing checklist or do they help students organize thinking? Do they support meta-cognition and thinking processes? What do the learning goals look like? Are they written down? Co-constructed? Do they: identify what is to be learned; link to overall and specific expectations; identify incremental steps; use clear, concise student friendly language? Is Pedagogical Documentation being used to document learning? Who owns this classroom? Where do you see/hear student voice? Have students contributed to building the classroom environment and organization? Is the learning environment challenging and organized to optimize teaching/learning time and time on task? How is the classroom organized? What is on the walls and in the classroom to support learning? What is the daily schedule? In elementary, are there blocks of time for numeracy and literacy? ( minutes) In secondary what does a student s daily timetable look like? What does a student s daily timetable look like? (Secondary) What is the intentionality around how the timetable is established? Is there common planning time? S Learning Environment School and Classroom Leadership Student Engagement ship f r, Evidence-Based Direction r as an learning of and as for, fo Assessment Student Engagemen Do students determine resources or participate in resource selection and use of technology? Are there spaces provided for students to gather that do not necessarily focus exclusively on curriculum? (e.g. GSA, clubs, Positive Space, student commons, etc.) Students feel a sense of belonging and pride in their learning environment Well-being upholds Aboriginal cultural values and culturally relevant educational philosophies and teaching practices Are students encouraged to imagine, create and innovate? How? Is the curriculum culturally relevant and responsive? (CRRP) Precision Systems Thinking Personalization Curriculum, Teaching and Learning REACHING EVERY STUDENT Professional Learning aching and Learning nity Partnerships Home, School and Community Partnerships CURRICULUM, TEACHING AND LEARNING How is my practice supporting learning in the 21st Century classroom? How do we create an environment where students expect to achieve excellence? How does the teacher know how each student is doing and where the achievement gaps are? Are there: data walls, running records, formative assessments, focus on assessing prior knowledge and problem solving? Triangulation of evidence (observations, conversations, product) What in this classroom was co-created with the students? (e.g. learning goals, success criteria, exemplars, anchor charts, tasks, questions, etc.) What resources are available to support literacy/numeracy? Are there rich texts, leveled classroom libraries, manipulatives, ipads, notebooks, etc.? Are students able to work effectively and respectfully in diverse teams? Is there a cross-disciplinary approach? How are other cultures integrated, honoured and valued in this classroom? What opportunities exist for critical thinking, problem solving/ collaboration? Do students view challenges as opportunities to learn? Is technology used as a tool for authentic learning? Are there opportunities for creativity and innovation? Pathways, Planning and Programming g Pathw Accountability Instructional l Leadership As discerning learners, do our students access choices, options and pathways that are available to them on their learning journey to achieve the literate graduate? Do our students make connections between their learning, their skills and their life experiences? Do they have the opportunity to engage in authentic learning experiences? What evidence is there that students have opportunities to experience community and workplace experiences? Guest speakers and career fairs are created in consultation with students to ensure that new career paths and ones not yet clearly understood are incorporated. What evidence is there of a social justice focus in the classroom? Is there evidence of environmental stewardship? How does instruction drive technology? Is the classroom a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding? How is the classroom set up to support differentiation? How is technology used to support differentiation? What DI structures are evident? (e.g. Tiering, Learning Contracts, Learning Centres, RAFT, Choice Boards, Cubing, etc.) What do interventions and accommodations look like in this classroom? What is the evidence that all students can learn and will succeed? What is on the walls and in the classroom to scaffold and support student learning? (e.g. anchor charts, learning goals, success criteria, manipulatives, technology, release of responsibility, leveled books, DI, etc.) During the instructional day, what opportunities are there for students to release and receive support around de-escalating feelings/behaviours? PATHWAYS, PLANNING AND PROGRAMMING HOME, SCHOOL AND COMMUNITY PARTNERSHIP How do our partnerships with parents and community inspire learners to continually grow as responsible global citizens and caring family members? How do we create a culture that welcomes, respects and supports students, parents and community members? Are community members and parents part of learning opportunities and experiences in this classroom? In what way? Innovation is at the forefront of all thinking. eg. Local TED talks are promoted, etc. Partnerships with colleges and universities are promoted for students from Grade 7 and up, especially for those communities where post-secondary educational pathways have not been part of the family norm. Are apprenticeships understood by families who may view university as the only appropriate pathway? Are SHSM and dual credits promoted and understood? Adapted from Toronto District School Board, District Process Guide 31

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39 IGNITE LEADERSHIP STRATEGIC LEADERSHIP FOCUS FOR DDSB ASPIRING, NEW AND EXPERIENCED LEADERS 33

40 STRATEGIC LEADERSHIP PRIORITIES AND GOALS DDSB IGNITE LEARNING STRATEGIC PRIORITIES: Increase Student Achievement and Well-Being Constructively Engage the Community Advance Inspired Leadership LEADERSHIP DEVELOPMENT - DEPARTMENT STRATEGIC GOALS 2016/2017 SUCCESS CRITERIA 1. Complete Leadership Review. Reviewed and completed and shared with stakeholders. 2. Re-brand Leadership Development. New Leadership logo and brand. New leadership brand is incorporated into all aspects of the department. 3. Create Leadership Strategic Plan. Launch and implementation of the Leadership Strategic Plan. 4. Create a process and structure for assessing Leadership impact. Use of assessing Leadership impact tools/resources by administrators. 5. Pilot leadership assessment tool with three employee groups. Pilot implemented and next steps developed. 6. Create and provide two leadership modules. Implementation of Leadership modules. 7. Review and revise internal leadership hiring and selection process. DDSB IGNITE LEARNING STRATEGIC GOALS: ADVANCE INSPIRED LEADERSHIP Provide opportunities for students and staff to build their own personal leadership skills Foster resilient leaders who inspire creativity, collaboration, and curiosity Develop instructional leadership skills and practices Encourage, support, and promote student leadership and citizenship Demonstrate ethical leadership in all aspects of our work Revise internal Leadership hiring and selection process implemented. 8. Create external leadership hiring and selection policy. External hiring process in place. 9. Complete succession planning analysis and report. Report completed and action plan developed to implement recommendations. 10. Review and develop new Mentorship Program. New Mentorship Steering Committee and model implemented. 11. Develop resource material for Ignite Learning Year Two. Ignite Learning Year Two/Three Strategy Guide developed. 2017/2018 SUCCESS CRITERIA 1. Implement leadership growth track series program. Leadership Growth Track series and modules. 2. Develop specific OLF modules for leadership growth track program for Aspiring, New and Experienced leaders. Growth Track Series is implemented and Administrators at each stage of leadership complete respective components. 3. Create electronic leadership portfolios. Electronic portfolio being used by all administrators. 4. Implement Leadership Impact tools and feedback process. Predictive Index completed by all school administrators. 5. Implement Succession Plan Report recommendations. Succession plan recommendations are integrated into the 10 Core Leadership department functions. 6. Launch ilead initiative. ilead operational. 7. Train all administrators in Strategic Execution Module completed by all administrators. and Managing Change. 8. Create new talent recruitment and aspiring leader initiative. Increase in number of administrators participating in leadership preparation programs. 34

41 DDSB EXECUTIVE SUMMARY LEADERSHIP STRATEGIC PLAN DDSB LEADERSHIP DOMAINS LEADERSHIP AREAS OF FOCUS LEADERSHIP FOUNDATION MINISTRY OF EDUCATION Setting Goals Aligning Resources with Priorities Promotion Collaborative Learning Cultures Using Data Engaging in Courageous Conversations DDSB IGNITE LEARNING Increase Student Achievement and Well-Being Constructively engage the Community Advance Inspired leadership DDSB LEADERSHIP PRIORITIES Develop Instructional Leadership Skills and Practices Build capacity and develop leaders at all levels of DDSB Develop resilient, proactive and systems thinking leaders Engage in Professional Learning Conversations to determine next best leadership move LEADERSHIP VISION AND IGNITE LEADERSHIP L.E.A.D.: LEARNING, EXPLORING AND DEVELOPING LEADERS LEADING AND IMPLEMENTING SEF COLLABORATIVE LEADERSHIP AND BUILDING TEAMS LEADING AND MANAGING CHANGE LEADERSHIP IMPACT SUCCESSION PLANNING INCLUSIVE LEADERSHIP LEADERSHIP SELECTION AND PROMOTION LEADERSHIP TOOLS AND RESOURCES DDSB Leadership Brand Complete Leadership Review Communication Plan Develop Leadership Strategic Plan Create Strategic Execution and Critical Path for Implementation Implement and embed OLF as core foundation for developing leaders, programs and functions within the Leadership department Ignite Learning Year 2 and 3 implementation plan Leadership development and training program for aspiring, new and experienced leaders Series of leadership learning modules Develop MPA growth track series Operational/Management Series L.E.A.D. Road Trips Speaker Series Panel Discussions Coaching/Mentoring Program Embed SEF indicators with all core leadership functions and programs Incorporate school self-assessment (SSA) as part of school, area and system monitoring processes Supporting High Poverty and Cycle Back Schools Use District and School SEF data analysis to determine supports for leaders SEF District Protocol SSA Guide for Leaders and SIT teams Establish professional learning networks and teams (system VP Network, Aspiring leaders, MPA) Mentor Steering Committee and Mentoring programs for all employee groups Pilot and implement Predictive Index Cognitive Coaching Developing Personal Leadership Resources PD Modules on Leading Teams Agile Leadership Strategies Coaching using Predictive Index for Admin and SIP teams Strategic Execution Process Monitoring implementation process and levels Managing action plans, critical paths and timelines Creating innovative learning cultures Leading courageous and critical conversations Project Leadership Leadership in High Poverty Schools Predictive Index Leading Plan, Act, Assess Reflect Process Impact Leadership Tools Institute for Education Leadership (IEL) Resources: Self-Assessment Tool for School Leaders Self-Assessment Tool for Aspiring Leaders Research and Statistical analysis Report and recommendations Connect recommendations to programs to build leadership capacity Supporting and evolving leadership diversity Culturally responsive leadership partnerships and opportunities Inclusive Mentorship Networks Integrate OLF into leadership interview and selection process Review and Revise VP/P internal selection process Develop external VP/P selection process Candidate leadership application package and portfolio Succession and recruitment, Leadership Analysis and Recommendations Recruitment Onboarding INDICATORS OF SUCCESS Implementation of Leadership for Learning Building Professional Capital (human, social, decisional) Increasing complement of future leaders Completion of the SSA to assess impact and inform professional learning Creating a culture of strategic execution and managing change Broadening leadership participation in professional development and learning modules Strengthening collaborative networks and leadership connections Increasing alignment and adoption of OLF leadership practices Establishing multiple leadership paths Evolving cultural conditions for change, growth and relationship building that are essential to a learning organization Establishing aligned conditions for coherence, cohesion and congruence to support achievement for leading system priorities Leadership planning tools career planning summary, Growth Plan and SCC Input P/VP Appraisal and development process Predictive Index Virtual Leadership Centre Webinars Leadership App Electronic Leadership Resource Implement Leadership Impact and Influence Document ilead 35

42 36 DDSB LEADERSHIP FOR LEARNING

43 L.E.A.D. LEARNING, EXPLORING AND DEVELOPING LEADERS LEADERSHIP GROWTH TRACK SERIES MODULES ASPIRING LEADERS NEW LEADERS EXPERIENCED LEADERS Introduction to Leadership Transition to Formal leadership Roles Building Your Leadership Repertoire Leading Beyond the Classroom Understanding the Role of School Administrators The OLF and SEF Job Shadowing P/VP Promotion and Selection Preparation Program Self-Assessment for Aspiring Leaders Leadership 101 The OLF How to use the SEF Leading the SIPSAW Managing Change/Strategic Execution Building Professional Relationships and Teams Leadership For Learning/Leading the Instructional Program Personal Leadership Business/Operational Leadership Effective Communication/ Critical Conversations Leadership Self-Assessment Tool Leadership For Learning/Leading the Instructional Program Effective School Communications/ Critical Conversations Building and Supporting Teams Effective School Operations Personal Leadership Inquiry and Innovative Leadership Mentoring and Developing the VP Advanced leadership and the OLF Leadership Self-Assessment School Improvement Planning Managing Change/Strategic Execution 37

44 PROCESS FOR MANAGING CHANGE LEADERS MANAGE CHANGE One of the core functions of leadership is to lead and manage change initiatives in schools for the intentional purpose of improvement for both instruction and student achievement. Creating a core team to lead change initiatives is critical for success. Using thinking organizers and templates to map out the incremental steps, critical paths and timelines are an essential leadership responsibility in order to monitor, assess and reflect on the effectiveness of the implementation. REFLECT PLAN Adapted from Steven Katz DDSB Academic Council Inquiry for leaders involves determining the problem of practice you will focus on leading a change initiative with your school team. - S. Katz ASSESS ACT PLAN, ACT, ASSESS, REFLECT Leaders use the process to manage the change initiatives in their schools. The process of Plan, Act, Assess, Reflect provides the structure of each step of the inquiry based learning cycle which is essential and deliberate. Each step helps in forming next steps in leadership practice. The content of the inquiry or initiative you are leading and managing may differ based on your schools needs, but the steps are consistent. PLAN, ACT, ASSESS, REFLECT - INQUIRY FRAMEWORK 1. Formulate an inquiry question related to the problem of practice in the area you want to improve. 2. Develop a working hypothesis i.e., If I do this, then this will happen. 3. Create success criteria. 4. Map out an action plan and incremental steps. 5. Implement the action plan. 6. Analyze evidence in relation to the success criteria 7. Reflect on the learning using evidence. 8. Share the learning. 9. Identify next steps. 38

45 CHANGE THEORY / CHANGE MANAGEMENT STEPS PLAN ACT ASSESS REFLECT PLAN AT MANAGEMENT IMPLEMENT ACROSS COMPANY UNDERSTAND Understand the need for change ENLIST Enlist a core change team ENVISAGE Develop vision and strategy MOTIVATE Create a sense of urgency COMMUNICATE Communicate the vision ACT Take action CONSOLIDATE Consolidate gains ENGAGEMENT/BUY-IN ASSESS/REFLECT Adapted from Rotman School of Management CHANGE MANAGEMENT TOOLS FOR ORGANIZING YOUR THINKING Mapping out the next leadership move in incremental steps. 39