PERSONAL DOMAIN Personal competencies refer to the qualities, characteristics and attitudes necessary to achieve personal and system goals Continuous Growth The practice of constantly assessing personal knowledge and skills and following paths for improvement Continuous Growth Aware of position requirements and system and school expectations for leaders. Prepares for desired position by planning for professional growth within the leadership competency framework. Reduces the gap between knowledge/skills and desired level of competency by actively seeking professional growth opportunities. Achieves a fit between the requirements of the position and the demonstration of leadership competencies. Creativity Incorporation of imagination and innovation into the workplace Creativity Explores the feasibility of multiple approaches Recognizes opportunities to apply both logical and intuitive solutions Reshapes ideas and information in new ways that reveal new possibilities Creates alternative and innovative solutions for key school issues and system initiatives Toronto District School Board, Sept. 2003 1
Inclusionary Perspective A personal commitment to diversity as a strength for individuals and organizations. Inclusionary Perspective Reflects on own attitudes and biases and values other perspectives Open to different Actively promotes processes, perspectives, diversity and an styles, intelligences and appreciation of multiple cultures perspectives Models attitudes and behaviours that are congruent with sound equitable intentions and expectations Integrity The application of honesty, forthrightness, respect, empathy, and ethical behaviour in workplace relationships Integrity Values the importance of honesty and the need for congruence of words and actions Understands and acts in a Demonstrates high manner consistent with standards of honesty, the current Ontario trust and respect for College of Teachers others. Exemplifies Standards of Practice and fairness and candor Ethical Standards of the Teaching Profession Models and facilitates the use of honest, open and direct interactions. Makes this the standard code used by all members of the workplace Toronto District School Board, Sept. 2003 2
Professional Accountability The ability to maintain focus, obtain high levels of performance, and attain quality results Professional Accountability Works persistently toward Measures personal results agreed upon goals. Seeks against internal and advice and feedback to external standards. enhance achievement of Monitors and adjusts goals. Is able to manage plans of action with focus, risks and obstacles to and commitment. meet goals. Understands the need to assume responsibility for establishing personal goals for self-improvement and professional goals to improve school/student performance. Demonstrates persistence in achieving required standards of success and continues to refine and enhance achievement of personal and professional goals. Toronto District School Board, Sept. 2003 3
INTERPERSONAL DOMAIN Interpersonal Competencies refer to the skills, abilities and commitment required to build and maintain relationships Communication The ability to inform and be informed clearly, concisely and accurately using a variety of media and techniques Communication I (Listening) Communication II (Expression) Communication IV (Info Sharing) Listens with sensitivity Promotes the use of and empathy for both active listening skills to stated and unstated facilitate sharing and messages. interchange of ideas. Takes notes and paraphrases key items, issues and decisions. Listens actively, uses appropriate non-verbal cues, and seeks clarification. Tailors speech to audience (one-on-one, group meetings, oral presentations) Provides information in a timely fashion through an appropriate medium. Speaks clearly and concisely, presents arguments logically and checks for correct understanding. Employs clear lines and methods of appropriate and precise communication with school community. Adapts speaking style to target audience and responds effectively in a variety of contexts. Communicates in effective and innovative ways within school and beyond. Analyzes, assesses and adjusts organizational systems to enhance opportunities for stakeholders to be heard. Influences others through highly-developed, inspirational speaking/presentation skills. Adjusts organizational systems to enhance communication among school, system, and community stakeholders. Toronto District School Board, Sept. 2003 4
Conflict Management The ability to solve interpersonal, intra-group and inter-group differences Conflict Management Responds rationally to Facilitates process for Models effective conflict Instructs and actual and potential conflict finding resolution to resolution supports others in situations. conflict situations based approaches/methods conflict resolution on knowledge of that will result in through a variety of positions, styles, (win/win) outcomes or dispute resolution strategies and interests. best alternative to processes. negotiated agreement. Decision Making The ability to reach a conclusion or resolution in a manner that is consistent with the spirit and purpose of regulations and polices Decision Making Recognizes the need for a decision, considers the factors involved and commits to potential courses of action. Uses an analytical Supports team decisionmaking approach to decisionmaking approaches and and makes monitors and evaluates decisions in a firm, fair, outcomes of decisions. consistent and objective manner. Generalizes and applies decision making processes to other similar situations. Toronto District School Board, Sept. 2003 5
Problem Solving The ability to determine and analyze problems and develop solutions alone and with others Problem Solving Solves problems while considering a broad range of factors and resources. Seeks input from Uses a collaborative stakeholders and experts team approach in to collect and analyze problem solving relevant information and activities to generate to identify and clarify the sound alternatives and complexities of the suitable resolutions. problem and possible alternate solutions. Able to solve complex problems resourcefully; Predicts future scenarios and is proactive in problem prevention. Relationship Building and Networking The commitment to develop, maintain and improve working relationships with others as individuals and in small and large groups Relationship Building & Networking Is approachable, aware of personal impact on others, and empathizes with feelings and perspectives of others. Capitalizes on personal Improves effectiveness strengths, styles and of interpersonal strategies to expand networks and relationships and relationships to support networks. students, staff and school community. Establishes systematic and comprehensive networks to support school and community. Toronto District School Board, Sept. 2003 6
TEAMWORK DOMAIN Teamwork competencies refer to behaviour, skills and commitment that influence values, behaviours and conditions to produce improved results. Culture Management The ability to influence values, practices and outcomes to create a rich and rewarding learning environment and positive and productive workplace Culture Management Understands the culture of the school and the role of the administrator in shaping the culture of the school. Demonstrates knowledge Articulates and employs of strategies used by strategies that enhance effective principals in school culture. creating a positive school culture. Influences and shapes the school culture, through modeling, facilitation, inclusion and mentorship, to align with research and criteria on effective schools. Empowerment The process of establishing an environment for relationships that honour and celebrate people s ability to decide, take risks and affect positive outcomes. Empowerment Encourages colleagues/staff to actively participate in decisionmaking. Applies interpersonal Facilitates the skills to create development of a risktaking culture. opportunities and encouragement allowing others to contribute effectively to improve school/system. Coaches and supports colleagues and team members to promote a culture of ownership and personal accountability. Toronto District School Board, Sept. 2003 7
Staff Growth and Development The creation and maintenance of learning communities that affect enhanced performance and improved results. Staff Growth and Development Recognizes the need to assess and evaluate staff development needs and opportunities. Routinely assesses and Fosters shared evaluates self/group leadership to identify, needs for staff design and implement development and works standards-based staff with others to connect development. those needs to school improvement and personal portfolios. Ensures sustained improvement of the learning environment and builds capacity for renewal at the work unit/ school/department level through staff development. Team Leadership The understanding of the requirements and the skills needed to contribute to high-level team performance to accomplish a variety of tasks. Team Leadership Helps individuals form a team by providing clarity for members in terms of roles, responsibilities, processes and expectations. Ensures that team Engages individuals in members understand and focused activities that respect each other s roles promote team goals. and the benefits of working cooperatively. Creates and supports vision and action so that all members of the team have a sense of ownership and commitment to attainment of overall organizational goals. Toronto District School Board, Sept. 2003 8
STRATEGIC FOCUS DOMAIN Strategic focus competencies refer to knowledge, traits and behaviours that manage change, foster commitment to a vision and engage partnerships for enhanced service Change Management The ability to manage the content and processes of change through strategic planning processes Change Management Understands the need and focus for change, and that change is complex, requires a variety of strategies, and must be congruent with existing organizational values. Demonstrates dexterity in managing change, recognizes what can, must, or cannot change and works collaboratively to effect change. Develops strategies of initiation, orchestration, management and documentation to move beyond the implementation dip by measuring impact and determining future actions. Champions organizational change with regard to the vision and key goals. Aligns initiatives, strategies and sets targets. Information Communication Technology The ability to learn and grow through the application of technology Information Communication Technology (ICT) Models the belief through practice that technology is an important tool for learning, instruction, management, and leadership. Uses technological Encourages others to applications for a variety use technology for of purposes and is learning and instruction knowledgeable about the by supporting and potential of current and providing opportunities new developments in for training, technical technology for learning support, and classroom and management. innovation. Works collaboratively with teachers, students, and community to build capacity for effective instruction and learning through technology. Uses data for assessment, evaluation and reporting purposes related to school improvement. Toronto District School Board, Sept. 2003 9
Vision Building The ability to describe an optimal or desired state or condition and foster a genuine commitment to its creation Vision Building Displays an awareness and understanding of the vision/mission of the Board. Promotes school and community ownership and commitment to the school vision/mission. Actively promotes and supports a genuine commitment within the school and in the community in achieving the vision/mission. Empowers colleagues, parents, and community to articulate a shared purpose and to fully participate in its realization. Toronto District School Board, Sept. 2003 10
EDUCATION DOMAIN Education competencies refer to the skills, ability and capacity to build inclusive communities that focus on improved outcomes for all students Assessment and Evaluation The continuous review and refinement of the processes that relate to achievement Assessment and Evaluation Articulates the purposes of assessment and evaluation and monitors assessment practices in the work units. Assesses achievement Sets instruction and levels from data in order training goals for to develop and implement teachers with respect to plans for improved expectations, standards instruction. and evaluation policies. Uses cyclical processes of evaluation to ensure enhanced achievement within a results-oriented school culture. Community Development The capacity to build inclusive communities in which all stakeholders contribute to and provide a nurturing educational environment Community Development Recognizes and values the broad impact of community involvement in education. Maintains and improves a variety of connections with parents and the community and encourages community response and feedback. Provides links between the school and the community and utilizes community resources to address educational needs. Extends the role of the school leader into the community to pursue and establish direct community partnerships which have specific educational value for students. Toronto District School Board, Sept. 2003 11
Curricular Leadership Commitment to enhance quality and scope of curriculum/programs and continuously improve program delivery Curricular Leadership Explores links and connections among various areas of curriculum and specific programs. Ensures that individual Promotes curriculum programs are of high integration and crosscurricular planning, quality and adhere to the requirements of Ministry instructional delivery and Board guidelines. and student assessment. Encourages supports and recognizes leadership in curricular innovation and exemplary teaching to meet the learning needs of all students. Equity The capacity to achieve equality of access and outcomes by doing things differently for/with different people in order to address their specific realities and individual needs Equity Promotes equity requirements and specific initiatives in all curriculum and instructional practices. Knows and models an understanding of the Ontario Human Rights Policy and the Toronto District School Board Equity Foundation Statement and the Commitments to Equity Policy Implementation. Capitalizes on the diversity of students, staff, and community to reach a high degree of excellence in curricular and co-curricular programs Demonstrates a commitment all to achieve at high levels. Actively advocates for, and supports, a climate of social change to address specific school/community needs. Facilitates bringing staff, students and community together to focus on achievement for all students. Toronto District School Board, Sept. 2003 12
Instruction The commitment to integrate effective instructional strategies in all areas of learning Instruction Recognizes strengths and areas for growth in the instructional practices of staff. Encourages individual staff and staff teams to access professional development which is directly related to instructional improvement. Evaluates impact of instructional practice on student achievement and supports professional development to enhance instructional practice. Creates and supports learning teams designed to challenge and enhance existing instructional practices which improve student achievement. School Improvement The ability to apply a charge management process that focuses on improving student achievement within a collaborative learning environment School Improvement Participates on School Improvement Team to determine potential areas for improvement. Determines potential Sets specific goals and areas of concern by targets for working with team to improvements based on collect, analyze data and data collected and plan for improvement. TDSB standards. Ensures that school/department planning demonstrates commitment to reaching standards/targets established by TDSB (e.g. EQAO, NQI, OCT). Toronto District School Board, Sept. 2003 13
OPERATIONS DOMAIN Operational competencies refer to the necessary understandings, skills and applications of a system policies and procedures Health and Safety The ability to understand, create and incorporate the requirements for a safe working and learning environment and to integrate safety seamlessly within all daily operations Health and Safety Understands all mandatory requirements of the Ministry Violence-Free Schools Policy and Crisis Management Procedures. Demonstrates an Promotes the inclusion awareness of the full of safe schools range of programs initiatives, actions, and available to deal with programs throughout conflict resolution, the school. behaviour management and related school safety issues. Promotes, encourages and supports the use by others of relevant programs that promote cooperation and reduce anti-social behaviours. Regulations, Policies and Procedures The ability to use regulations, policies and procedures to ensure fairness and consistency across the system Regulations, Policies and Procedures Creates and supports vision and action so that all members of the team have a sense of ownership and commitment to attainment of overall organizational goals. Utilizes regulations and Develops and revises policies with consistency school procedures to to achieve necessary and ensure compliance with required results. operational regulations and policies. Reviews and evaluates policies and procedures for more effective application in the school/unit/ department and in the organization. Toronto District School Board, Sept. 2003 14