ONTARIO LEADERSHIP STRATEGY CONVERSATION STARTERS

ONTARIO LEADERSHIP STRATEGY CONVERSATION STARTERS A resurce fr mentees, mentrs, schl and bard leaders fr Mentring, Principal Perfrmance Appraisal and ther ministry initiatives January 2010 Ontari Ministry f Educatin

Ontari Leadership Strategy Cnversatin Starters Sample Mentring Learning Plans fr Principals and Vice Principals And Principal Perfrmance Appraisal (PPA) Annual Grwth Plans T supprt learning fcussed cnversatins related t the Five Cre Leadership Capacities: Setting Gals Aligning Resurces with Pririties Prmting Cllabrative Learning Cultures Using Data Engaging in Curageus Cnversatins The Five Cre Leadership Capacities are derived frm the Ontari Leadership Framewrk. Fr mre infrmatin n the Ontari Leadership Framewrk, visit the Institute fr Educatin Leadership website at www.educatin-leadership-ntari.ca 2

Intrductin Prfessinal dialgue is a reflective learning prcess that can deepen understanding and prmte shared learning. It is a key cmpnent in develping leaders in schls and bards and is essential t Ontari s Leadership Strategy. Cnversatin Starters have been develped t prmte skilled prfessinal dialgue. The Ontari Leadership Strategy (OLS) is a cmprehensive plan f actin designed t supprt student achievement and well-being by attracting and develping skilled and passinate schl and system leaders acrss the prvince. The strategy is sharply fcused n supprting the three cre prvincial educatin pririties: high levels f student achievement; reduced gaps in student achievement; and increased public cnfidence in publicly funded educatin. The strategy incrprates a cllabrative apprach thrugh which schls, schl bards, educatin partners and the ministry wrk in partnership t make a difference fr every student. It fcuses n bth individual and system-level develpment, embedded in daily practice and refined thrugh cntinuus learning. The tw gals f the strategy are t: Attract the right peple t the principalship Help principals and vice-principals develp int the best pssible instructinal leaders Mre infrmatin n the OLS is prvided n the ministry website at http://www.ntari.ca/eduleadership. Mentring, Principal Perfrmance Appraisal (PPA) and Successin Planning and Talent Develpment wrk tgether as integral and inter-related cmpnents and are a fcus f prvince-wide implementatin in 2009/10. The Ontari Leadership Strategy is grunded in the Ontari Leadership Framewrk (OLF) and is supprted by the five Cre Leadership Capacities. The Ontari Leadership Framewrk (OLF) identifies effective practices, skills, knwledge, and attitudes f successful educatinal leaders. The OLF is based n research by wrld-recgnized experts in leadership and extensive cnsultatin with educatrs acrss Ontari. The OLF prvides a resurce fr schl and system leaders t identify practices and cmpetencies fr building expertise in relatin t a wide-range f leadership capacities. Mre infrmatin n the OLF is prvided n the Institute fr Educatin Leadership website. The Institute fr Educatin Leadership (IEL) is a unique partnership cmmitted t explring leading-edge thinking n educatin leadership and applying that expertise t the develpment f high-quality resurces and learning pprtunities fr schl, bard, and system leaders. As part f its wrk n research int practice the IEL has adpted the Ontari Leadership Framewrk and cntinues t supprt and prmte it as a pwerful vehicle fr strengthening schl and system leadership in the prvince. Visit: www.educatinleadership-ntari.ca/ fr mre infrmatin abut the IEL, upcming events, leadership research, and a variety f tls and resurces fr leaders. The five Cre Leadership Capacities (CLCs) are derived frm the Ontari Leadership Framewrk. They have been recgnized by research, practitiners and educatin partners as being critical areas f leadership required fr sustained imprvement in student achievement and well-being. Strengthening these capacities requires fcussed effrts by all partners f the educatin system. Schl and system leaders have different levels f expertise at different stages f their careers related t the five CLCs. They use the Ontari Leadership Framewrk as a resurce t identify practices and cmpetencies that will be their fcus 3

fr building expertise related t the CLCs. This is a dynamic prcess. As cntexts change and expertise grws, leaders identify new areas fr develpment related t the CLCs. In this way, they cntinuusly imprve their practice. Cnversatin Starters is a resurce made up f a series f guiding questins that can be used as a fcus f prfessinal dialgue fr mentring, perfrmance appraisal and ther prfessinal learning. The purpse f the resurce is t: supprt grwth thrugh cnversatins fcussed n the five Cre Leadership Capacities identified as a subset f the Ontari Leadership Framewrk (www.educatin-leadership-ntari.ca) prvide a menu f guiding questins frm which t select and adapt as apprpriate t supprt thinking, learning and planning prvide a mdel f questining techniques apprpriate t a mentring / caching r appraiser / appraisee relatinship prvide sample Mentring Learning Plans and PPA Annual Grwth Plans that supprt the five Cre Leadership Capacities encurage develpment f Mentring Learning Plans and PPA Annual Grwth Plans that reflect effective practices. It is recmmended that the cnversatin begin with pening thinking. Devte time t establishing a trusting and cllabrative relatinship, using plural nuns (e.g., what surces rather than surce) and explratry language. This apprach will invite the individual t identify multiple pssibilities and prmtes cmplexity f thinking. Frm pening thinking, fcusing thinking will address the individual s needs and interests (e.g. cnsulting, caching, r cllabrating) and ffer a degree f challenge apprpriate t the learning path and the cntext. Supprt is balanced with the challenge f mving int new learning. Offer prbes t prmte greater precisin f language and clarity f thinking. This can supprt a sense f efficacy and the ability t identify a gal and a plan. The Cnversatin Starters prvided in this resurce are examples t supprt learning fcussed cnversatins. The discussins may take place between schl leaders and their supervisrs r newly appinted principals and vice-principals and their mentrs. Learning fcussed cnversatins are the fundatin f teacher and principal perfrmance appraisals and the mentring prcess. Cntents This resurce is rganized as fllws: Part One: 1.1 Hw t Use the Cnversatin Starters 1.2 The Five Cre Leadership Capacities Part Tw: Cnversatin Starters and the Five Cre Leadership Capacities (CLCs) Part Three: Sample Mentring Learning Plans and PPA Annual Grwth Plans Part Fur: Tip Sheet Curageus Cnversatins 4

PART 1 Part One 1.1 Hw t use Cnversatin Starters D: Dn t: Use as a resurce t supprt a fcus n instructinal leadership Dialgue with the individual abut learning pathways and readiness t explre new skill areas Fcus n areas mst relevant t the learning needs f the individual Encurage the individual t learn new skills and attitudes Select areas that will supprt jb embedded learning Select nly a few manageable areas f fcus at a time Use as a resurce fr cllabratin while designing the Mentring Learning Plan fr newly appinted schl leaders r the PPA Annual Grwth Plan as part f the Principal/Vice Principal appraisal Update Mentring Learning Plans and PPA Annual Grwth Plans regularly s they reflect the cntinuus develpment and mst recent learning gals f the individual Refer t the Ontari Leadership Framewrk, spnsred by the Institute fr Educatin Leadership (IEL), t find a detailed descriptin f the practices and cmpetencies related t the five Cre Leadership Capacities and as a resurce fr develpment f Mentring Learning Plans and PPA Annual Grwth Gals (www.educatin-leadership-ntari.ca). Use the inquiries as a checklist in any frmulaic manner Use the inquiries in an evaluative tl Use all the inquiries; they are a menu nly, frm which ne may select an item(s) Adhere t the exact wrding in the inquiries-- rather express the ideas in relatin t the cntext in which individuals are wrking Wrk thrugh the inquiries in the rder they appear 5

PART 1 1.2 Five Cre Leadership Capacities Ideas int Actin bulletins prvide research insights and practical strategies fr schl and system leaders that are aligned with the Ontari Leadership Strategy and the Ontari Leadership Framewrk. The Ideas Int Actin bulletins fcus n the five Cre Leadership Capacities that are critical t making prgress n the prvince s educatinal gals. Fr mre infrmatin, visit the Ministry website at www.ntari.ca/educatinleadership. 1. Setting Gals Ensure that gals are strategic, specific, measurable, attainable, results-riented, and time-bund and lead t imprved teaching and learning. Fr example: Develp and cmmunicate a shared visin fr the schl that sets a cntext fr gal-setting Lead grups t use evidence and inquiry t establish these gals, mnitr prgress and make adjustments t plans and/r practices Establish imprtant linkages between individual gals, Schl Imprvement Plans, and schl bard and prvincial pririties. 2. Aligning Resurces with Pririties Ensure that financial, capital, human resurces, curriculum and teaching resurces, prfessinal learning resurces and prgram allcatins are tied t pririties, with student achievement and well-being as the central, unambiguus fcus. Fr example: Engage teachers, staff, the schl bard and the brader cmmunity t jin in decisins related t resurce allcatin and share wnership fr the results Cllabrate with ther schls and/r districts t learn abut effective practices and t share resurces wherever pssible. 3. Prmting Cllabrative Learning Cultures Enable schls, schl cmmunities and districts t wrk tgether and learn frm each ther with a central fcus n imprved teaching quality and student achievement and well-being. Fr example: Facilitate a shared understanding and wnership f student achievement and well-being as a central fcus fr cllabratin amng staff, federatins, assciatins, the schl bard and the diverse schl cmmunity Imprve and build n existing mdels f prfessinal learning cmmunities Enable teamwrk and cllective decisin-making amng teachers and staff, prviding pprtunities fr teacher-leadership Engage parents and the brader schl cmmunity t be part f the learning culture. 6

PA RT 1 4. Using Data Lead and engage schl teams in gathering and analyzing prvincial, district, schl and classrm data t identify trends, strengths and needs that will infrm specific actins fr imprvement fcused n teaching and learning. Fr example: Use data t infrm Schl Imprvement Plans Mve beynd technical aspects f using data t address adaptive challenges such as gaining supprt fr data use, managing emtinal issues that may arise, and building staff cnfidence and sense f efficacy arund the use f data. Use data t fster a schl culture in which staff: have high expectatins fr student achievement assess student perfrmance and mdify practice based n findings, take wnership fr the results. 5. Engaging in Curageus Cnversatins Challenge current practices and fster innvatin thrugh cnversatin, t listen and t act n feedback, and t prvide feedback that will lead t imprvements in student achievement and well-being. Fr example: Build relatinal trust and establish a culture in which curageus cnversatins and feedback are seen as necessary fr imprvement Challenge assumptins at bth the individual and the rganizatinal level Integrate descriptin, analysis, predictin and a discussin f the next level f wrk in every debrief with staff abut teaching and learning. 7

PART 2 Part Tw: Cnversatin Starters These are samples nly. Tailr the language and apprach after actively listening t cncerns, needs, interests, cntext and supprting the individual s identificatin f particular technical prblems and adaptive challenges. 2.1 Setting Gals Opening Thinking Fcusing Thinking What are sme f yur cnsideratins when develping a gal? As yu examine yur gals, are there any refinements t specificity, measurability, accuntability, relevance and time that wuld make yur gals clearer and easier t implement? What particular mdel are yu using when setting gals (e.g., SMART gals)? Hw has the cnsideratin f the fllwing areas impacted n the implementatin f yur gal: surces f data alignment with schl and/r bard pririties If yu were revisiting yur gals a year frm nw, hw easy wuld it be t measure their impact? Hw d yur gals reflect evidence based practice? Which f the gals is tp pririty and why? When reflecting n effective practices that yu use t lead the schl imprvement prcess: What are sme f the ways that teachers are invlved in shared decisin making abut schl imprvement initiatives? What indicatrs wuld shw evidence that the schl planning prcess is a success? What are sme f the strategies used fr building cnsensus arund schl pririties? T what degree have yu nticed that teachers Annual Learning Plans supprt schl gals? Are there ways yu can supprt teachers Annual Learning Plan gals that wuld als supprt the schl imprvement gals? Is staff wrking cllabratively in prfessinal learning cmmunities t achieve schl r system gals? Hw can yu prvide supprt t further encurage cllabratin? Hw have yu bserved classrm practice reflecting the schl plan gals? Hw d yu plan t recgnize and celebrate the achievement f gals? 8

PART 2 Opening Thinking Fcusing Thinking As yu reflect n the current schl planning prcess, t what degree is it prducing the desired results? What methds are yu planning n using t keep staff cmmitted, engaged and mtivated in implementing schl gals?(e.g., cmmitment t the schl visin/missin) Which bard gals d yu cnsider t be mst relevant t yur schl needs? Why? In what ways d yur schl gals reflect the bard s gals? 9

PART 2 2.2 Aligning Resurces with Pririties Opening Thinking Fcusing Thinking In what equitable way can yu allcate resurces and mney t imprving teachers instructinal skills at yur schl? What skill areas might yu want t fcus n in rder t supprt yu? Hw can resurces be used t supprt teachers develping these skills? Hw will yu knw this is making a difference t the quality f daily instructin? What indicatrs will yu use t measure this? What impact des allcating resurces t the imprvement f teachers skills have n the quality f daily instructin in yur schl? As yu cnsider staff assignments and allcatin f resurces nw and ver time, are there additinal ways t ptimize these in supprt f student learning? What types f resurces can be accessed t supprt the Schl Imprvement Plan? As yu take a mental inventry f the internal resurces (e.g., teachers willing t mentr new teachers, student success teachers) available t supprt yur schl gals, what cmes t mind? In what ways culd the use f these internal resurces be mre effective? Cnsidering the external resurces available t the schl, (e.g. literacy cach, lead teachers) which culd be accessed further t supprt a fcus n yur pririties? Reflect n any strategies, expenditures in yur plans that may seem uncnnected t bard pririties. Are there ways these will be supprted by the brader system resurces? What are the timing cnsideratins? Are there areas f duplicatin f effrt r expenditure that culd be addressed? What is the fcussed and strategic apprach t the allcatin f funds t supprt the tp schl pririties? 10

PART 2 2.3 Prmting Cllabrative Learning Cultures Opening Thinking Fcusing Thinking What indicatrs wuld shw evidence that a cllabrative learning culture is flurishing in yur schl? Hw wuld staff r students benefit frm this cllabrative learning culture? What benefits wuld be realized in daily teaching practice? Over time what indicatrs will shw evidence that the cllabrative learning culture is having a psitive impact n yur schl? Hw are the principles f equity and inclusive educatin embedded int schl practices and the Schl Imprvement Plan? Hw will yu prvide pprtunities fr yu and staff t engage in jint decisin making and planning? Hw will yu knw if there is cntinuus imprvement in teaching practice? (e.g. assessment practices, cmmn reviews f student wrk) In prmting a cllabrative learning culture at yur schl what areas have yu identified that require further attentin? What effective practices can yu use t supprt a safe envirnment fr staff t cllabrate, s that input and ideas are shared penly and respectfully and that fster prfessinal develpment? What are ways that yu can prvide staff the time t meet n a regular basis fr cllabrative planning? (e.g., flexible timetabling) Hw d yu cmmunicate with yur staff abut schl/system pririties? (e.g. regular staff meetings, infrmal cnversatins)? Hw wuld yu gauge the level f trust between staff, staff and administratr(s), staff and cmmunity and between staff and students? In what ways can trust levels be enhanced? Hw wuld yu reach and engage parents, the diverse cmmunities and stakehlders? What practices are in place t ensure a safe and respectful envirnment fr staff learning (e.g., risk taking, trying new ideas, and high tlerance fr mistakes as part f learning)? Hw will yu facilitate training and discussins with staff n equity and inclusive educatin? Hw d yu make use f technlgy t enhance cllabratin (e.g., wikis, ggle dcs)? What external expertise has yur schl accessed t supprt staff learning? What internal staff expertise has yur schl accessed t supprt staff learning? What appraches are taken t prblem slving/ respnding t challenges by yu and/r staff? What appraches t prfessinal learning pprtunities are used by yu and/r staff? Are yu finding that staff is self mtivated in their prfessinal learning? What strategies might yu use t encurage and prmte interest in prfessinal learning? 11

PART 2 2.4 Using Data Opening Thinking Chse ne: What surces f data are available t yu abut the prgress f verall student achievement at yur schl? What surces f data are available t yu abut individual student prgress/individual schl prgrams? Fcusing Thinking What are yur surces f data? (e.g., frmal reprts n standardized tests and grades; infrmal use f smart bards and individualized assessments ) What might yu infer frm this data? (e.g., trends, patterns, areas f cncern). Hw culd these be applied in schls and classrms twards imprved student utcmes? What insights d yu have t accunt fr any gap between what yu hpe t see and the results yu are seeing? What are yur understandings f the rt causes f these gaps? i.e. cntext, demgraphics, schl prfile Weighing yur surces f quantitative and qualitative data, which nes are mst relevant and why? Which surces f data are yu finding mst useful fr analyzing yur schl results? (e.g. EQAO results, student surveys, samples f student wrk, parent feedback, teachers Annual Learning Plans) Based n the results f the data yu have examined, what cnclusins and related decisins culd yu and yur staff make in terms f designing the Schl Imprvement Plan? And twards imprved utcmes at the student level? In what ways can yu supprt yur staff t apply research r evidence based materials in relatin t understanding schl data? In what ways des the schl systematically and regularly mnitr individual student achievement and well being? In what ways des yur staff use individual student achievement and well-being data t impact classrm instructinal strategies? Hw d yu mnitr success f these strategies? In what ways des the schl systematically and regularly mnitr verall student achievement and well being? In what ways des schl student achievement and well-being data impact classrm instructinal strategies? What are sme things yu are ding, that are prducing the results yu are btaining fr verall student achievement and well-being/individual student achievement and wellbeing? What strategies are in place t ensure that student well being is a pririty? Are there strategies that yu culd add t current practices? 12

PART 2 Opening Thinking Fcusing Thinking What assessment and evaluatin methds are teachers mst cmmnly selecting? Are the assessment and evaluatin tls bias free? D they reflect the diversity r demgraphics f the regin / schl? When cnsidering the methds f assessment and evaluatin that are mst cmmnly selected, hw is the authentic assessment f student achievement valued? T what degree d yu cnsider that the assessment, evaluatin and reprting practices infrm the learning pprtunities and the student learning prfiles? Hw d yu knw? What cnversatins are yu having t supprt the gathering, analyzing and use f data t supprt student achievement and well-being? (i.e., peer-t-peer) Describe hw the feedback received by students abut their learning is specific and timely. Hw d yu knw? Describe hw the feedback that parents receive abut their child s learning is specific and timely. Hw des this supprt building public cnfidence and strengthening cnfidence in public educatin? As yu reflect n Annual Learning Plan cnversatins yu have had with teachers at yur schl, what areas are surfacing that may require mre supprt? What practices d yu have in place t supprt the Annual Learning Plan prcess fr teachers? What effective practices might yu use t imprve the prcess yu presently have in place fr supprting the develpment f the teacher s Annual Learning Plan? Based n current engagement in prfessinal develpment, what gaps d yu see that may require further in-service training? Hw will new knwledge and skills link t enhanced data literacy / numeracy? Hw will these new skills be applied and result in imprved student utcmes? Hw will yu measure their success? 13

PART 2 2.5 Engaging in Curageus Cnversatins Opening Thinking Fcusing Thinking As yu think abut a cnversatin where yu wuld be prviding cnstructive feedback, what wuld yu need t knw abut the persn with whm yu are having the cnversatin? Hw can yu ensure that the relatinship f trust and respect is nt negatively impacted by this cnversatin? In planning yur apprach, hw can yu ensure the relatinship is prtected? In rder t d this cnsider the fllwing: What ther perspectives r interpretatins f the situatin might yu want t cnsider? Ensure yu have all the infrmatin yu need t be thrughly prepared fr this meeting Cnsider the individuals r grups with whm yu need t cnsult If yu were the ther individual, hw wuld yu like this t be handled? D yu knw the sci- demgraphic cmpsitin f yur student ppulatin? Define yur gals fr the meeting Cnsider what values f yurs are invlved What are sme ways that this individual can becme mre engaged in the cnversatin? Be prepared t share yur gals Invite the ther persn t share their gals Reflect n the gals yu may have in cmmn What is the best utcme yu culd envisin? What culd yu d t prmte this? Cnsider if this cnversatin were t have a negative utcme, hw culd yu avid this? Are there nn-negtiables yu have in mind? Are there areas where there is rm fr change and flexibility? What are sme ways win/win might be achieved? What additinal time wuld yu need t prepare fr a cnversatin dealing with a pressing issue? What ther steps wuld yu have t take t prepare fr this type f cnversatin? 14

PART 2 Opening Thinking Fcusing Thinking What aspects f the cnversatin d yu lk frward t r makes yu uncmfrtable? What are sme pssible cntributing factrs t this cmfrt level r t this discmfrt? What abut the cnversatin makes yu feel particularly tense? What pprtunities des this situatin ffer yu? In thinking abut similar situatins yu have handled well in the past, what has been helpful? As yu think abut the ther persn, hw d yu make them feel respected and welcme in rder t set a psitive tne? What are sme ways yu help thers feel safe and pen t dialgue? What might be sme f the ther persn s cncerns and/r issues? What are ways yu can prmte shared understanding and invlvement? As yu think abut yur apprach in this situatin, wuld a caching mde supprt yur gals? (e.g., encuraging the persn t be reflective f their wn practice) As yu think abut learning fcussed cnversatins building a sense f efficacy amngst staff, what strategies d yu cnsider effective? What are ways yu can handle a perfrmance appraisal cnversatin t supprt staff t learn new skills rather than becme defensive? What accmplishments and imprvements that supprt the schl gals and pririties, can be highlighted in this meeting? As yu reflect n yur past handling f difficult cnversatins, d yu ntice that yu prefer a mre avidant strategy/cnfrntatinal apprach/use f dialgue and shared meaning? What skills wuld yu like t further develp and hw culd yu d this? Reflect n times yu have received feedback. What was effective/nt effective? Why? Hw might yu determine if the individual is receptive t and wants feedback? Is the real issue being brught frward, r is there a hidden agenda? What are ways yu culd apprach this? Reflect n times yu have given thers feedback. What was effective/nt effective? Why? In what ways d yu wn part f the mess? Hw and by whm, will decisins be made in this meeting/cnversatin? Hw will fllw up be handled? 15

PART 3 Part Three: Sample Mentring Learning Plans and PPA Annual Grwth Plans This sectin prvides examples f ways in which the Cnversatin Starters can supprt the develpment f Mentring Learning Plans and PPA Annual Grwth Plans based n the five Cre Leadership Capacities. When setting learning gals, the individual will want t cnsider between three and five gals. Relating gals t the CLCs will fcus learning n capacities that research has shwn have a direct impact n student achievement and well-being. It is suggested that a separate template be used fr the expansin f each gal. A Mentring Learning Plan is ne f the first things the mentr and mentee must d tgether. This plan reflects the learning needs f the mentee and will becme the fcus f wrk between the mentr and mentee. Mentees are encuraged t use the areas fr grwth, strategies/supprts and target dates identified in their PPA Annual Grwth Plan as a basis fr infrming their mentring Learning Plan. The mentr and mentee will review the Mentring Learning Plan n a regular basis t determine prgress and identify any change in learning needs and interests f the mentee. It is an effective practice t recgnize that the mentring relatinship is planned and purpseful, driven by the prfessinal learning needs f the mentee; is based n trust, respect and cnfidentiality and is nn-evaluative and nn-supervisry. The PPA Annual Grwth Plan prvides a vehicle t plan the principal r vice-principal s prfessinal learning during the appraisal year and in the intervening years between appraisals. Develping and maintaining a Grwth Plan prvides appraisers and appraises with an pprtunity t cllabrate and engage in meaningful discussins abut appraisee grwth strategies. It als prvides an pprtunity fr discussin abut the supprts that may be needed t carry ut the grwth strategies. The PPA Annual Grwth Plan als supprts the mentring f new leaders by identifying strengths and areas fr grwth and develpment thereby fcusing mentring effrts and cnversatins. The PPA Annual Grwth Plan shuld reflect the develpment f skills, knwledge, attitudes and practices described in the Ontari Leadership Framewrk and the 5 Cre Leadership Capacities as these are evidence-based practices that have been shwn t psitively impact student achievement and well-being. 16

PART 3 1. SETTING GOALS - SAMPLE MENTORING LEARNING PLAN / PPA ANNUAL GROWTH PLAN Appraiser: Ms Khan Appraisee: Mr Peters This template is derived frm the Principal Perfrmance Appraisal (PPA) Grwth plan template and can be used in the Mentring cntext. When used in the cntext f PPA as an Annual Grwth Plan, it must be signed by a supervisr. In the cntext f Mentring it remains cnfidential between the mentr and the mentee. Specific Fcus Areas f Grwth (Learning Gals) fr Mentring (these d nt need t be shared with supervisr) Mentee: Mr Peters Mentr: Ms Leblanc Date(s) develped: 2009-08 - 19 Cntact Cnsideratin: ut f ffice Meeting Frequency: last Tuesday f each mnth Email/phne/Adbe Cnnect/SharePint: Email back and frth n an as need basis fr quick infrmatin; Telephne call as needed and als during the 3 rd week f the mnth t give updates and t cnfirm upcming meeting lcatin and area f fcus Meeting Lcatin: YMCA meeting rm Perfrmance Plan Strategies Persnal Gals Leader Practices Setting Directins Ensures the visin is clearly articulated, shared, understd and acted upn by all Prvide nging and effective cmmunicatin with the schl cmmunity Areas fr Grwth Wrk within the schl cmmunity t translate the visin int agreed bjectives and peratinal plans which prmte and sustain schl imprvement Mtivate and wrk with thers t create a shared culture and psitive climate Leader Cmpetencies Skills Inspire, challenge, mtivate and empwer thers t carry the visin Attitudes Cmmitment t setting gals that are nt nly ambitius and challenging, but als realistic and achievable Grwth Strategies/Supprts (Ways f Acquiring Skills) Fllw-up if required Netwrk with bard principals and system supervisry fficers leading grup mentring, t share samples f gals and the develpment prcess fr Schl Imprvement Plans/Bard Imprvement Plans, divisinal planning and individual grwth plans Wrk with ur junir divisin n the develpment f gals fr the divisin, keeping in mind alignment with schl and bard pririties, building staff capacity t write gals in a SMART frmat Onging Prfessinal Develpment NTIP Manual TPA Effective Practices Binder The Pwer f SMART Gals: Using Gals t Imprve Student Learning by Cnzemius and O Neill, 2005 The Handbk fr SMART Schl Teams by Cnzemius and O Neill, 2004 Target Dates fr Cmpletin On-ging, regular intervals Suggested learning plan fr next year System Practices and Prcedures Schl and Schl Bard Imprvement The bard prmtes supprt fr building a cmmn visin and missin fr the schl 1. Setting Gals Technical gal: Build knwledge f the language and frmat fr SMART gals setting bth fr grup and individual gal setting Adaptive gal: Learn hw t develp staff engagement, mtivatin and cmmitment t the prcess and implementatin f schl and individual gals. Grwth Strategies as a fcus f Mentring Dates and timelines 1. Attend bard spnsred wrkshp n SMART August 2009 gal writing fr Schl Imprvement Plans and individual learning Insert planning. Tip Sheet Fllw up by facilitating staff meeting discussin n hw t write SMART gals frmat fr team r individual planning 2. Draft, get input and mnitr implementatin f my wn grwth plan SMART gals with mentr, principal r supervisry fficer 3. Read Cnzemius and O Neill s wrk The Pwer f SMART Gals: Using Gals t Imprve Student Learning with applicatin f ideas t hw t transfrm the schl int a place where each and every student is meeting and exceeding standards by shifting thinking t a fcus n results. 4. Launch a bk study with schl team and determine as a team hw t achieve #3 abve Octber 2009 January 2010 January 2010 June 2010 and beynd Resurces: With a grup f 5 newly appinted schl leaders, visit Data Driven High Schl Ontari Leadership Framewrk; Bard Imprvement Plan; Schl Imprvement Plan 17

PART 3 2. ALIGNING RESOURCES - SAMPLE MENTORING LEARNING PLAN / PPA ANNUAL GROWTH PLAN Appraiser: Ms Khan Appraisee: Mr Peters This template is derived frm the Principal Perfrmance Appraisal (PPA) Grwth plan template and can be used in the Mentring cntext. When used in the cntext f PPA as an Annual Grwth Plan, it must be signed by a supervisr. In the cntext f Mentring it remains cnfidential between the mentr and the mentee. Perfrmance Plan Strategies Persnal Gals Areas fr Grwth Gain an understanding f different ways in which t delineate budget pririties Explre prgram areas requiring financial supprt Wrk cllabratively with staff and schl cuncil t facilitate alignment f resurces Align budget requests with schl pririties Grwth Strategies/Supprts (Ways f Acquiring Skills) Fllw-up if required Attend bard spnsred wrkshps Wrk with senir management staff and experienced schl leaders in rder t gain a better understanding f budgets Wrk with mentr t get tips and strategies n ways t align budget Target Dates fr Cmpletin fall winter On-ging, regular intervals Suggested learning plan fr next year Specific Fcus Areas f Grwth (Learning Gals) fr Mentring (these d nt need t be shared with supervisr) Mentee: Mr Peters Mentr: Ms Leblanc Date(s) develped: 2009-08 - 19 Cntact Cnsideratin: ut f ffice Meeting Frequency: last Tuesday f each mnth Email/phne/Adbe Cnnect/SharePint: Email back and frth n an as need basis fr quick infrmatin; Telephne call as needed and als during the 3 rd week f the mnth t give updates and t cnfirm upcming meeting lcatin and area f fcus Meeting Lcatin: YMCA meeting rm 2. Aligning Resurces Technical gal: Learn budget requirements and technical skills t manage schl and schl cuncil budgets Adaptive gal: Develp skills f allcatin f abve budgets t schl pririties thrugh a cllabrative prcess. Grwth Strategies as a fcus f Mentring 1. Participate in bard spnsred wrkshp Financial Management fr New Schl and System Leaders Dates and timelines September 2009 Leader Practices Leading the Instructinal Prgram Ensures that learning is at the centre f planning and resurce management Securing Accuntability Supprts the schl cuncil s it can participate actively and authentically in its advisry rle Leader Cmpetencies Knwledge Accuntability framewrk including self-evaluatin Attitudes Cmmitment t individual, team and whle-schl accuntability fr student utcmes Onging Prfessinal Develpment Bard spnsred wrkshps Netwrking with senir management, supervisry fficers and clleagues Schl Cuncils in Ontari Schls Cnference 2010 System Practices and Prcedures Parent and Cmmunity Supprts The bard prvides training fr schl cuncil chairs 2. Mentr t participate in schl budget meeting at mentee s schl t bserve prcess f decisin making and alignment with bard pririties, and prvide feedback and suggestins 3. Wrk with mentr and financial services staff n: schl budget cnsult schl cuncil re: budget fr utreach mney 5. Facilitate budget planning meeting with staff advisry cuncil plan and discuss with mentr. Review schl and district pririties and the Schl Imprvement Plan t infrm the prcess 6. Facilitate budget planning meeting with schl cuncil - plan and reflect with mentr September 2009 Octber 2009 Octber 2009 Octber 2009 Resurces: Ontari Leadership Framewrk; Bard Imprvement Plan; Schl Imprvement Plan Bard Financial Handbk fr Principals BAS 2000 Sftware (sftware used t manage schl and bard budgets) 18

PART 3 3. PROMOTING COLLABORATIVE LEARNING CULTURES - SAMPLE MENTORING LEARNING PLAN / PPA ANNUAL GROWTH PLAN Appraiser: Ms Khan Appraisee: Mr Peters This template is derived frm the Principal Perfrmance Appraisal (PPA) Grwth plan template and can be used in the Mentring cntext. When used in the cntext f PPA as an Annual Grwth Plan, it must be signed by a supervisr. In the cntext f Mentring it remains cnfidential between the mentr and the mentee. Perfrmance Plan Strategies Persnal Gals Leader Practices Develping the Organizatin Builds a cllabrative learning culture within the schl and actively engages with ther schls t build effective learning cmmunities Areas fr Grwth Based n schl pririties, learn hw t initiate effective prfessinal learning cmmunities (PLC) in the schl Create a climate where staff feel mtivated and empwered t wrk with thers Engage and mtivate staff t wrk with thers inside and utside the schl Leader Cmpetencies Skills Cllabrate and netwrk with thers inside and utside the schl Knwledge Building and sustaining a prfessinal learning cmmunity Grwth Strategies/Supprts (Ways f Acquiring Skills) Fllw-up if required Participate in PLC wrkshps ffered thrugh the bard Initiate PLCs t supprt schl pririties Intrduce adaptive schl/system strategies t facilitate prductive meetings Onging Prfessinal Develpment Netwrking with staff and ther principals and vice principals Attend jb embedded prfessinal develpment t supprt schl and system pririties Read Making Schls Smarter-Leading with Evidence 3rd ed. By Leithwd, Aitken, Jantzi, Crwin, (2006) Target Dates fr Cmpletin On-ging, regular intervals Suggested learning plan fr next year System Practices and Prcedures Fstering a Culture f Prfessinalism The bard supprts the develpment f a psitive and supprtive schl climate in its schls Specific Fcus Areas f Grwth (Learning Gals) fr Mentring (these d nt need t be shared with supervisr): Mentee: Mr Peters Mentr: Ms Leblanc Date(s) develped: 2009-08 - 9 Cntact Cnsideratin: ut f ffice Meeting Frequency: last Tuesday f each mnth Email/phne/Adbe Cnnect/SharePint: Email back and frth n an as need basis fr quick infrmatin; Telephne call as needed and als during the 3 rd week f the mnth t give updates and t cnfirm upcming meeting lcatin and area f fcus Meeting Lcatin: YMCA meeting rm 3. Prmting Cllabrative Learning Cultures Technical gal: Find ways t build in time fr teachers t have jb embedded learning time thrugh prfessinal learning cmmunities (PLCs) Adaptive gal: Develp skill at hw t lead and facilitate meetings t create an effective PLC Grwth Strategies as a fcus f Mentring 1. Read and discuss with mentr applicatin f research t practice in my schl cntext 2. Observe at Cllabrative Elementary Schl the well established PLC in their primary divisin and wrk with mentr n implicatins fr implementatin at my schl 3. Initiate PLCs and wrk with mentr n appraches and strategies t supprt the team in fcus n intrductin f literacy gals / numeracy gals acrss the curriculum Dates and timelines September - December 2009 Octber 2009 September 2009 June 2010 Resurces: Ontari Leadership Framewrk; Bard Imprvement Plan; Schl Imprvement Plan Read Adaptive Schls 2nd ed. by Garmstn and Wellman 19

PART 3 4. USING DATA - SAMPLE MENTORING LEARNING PLAN TEMPLATE Specific Fcus Areas f Grwth (Learning Gals) fr Mentring (these d nt need t be shared with supervisr): Appraiser: Ms Khan Appraisee: Mr Peters This template is derived frm the Principal Perfrmance Appraisal (PPA) Grwth plan template and can be used in the Mentring cntext. When used in the cntext f PPA as an Annual Grwth Plan, it must be signed by a supervisr. In the cntext f Mentring it remains cnfidential between the mentr and the mentee. Perfrmance Plan Strategies Persnal Gals Leader Practices Leading the Instructinal Prgram Ensures a cnsistent and cntinuus schl-wide fcus n student achievement and wellbeing, using data t mnitr prgress Areas fr Grwth Gathering and analyzing student achievement and well-being data Utilizing schl database Understanding hw t use trends, patterns and areas f cncern t infrm classrm instructinal practices Leader Cmpetencies Skills Access, analyse and interpret data Knwledge Tls fr data cllectin and analysis Grwth Strategies/Supprts (Ways f Acquiring Skills) Fllw-up if required Attend a bard spnsred wrkshp n data analysis; e.g., MISA PNC wrkshps, data literacy, data numeracy, privacy training, research Access technical supprt frm the bard t use data analysis sftware Wrk with cach/mentr/supervisr t discuss effective practice Onging Prfessinal Develpment Target Dates fr Cmpletin Mentring / Caching Bard handbk n ur student data warehuse ; Data Driven Decisin-Making by Laura Liptn and Bruce Wellman, 2003 First quarter Secnd quarter On-ging, regular intervals Suggested learning plan fr next year Based n the results f the data examined cnclusins and related decisins that culd be made in terms f designing the schl imprvement plan and twards imprved utcmes at the student level? System Practices and Prcedures Administrative Structures The bard prvides technical supprt fr technlgy applicatins in schls and data-driven decisin making Mentee: Mr Peters Mentr: Ms Leblanc Date(s) develped: 2009-08 - 19 Cntact Cnsideratin: ut f ffice Meeting Frequency: last Tuesday f each mnth Email/phne/Adbe Cnnect/SharePint: Email back and frth n an as need basis fr quick infrmatin; Telephne call as needed and als during the 3 rd week f the mnth t give updates and t cnfirm upcming meeting lcatin and area f fcus Meeting Lcatin: YMCA meeting rm 4. Using Data Technical gal: a) Becme infrmed abut hw and what data t gather b) Develp expertise in hw t analyze bth qualitative and quantitative data Adaptive gal: c) Develp skills fr building staff capacity and beliefs, t use data and make decisins fr instructin that can impact student learning. Dates and Grwth Strategies as a fcus f Mentrin timelines 1. Attend bard hands-n wrkshp n hw t September 28, use the student data warehuse, using ur 2009 wn schl data 2. Spend ½ day with Ms. D. at Data Driven High Schl t learn hw this experienced principal wrks with her staff t translate data int actin fr students. Wrk with mentr n applicatins at my schl. 3. a) Read Data Driven Dialgue by Wellman and Liptn b) Attend 2 day cnference with MISA leaders n this tpic, discuss with mentr hw this wuld apply t my prfessinal practice 5. Wrk with Student Success Team and build capacity f staff t use quantitative and qualitative data in planning, implementating and mnitring f student prgress, with mentr supprt Octber 14 th, 2009 December 2009 August 2009- June 30, 2010 Resurces: Attend 2 day cnference n Using Data and discuss with mentr With a grup f 5 newly appinted schl leaders, visit Data Driven High Schl Ontari Leadership Framewrk; Bard Imprvement Plan; Schl Imprvement Plan. 20

PART 3 5. ENGAGING IN COURAGEOUS CONVERSATIONS - SAMPLE MENTORING LEARNING PLAN / PPA ANNUAL GROWTH PLAN Appraiser: Ms Khan Appraisee: Mr Peters Specific Fcus Areas f Grwth (Learning Gals) fr Mentring (these d nt need t be shared with supervisr): This template is derived frm the Principal Perfrmance Appraisal (PPA) Grwth plan template and can be used in the Mentring cntext. When used in the cntext f PPA as an Annual Grwth Plan, it must be signed by a supervisr. In the cntext f Mentring it remains cnfidential between the mentr and the mentee. Perfrmance Plan Strategies Persnal Gals Leader Practices Building Relatinships and Develping Peple Treats peple fairly, equitably and with dignity and respect t create and maintain a psitive schl culture Areas fr Grwth Gain an understanding f hw t deliver psitive, firm and cnstructive feedback Practice effective Walk Thrughs Leader Cmpetencies Skills Give and receive effective feedback Attitude Cmmitment t effective wrking relatinships Grwth Strategies/Supprts (Ways f Acquiring Skills) Fllw-up if required Attend assciatin led wrkshp n Engaging in Curageus Cnversatins and Walk Thrugh Training Review cnversatin starters t build understanding n hw t use these as a tl fr engaging in curageus cnversatins Target Dates fr Cmpletin On-ging, regular intervals Onging Prfessinal Develpment Read Hw the Way We Talk Can Change the Way We Wrk by R. Kegan, L. Lahey in rder t enhance bservatinal skills Lking int Classrms by Brphy as a supprt t Walk Thrugh Training Participate n curse f study fcused reflectin grups with teaching staff Suggested learning plan fr next year System Practices and Prcedures Fstering a Culture f Prfessinalism Flexible structures at all levels f the system cmmunicate a culture f respect Mentee: Mr Peters Mentr: Ms Leblanc Date(s) develped: 2009-08 - 19 Cntact Cnsideratin: ut f ffice Meeting Frequency: last Tuesday f each mnth Email/phne/Adbe Cnnect/SharePint: Email back and frth n an as need basis fr quick infrmatin; Telephne call as needed and als during the 3 rd week f the mnth t give updates and t cnfirm upcming meeting lcatin and area f fcus Meeting Lcatin: YMCA meeting rm 5. Engaging in Curageus Cnversatins Technical gal: Imprve my bservatin skills and knwledge f effective classrm instructin Adaptive gal: Develp effective ways t engage staff in dialgue and strategies t imprve instructin and prfessinalism Grwth Strategies as a fcus f Mentring 1. Identify and practice strategies t give effective feedback in perfrmance appraisals s that the appraisee feels mtivated t learn and desn t becme defensive ver suggestins wrk with mentr t plan and reflect 2. Develp skills at handling difficult cnversatins, e.g. addressing when a staff persn is chrnically late Practice with mentr hw t engage in a difficult cnversatin, review and mnitr with mentr 3. Update prfessinal reading t enhance bservatinal skills. Discuss applicatins with mentr, principal r supervisry fficer 4. Participate in classrm walk thrugh training ffered thrugh the Principal Assciatins 5. Develp skill at mtivating and engaging staff t engage in imprving daily instructin. Observe and dialgue with 2 mentrs wh have ffered supprt in this area. Dates and timelines August 2009 January 2010 August 2009 June 2010 September - December 2009 September 2009 June 2010 August 2009 June 2010 Resurces: Ontari Leadership Framewrk; Bard Imprvement Plan; Schl Imprvement Plan. Cnversatin Starters 21

Part Fur: TIP SHEET: COURAGEOUS CONVERSATIONS TWO TYPES OF CONVERSATION 1 T cnverse means t turn tgether, t exchange infrmatin, ideas, and pinins, r feelings. When cnversatin begins t take n a cnsciusly rganized purpse that is tw r mre peple must nw either deepen understanding r make a decisin, the fcus shifts t tw types f cnversatin Dialgue and Discussin. Dialgue is a reflective learning prcess in which tw r mre peple seek t understand each ther s viewpints and deeply held assumptins. It is a cnversatin in which talking and listening by all parties creates a flw f meaning. Out f dialgue emerges a new and shared understanding. Dialgue is a tl fr cllective explratin f meaning nt a search fr the right, wrng r best slutin. Discussin is a cnversatin in which tw r mre peple intend t cme t sme frm f clsure either by making a decisin, reaching agreement r identify pririties. Discussin invlves cnvergent thinking fcused n tasks. While tw r mre peple build deeper meaning alng the way the real purpse is t cme t a meeting f minds and reach sme agreement. FIERCE 2 CONVERSATIONS When yu think f fierce, think passin, integrity, authenticity, cllabratin. Think cultural transfrmatin. Think f leadership. The Seven Principles f Fierce Cnversatins: 1. Master the curage t interrgate reality. What has changed, des the plan still make sense? If nt, what is required f yu? Of thers? 2. Cme ut frm behind yurself int the cnversatin and make it real. N ne has t change, but everyne has t have the cnversatin. When the cnversatin is real, the change ccurs befre the cnversatin is ver. 3. Be here, prepared t be nwhere else. Speak and listen as if this is the mst imprtant cnversatin yu will ever have with this persn. 4. Tackle yur tughest challenge tday. The prblem named is the prblem slved. All cnfrntatin is a search fr the truth. Healthy relatinships include bth cnfrntatin and appreciatin. 5. Obey yur instincts. During each cnversatin, listen fr mre than cntent. Listen fr emtin and intent as well. Act n yur instincts rather than passing them ver fr fear that yu culd be wrng r that yu might ffend. 6. Take respnsibility fr yur emtinal wake. Fr a leader there is n trivial cmment. The cnversatin is nt abut the relatinship; the cnversatin is the relatinship. Learning t deliver the message withut the lad allws yu t speak with clarity, cnvictin and cmpassin. 7. Let silence d the heavy lifting. Talk with peple nt at them. Memrable cnversatins include breathing space. Slw dwn the cnversatin s that insight can ccur in the space between wrds. Definitin f terms adapted frm The Fifth Discipline Fieldwrk: Strategies and Tls fr Building a Learning Organizatin by Peter Senge et al, 1990 2 Frm Fierce Cnversatins: Achieving Success at Wrk and In Life, One Cnversatin at a Time by Susan Sctt, 2004 22

PART 4 SIX CHARACTERISTICS OF EFFECTIVE QUESTIONS 3 Effective Questins are: They sund like this: Nt like this: Open Ended Invitatinal Specific Evcative Psitively r neutrally biased Challenge assessments Tell me abut yur teaching experience. What d yu think abut? It wuld be great t hear abut Wuld yu cnsider? Hw ften des she? What des it lk like when? What might this mean? Let s speculate abut What might yu learn frm this? Tell me what yu were thinking. What evidence d yu have that? Hw culd that be interpreted differently? Where did yu teach? D yu believe in? Why n earth wuld yu? Why dn t yu? Des she much? What will happen if? What des this mean? What will happen if? What s up with? What did yu think wuld happen? What is wrng with? What s yur feeling abut? Sme Questins fr Establishing Fcus What has becme clear since we met last? What is the best use f ur time in this cnversatin? What d yu need t fcus n? What tpic are yu hping I wn t bring up? Questins fr Discvering Pssibilities What utcmes d yu want? What is the best thing that culd happen? If yu knew yu wuldn t fail, what wuld yu d? What have yu bserved that has wrked fr thers? What is the area that, if yu made an imprvement nw, wuld result in the greatest impact n student learning? What is currently impssible t d that, if it were pssible, wuld change everything? What s the mst imprtant decisin yu are facing? What s keeping yu frm making it? Questins fr Planning the Actin Of all the ptins, what s the mst cmpelling? What are yu trying t make happen in the next three mnths? What d yu need t d first? Questins fr Remving Barriers Wh r what d yu need t include t succeed? Hw will these actins cntribute t achieving yur gal? What might prevent yu frm succeeding? What s missing? What radblcks d yu expect r knw abut? Questins fr Review and Recap Tell me what yu are ging t d and by when? What are yu taking away frm this cnversatin? THE SUPERVISOR AS COACH IN THE APPRAISAL PROCESS All caching is centred n increasing the principal s/vice-principal s ability t set gals effectively, t act in pursuit f thse gals and t reflect n thse actins and their impacts. Nne f this is pssible unless the cach establishes and maintains a relatinship that is characterized by trust and rapprt. The Basic Mves f Transfrmatinal Caching 4 Start frm breakdwns. As Michael Fullan 5 reminds us, prblems are ur friends. Every cnflict, failure t achieve a gal, r crisis in cmpetence is a learning pprtunity. When a principal/vice-principal acknwledges a prblem, that principal/vice-principal creates an pening fr the pwer f caching. Listen t the principal s/vice-principal s stries and test them. By definitin, interpretatins are subjective. The central fcus f transfrmatinal caching is the act f helping a principal/vice-principal becme aware f interpretatins and t explre alternatives fr actin and behaviur. 23