Public REPORT TO Student Achievement & Well Being, Catholic Education & Human Resources Committee CSAC Principal/Vice Principal Profile ALTERNATIVE PROFILE Then the apostles and elders, with the whole church, decided to choose some of their own men who were leaders among the believers. Acts 15:22 Created, Draft First Tabling Review February 18, 2014 March 6, 2014 Rory McGuckin Superintendent of Learning, Human Resources/Labour Relations INFORMATION REPORT Vision: At Toronto Catholic we transform the world through witness, faith, innovation and action. Mission: The Toronto Catholic District School Board is an inclusive learning community rooted in the love of Christ. We educate students to grow in grace and knowledge and to lead lives of faith, hope and charity. G. Poole Associate Director of Academic Affairs A. Sangiorgio Associate Director of Planning and Facilities S. Pessione Associate Director of Business Services, Chief Financial Officer and Treasurer Angela Gauthier Director of Education Page 122 of 137
A. EXECUTIVE SUMMARY An alternative CSAC Principal/Vice Principal Profile is being piloted in 32 schools in February/March 2014. Although not deviating significantly from the parent input being sought, the Principal/Vice Principal Profile is formatted differently from the current CSAC Profile, and is designed to allow for a more focused discussion at CSAC in respect of School Characteristics and Leadership Attributes, moving towards an online format in 2015. B. PURPOSE 1. To present the existing CSAC Principal/Vice Principal Profile, with a minor modification to the placement of the school and CSAC information. (Appendix A) 2. To present an alternative CSAC Elementary Principal/Vice Principal Profile that will be the precursor to the online version. (Appendix B) 3. To present an alternative CSAC Secondary Principal/Vice Principal Profile that will be the precursor to the online version. (Appendix C) C. BACKGROUND 1. For the 2010-2011 school year, the CSAC Principal/Vice Principal Profile was revised to better align with the Ontario Catholic Leadership Framework, and invited the local trustee to work with CSACs to provide input. 2. March 3, 2011 At the Regular Board meeting, a delegation by a TAPCE (Toronto Association of Parents in Catholic Education) member questioned how the CSAC Principal/Vice Principal Profile is used in the TCDSB 3. April 20, 2011- At the Regular Board meeting, Trustees received a staff report on the Principal Profile, outlining how the tool has been refined and how it will support the recruitment and placement of principals and vice principals based on individual strengths and school needs. 4. The CSAC Principal/Vice Principal Profile is one significant source of consultation with parents about the attributes and characteristics of a principal/vice principal that is valued in a specific school community. D. EVIDENCE/RESEARCH/ANALYSIS 1. The CSAC Principal/Vice Principal Profile is intended as a form of parent consultation about the characteristics of the school and leadership attributes desired in a prospective principal and vice principal. Page 123 of 137 Page 2 of 3
2. Both Ontario Regulation 612 and TCDSB policy S.10 Catholic School Advisory Council, 2006 mandate that a Board solicits the views of the local CSAC with respect to the process and criteria applicable to the selection and placement of principals and vice principals. 3. During the Spring of each school year, discussions occur about potential appointments and reassignments of principals and vice principals occur, with specific reference to the CSAC Principal/Vice Principal Profile and the principal s/vice principal s Annual Review Form. 4. When attempting to fill a vacancy at a school, the goal is to most appropriately match the leadership attributes and experiences of prospective principals and vice principals with those leadership attributes selected and prioritized by the CSAC, and consistent with the unique program/instruction factors and demographic/facilities factors identified. 5. Consultation with the local trustee is an important part of the process. E. ACTION PLAN 1. Use the Alternative Elementary CSAC Principal/Vice Principal Profile in three (3) elementary schools in each superintendent area, and use the Alternative Secondary CSAC Principal/Vice Principal Profile in one (1) secondary school in each superintendent area. 2. Use the existing CSAC Principal/Vice Principal Profile in all other schools for this year. 3. CSACs will be asked to complete the Profiles by April 15, 2014. 4. Each Superintendent and the Superintendent of Human Resources will retain copies of the CSAC Principal/Vice Principal Profile, and these copies will be used when contemplating principal and vice principal appointment an reassignments. 5. The Superintendent of Human Resources will convene a focus group of Trustees, CSAC Chairs, and Principals to review the alternative format and provide inform future versions of the Profile. 6. Human Resources Department will work with the IT Department to create an online version of the CSAC Principal/Vice Principal Profile for completion in 2015. F. CONCLUDING STATEMENT This report is for the consideration of the Board. Page 124 of 137 Page 3 of 3
APPENDIX A PRINCIPAL/VICE-PRINCIPAL PROFILE CATHOLIC SCHOOL ADVISORY COUNCIL INPUT FORM 2014 BACKGROUND Ontario Regulation 612.19 requires every Board to solicit the views of school councils with respect to the following matters: (4) the process and criteria applicable to the selection and placement of principals and vice-principals. TCDSB policy S.10, Catholic School Advisory Council confirms this direction. As part of this process, CSACs are asked to consult with its local Trustee. Superintendents will review and reference the CSAC Profile when appointing a principal or vice principal to a school. Catholic School Advisory Councils are invited to complete the Principal/Vice-Principal Profile on a three year basis, or as required. This form is to be sent to the appropriate Field Superintendent and a copy to the Superintendent of Human Resources. PART ONE School Profile School: CSAC Chair: CSAC Co-Chair: Trustee: Principal: Vice Principal: Vice Principal: Please indicate the unique characteristics of your school which should be considered when appointing a principal and/or a vice-principal to your school community: Page 125 of 137
APPENDIX A PART TWO We welcome and place great importance on your input regarding the qualities to be considered in the appointment of a new Principal/Vice-Principal. Please provide your comments in any or all of the following categories, or on any other aspects you feel are relevant. 1) What knowledge, skills and attitudes should a Principal/Vice-Principal possess in order to nurture Catholic faith, community and culture, and model a commitment to gospel values? 2) What practices, skills and attitudes should a Principal/Vice-Principal demonstrate to build a shared vision so that the teaching and learning environment in the school is optimal? 3) What leadership qualities does a Principal/Vice-Principal require to foster genuine, trusting relationships with students, staff, families and communities? 4) What knowledge, skills and practices needed to lead the instructional program and create conditions for student success should be exhibited by a Principal/Vice-Principal? Page 126 of 137
APPENDIX A 5) What qualities displayed by Principals/Vice-Principal are essential for creating a safe, healthy and caring school climate? 6) List any additional characteristics you feel are essential for an effective Principal/Vice-Principal: Thank you very much for your time and attention to this request. Please forward this form to your local Superintendent of Education. Also, please send a copy to the Human Resources Superintendent s Office, at: diane.earle@tcdsb.org Page 127 of 137
ELEMENTARY PRINCIPAL/VICE-PRINCIPAL PROFILE CATHOLIC SCHOOL ADVISORY COUNCIL CONSULTATION FORM 2014 2017 BACKGROUND Ontario Regulation 612.19 requires every Board to solicit the views of school councils with respect to the following matters: (4) the process and criteria applicable to the selection and placement of principals and vice-principals. TCDSB policy S.10, Catholic School Advisory Council confirms this direction. As part of this process, CSACs are asked to consult with its local Trustee. Superintendents will review and reference the CSAC Profile when appointing a principal or vice principal to a school. Catholic School Advisory Councils are invited to complete the Principal/Vice-Principal Profile on a three year basis, or as required. This form is to be sent to the appropriate Field Superintendent and a copy to the Superintendent of Human Resources. PART ONE School Profile School: CSAC Chair: CSAC Co-Chair: Trustee: Principal: Vice Principal: Vice Principal: Please select and rank the 10 most important Program and Instruction characteristics of your school which should be considered when appointing a principal and/or a vice-principal to your school community (1=most desirable): PROGRAM & INSTRUCTION 21 st Century Technology Emphasis Parenting and Family Literacy Centre Athletic Program Before/After School Program (Daycare/PLASP) Combined grade classes - many ESL Population - High Extra-curricular program- Active French Immersion/Extended French International Language Program Rotary System in Intermediate Division Music/Dramatic Arts Program - Active Student Leadership programs Special Programs Autism ISP Special Programs Behavior Program Special Programs Gifted Special Programs Multiple Exceptionalities Page 128 of 137 1
Please provide any other unique Program & Instruction characteristics of your school not captured above: Please select and rank the 10 most important Demographic & Facilities characteristics of your school which should be considered when appointing a principal and/or a vice-principal to your school community (1=most desirable): DEMOGRAPHICS & FACILITIES Active Parent Partnerships Bussing large number of students Community Partnerships Diverse ethno-cultural make-up Diverse socio-economic make-up Parent Volunteers Permit/Community Use of Schools - Heavy Portable Classrooms - many Safe Schools Concerns School Building-Newer School Building-Older School/Parish Relationship-Strong School Population-Low School Population-Large Student Nutrition/Snack Program Please provide any other unique Program & Instruction characteristics of your school not captured above: PART TWO Leadership Attributes of Principals and Vice Principals We welcome and place great importance on your input regarding the Leadership Attributes to be considered in the appointment of a new Principal/Vice-Principal. The following Leadership Attributes are derived from the Ontario Leadership Framework, 2013, and have been further informed by all leaders at the TCDSB. Please rank the Leadership Attributes you value in a prospective Principal or Vice Principal at your school community (1=most desirable). Please feel free to add your own attribute and assign a priority ranking. RANK ATTRIBUTE EXAMPLES OF THE ATTRIBUTE Adaptability & Resilience Is a problem-solver able to see creative and multiple possibilities to addressing issues and challenges Encourages divergent thinking and empowers others to assume leadership Able to anticipate issues and takes proactive steps to address challenges Page 129 of 137 2
Collaboration Leads, encourages and supports collaborative processes and group dynamics for staff members and parents Ability to share and distribute leadership Builds consensus about school priorities and goals among all stakeholders Commitment to Catholicity Communication Skills Evidence-informed decision maker Influential Catholic role model for staff, students and community members Actively nurtures Catholic faith formation for students and staff members and sustains a Catholic school culture Promotes the integration of the Ontario Catholic School Graduate Expectations in the teaching/learning environment Active listener Able to foster open and fluent communication with staff to build and sustain professional learning communities Ensures school goals and initiatives are communicated effectively to all stakeholders in a variety of ways Able to assess and use multiple sources of data when making decisions that relate to student learning and school improvement Engage staff members in regularly reviewing student achievement data to support continuous improvement Refer to school and board goals when engaged in decision-making about school programs and directions Instructional Leader Comprehensive knowledge of curriculum and implementation of effective school and classroom practices that directly affects student learning Participates with staff members in exploring the effectiveness of the instructional practice Provides and facilitates professional learning opportunities for staff members Interpersonal Relationships Management and Organizational Capabilities Nurtures and builds trusting relationships with and among staff, students and parents Evokes honesty and trust Compassionate, caring, empathetic, equitable and inclusive Is visible and present in the school Effective organization of the school and teaching timetables to support student achievement and well-being Aligns resources to support school priorities and manages the school s budget effectively Utilizes a school-wide progressive discipline approach with students to support a safe and caring school climate Parent Engagement Actively supports and builds capacity for parents involved in CSAC Solicits parent input into school plans for student achievement and well-being (safety) Creates a school environment in which parents are welcomed, respected and valued as partners in education Visionary Holds high expectations of self, students, staff Promotes collective responsibility and accountability for student achievement and well-being Understands how to implement change in support of student Page 130 of 137 3
achievement and well being CSAC CREATED ATTRIBUTE PART 3 OTHER CONSIDERATIONS Please identify any other factors that the CSAC feels should be taken into consideration when appointing a principal or vice principal to this school community. Thank you very much for your time and attention to this request. Please forward this form to your local Superintendent of Education. Also, please send a copy to the Human Resources Superintendent s Office, at: diane.earle@tcdsb.org Page 131 of 137 4
SECONDARY PRINCIPAL/VICE-PRINCIPAL PROFILE CATHOLIC SCHOOL ADVISORY COUNCIL CONSULTATION FORM 2014 2017 BACKGROUND Ontario Regulation 612.19 requires every Board to solicit the views of school councils with respect to the following matters: (4) the process and criteria applicable to the selection and placement of principals and vice-principals. TCDSB policy S.10, Catholic School Advisory Council confirms this direction. As part of this process, CSACs are asked to consult with its local Trustee. Superintendents will review and reference the CSAC Profile when appointing a principal or vice principal to a school. Catholic School Advisory Councils are invited to complete the Principal/Vice-Principal Profile on a three year basis, or as required. This form is to be sent to the appropriate Field Superintendent and a copy to the Superintendent of Human Resources. PART ONE School Profile School: CSAC Chair: CSAC Co-Chair: Trustee: Principal: Vice Principal: Vice Principal: PROGRAM & INSTRUCTION Please select and rank the 10 most important Program and Instruction characteristics of your school which should be considered when appointing a principal and/or a vice-principal to your school community (1=most desirable): Advanced Placement (Regular) Alternative Education Program TDCAA Athletic Program Co-curricular Clubs Eco-School ESL Population Experiential Learning (ie. Co-op Ed.) Extra-curricular program-strong French Immersion/Extended French Full Year Program (non-semester) Grade 9 Transition Program International Students Mental Health & Wellness Programs Student Leadership programs Semester School Special Program Congregated AP Program Special Program International Baccalaureate Special Program-Math, Science & Technology Special Program Regional Arts Program Special Program Specialist High Skills Major Student Voice-Strong Youth Ministries Page 132 of 137 1
Please provide any other unique Program & Instruction characteristics of your school not captured above: DEMOGRAPHICS & FACILITIES Please select and rank the 10 most important Demographic & Facilities characteristics of your school which should be considered when appointing a principal and/or a vice-principal to your school community (1=most desirable): Active Parent Partnerships Cafeteria Service Provider Community Partnerships Ethno-cultural make-up-diverse Ethno-cultural make-up-homogeneous Multiple Campuses Parent/Community Volunteers Permit/Community Use of Schools - Heavy Portable Classrooms - many Safe Schools Concerns School Building-Newer School Building-Older School/Parish Relationship School Population-Undersubscribed School Population-Oversubscribed Single Gender (male or female) Student Nutrition/Breakfast Program Socio-economic make-up-diverse Socio-economic make-up-homogeneous Sports high performance Playing Field Please provide any other unique Demographic & Facilities characteristics of your school not captured above: PART TWO Leadership Attributes of Principals and Vice Principals We welcome and place great importance on your input regarding the Leadership Attributes to be considered in the appointment of a new Principal/Vice-Principal. The following Leadership Attributes are derived from the Ontario Leadership Framework, 2013, and have been further informed by all leaders at the TCDSB. Please rank the Leadership Attributes you value in a prospective Principal or Vice Principal at your school community (1=most desirable). Please feel free to add your own attribute and assign a priority ranking. RANK ATTRIBUTE EXAMPLES OF THE ATTRIBUTE Adaptability & Resilience Is a problem-solver able to see creative and multiple possibilities to addressing issues and challenges Encourages divergent thinking and empowers others to assume leadership Able to anticipate issues and takes proactive steps to address challenges Page 133 of 137 2
Collaboration Commitment to Catholicity Communication Skills Evidence-informed decision maker Instructional Leader Interpersonal Relationships Management and Organizational Capabilities Leads, encourages and supports collaborative processes and group dynamics for staff members and parents Ability to share and distribute leadership Builds consensus about school priorities and goals among all stakeholders Influential Catholic role model for staff, students and community members Actively nurtures Catholic faith formation for students and staff members and sustains a Catholic school culture Promotes the integration of the Ontario Catholic School Graduate Expectations in the teaching/learning environment Active listener Able to foster open and fluent communication with staff to build and sustain professional learning communities Ensures school goals and initiatives are communicated effectively to all stakeholders in a variety of ways Able to assess and use multiple sources of data when making decisions that relate to student learning and school improvement Engage staff members in regularly reviewing student achievement data to support continuous improvement Refer to school and board goals when engaged in decision-making about school programs and directions Comprehensive knowledge of curriculum and implementation of effective school and classroom practices that directly affects student learning Participates with staff members in exploring the effectiveness of the instructional practice Provides and facilitates professional learning opportunities for staff members Nurtures and builds trusting relationships with and among staff, students and parents Evokes honesty and trust Compassionate, caring, empathetic, equitable and inclusive Is visible and present in the school Effective organization of the school and teaching timetables to support student achievement and well-being Aligns resources to support school priorities and manages the school s budget effectively Utilizes a school-wide progressive discipline approach with students to support a safe and caring school climate Parent Engagement Actively supports and builds capacity for parents involved in CSAC Solicits parent input into school plans for student achievement and well-being (safety) Creates a school environment in which parents are welcomed, respected and valued as partners in education Visionary Holds high expectations of self, students, staff Promotes collective responsibility and accountability for student achievement and well-being Understands how to implement change in support of student achievement and well being Page 134 of 137 3
CSAC CREATED ATTRIBUTE PART 3 OTHER CONSIDERATIONS Please identify any other factors that the CSAC feels should be taken into consideration when appointing a principal or vice principal to this school community. Thank you very much for your time and attention to this request. Please forward this form to your local Superintendent of Education. Also, please send a copy to the Human Resources Superintendent s Office, at: diane.earle@tcdsb.org Page 135 of 137 4