CONSIDERING LEADERSHIP IN ONTARIO SCHOOLS?
A WORKSHOP SERIES FOR ASPIRING LEADERS
by
Anna M. Young
A project submitted to the Faculty of Education
in conformity with the requirements for
the degree of Master of Education
Faculty of Education
Queen’s University
Kingston, Ontario, Canada
February, 2013
Copyright © Anna M. Young, 2013
CONSIDERING LEADERSHIP WORKSHOP SERIES
Abstract
A professional workshop series has been designed for the purpose of bringing together
Ontario’s aspiring principal leaders who are considering moving into a leadership
position. The workshop series accommodates working professionals who are unable to
attend a full day. The workshops are designed for meeting once per week for two hours;
however, a full day workshop could easily be accommodated. The four workshops
provide a forum for professional dialogue and critical self-reflection. The workshop
topics have been purposefully selected to provide participants with information about the
Ontario Ministry of Education’s leadership initiatives. Issues one must consider before
assuming a principal’s position are also presented to assist participants in making an
informed decision about their leadership pathway. Participants will actively engage with
the Institute for Education Leadership’s (n. d.) “Self Assessment Tool for Aspiring
Leaders” document which was published for the purpose of assisting Ontario’s aspiring
leaders with personalized leadership development. Future leaders will also be provided
with information regarding administrative portfolio development, the Principal’s
Qualification Program, and an extensive online leadership development reading list.
i
Copyright © Anna M. Young, 2013
CONSIDERING LEADERSHIP WORKSHOP SERIES
Dedication
For my family who supported me throughout this process.
Randy – thank you for understanding how important education and learning are to me,
and for your support and love.
Emily and Jonathon – thank you for helping me to stay focused on what is most
important in my life.
Mom – you have always been my biggest cheerleader. Thank you for your support, and
more importantly for letting me know you believe in me.
Dad – my other cheerleader. You left me too soon, but I hold your words close; I can be
whatever I want to be…thank you for your faith in me.
I have been so blessed.
iii
i
Copyright © Anna M. Young, 2013
CONSIDERING LEADERSHIP WORKSHOP SERIES
Acknowledgements
I would like to acknowledge and sincerely thank my academic advisor and project
supervisor, Nancy Hutchinson. You have been an exemplary leader; coaching and
encouraging me throughout my studies. Thank you for your understanding and
willingness to support me. I am also grateful for your encouragement and guidance in my
own leadership pursuits.
iii
i
i
Copyright © Annai M. Young, 2013
CONSIDERING LEADERSHIP WORKSHOP SERIES
Table of Contents
ABSTRACT.........................................................................................................................i
DEDICATION.....................................................................................................................ii
ACKNOWLEDGEMENTS................................................................................................iii
TABLE OF CONTENTS...................................................................................................iv
CHAPTER ONE: INTRODUCTION..................................................................................1
Purpose.....................................................................................................................1
Definitions................................................................................................................1
Rationale...................................................................................................................2
Overview of the Project............................................................................................3
CHAPTER TWO: LITERATURE REVIEW......................................................................6
Principal Leadership in Ontario................................................................................6
Principal’s Qualification Program............................................................................8
What Makes an Effective Leader?............................................................................9
Engaging in courageous conversations.................................................10
Promoting collaborative learning cultures............................................10
Setting goals...........................................................................................11
Using data...............................................................................................12
Aligning resources with priorities...........................................................13
Instructional Leadership.........................................................................................14
Distributed Leadership...........................................................................................16
Authentic Leadership.............................................................................................18
Considerations for Principal Leadership................................................................19
Planning for Principal Leadership.........................................................................24
Critical self-reflection.............................................................................24
Reflective writing....................................................................................26
Leadership self-assessment.....................................................................26
Portfolios.................................................................................................28
Conclusion.............................................................................................................30
CHAPTER THREE: WORKSHOP SERIES....................................................................32
Plan for Workshop One: Administrative Leadership in Education.......................34
Workshop One: Facilitator Notes...........................................................................35
Plan for Workshop Two: Principal Leadership in Ontario....................................38
Workshop Two: Facilitator Notes..........................................................................39
Plan for Workshop Three: Considerations for Principal Leadership.....................42
Workshop Three: Facilitator Notes........................................................................43
Plan for Workshop Four: Planning for Principal Leadership.................................45
Workshop Four: Facilitator Notes..........................................................................45
CHAPTER FOUR: CRITICAL SELF-REFLECTION....................................................48
Workshop Development Reflections......................................................................52
Workshop Content Reflections...............................................................................55
REFERENCES.................................................................................................................60
Appendix A: Workshop Article References.......................................................................65
Appendix B: Recommended Reading List.........................................................................67
Appendix C: Leadership in Ontario Powerpoint Presentation Slides and Notes.............68
iv
i
v
Copyright © Anna M. Young, 2013
CONSIDERING LEADERSHIP WORKSHOP SERIES
Chapter One: Introduction
Purpose
The purpose of this project is to develop a series of four workshops for aspiring
principals in Ontario who wish to make an informed decision about pursuing further
leadership preparation. The content of the workshops will focus on the Ministry of
Education’s Ontario Leadership Strategy, current research in educational leadership, and
critical issues facing Ontario’s principals. Aspiring leaders will also have the opportunity
to develop a plan for their own leadership development through targeted goal setting
while building relationships with others who share a common vision. This series of
workshops will appeal to those who are in the initial stages of considering a career in
educational administration but have not yet begun the Ontario College of Teachers
Principal’s Qualification Program.
Definitions
Throughout the Ministry of Education’s Ontario Leadership Strategy, several
forms of leadership are referenced in relation to the role of principal. The most prevalent
reference in the Ministry of Education literature is instructional leadership, along with
distributed and authentic leadership. The Ontario Leadership Strategy was introduced in
fall 2008 outlining three of the province’s priorities in education which support
instructional leadership: improving student achievement, closing the achievement gap,
and increasing the public’s confidence in publicly funded education (Ontario Ministry of
Education, 2011). Instructional leadership requires that principals be experts “in
assessment, instruction, curriculum and data analysis” (Luu, 2010, p. 381). Instructional
leadership is focused on teaching and learning.
1
1
Copyright © Anna
1 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
Distributed leadership is a collective process encouraged within school systems. It
“comprises of a network of relationships of people, structures and cultures...and is
dependent on interrelationships and connections” (Hargreaves & Fink, 2003). Distributed
leadership in education involves utilizing the expertise of a group of individuals rather
than relying solely on the expertise of one. Knowledge is shared and initiative on the part
of educators is encouraged as they work towards common goals. The role of the principal
is to encourage and influence leadership practices within the school.
Authentic leadership is a common reference to principal leadership in the “Ideas
Into Action” bulletins published as part of the Ontario Leadership Strategy. It is defined
by the ministry as a form of leadership which fosters and builds trust and credibility,
which are necessary for leading improvement and building capacity (Ontario Ministry of
Education, 2009, p. 1). “Open, authentic, truthful dialogue, in an atmosphere of trust and
respect, is the key ingredient that makes meaningful change possible” (Ontario Ministry
of Education, 2009, p. 2).
For the purposes of this project the theoretical framework for instructional,
distributed, and authentic leadership practices will be the focus for leadership theory and
principal practices. These three are the primary leadership formats referenced in the
Ontario Ministry of Education documents.
Rationale
Choosing to leave the role of teacher to become a school administrator requires
much thought and deliberation. It is extremely important for teachers to be certain that
they want to make this transition because it is not just a role they will fulfill short-term
and then go back to the comfort of their classroom or former teaching role. There is much
2
2
Copyright © Anna
2 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
to consider when making this decision because choosing to leave the role of teacher
involves leaving behind years of accumulated seniority and an influential union. There is
also a shift in focus from the classroom as the teacher’s responsibility to the whole school
as the principal’s responsibility. It is not easy for new principals to go back into the
classroom if they decide that the decision to become an administrator was a mistake.
Aspiring principals need to be aware of the demands of the position, the Ministry’s
expectations of the role, issues facing today’s principals, leadership approaches, and the
need to be critically self-reflective. Those seeking an administrative role must be aware
of their leadership competencies as well as the areas which need further development.
Aspiring principals must be aware of the stress levels and expectations associated with
the principal position in a rapidly changing environment. Further, aspiring principals also
need to understand that leadership is not simply a matter of management; leaders are
visionary, motivational, influential, creative, and collaborative role models who exercise
instructional, distributive, and authentic leadership for students, staff, parents, and the
greater community (Gulcan, 2012).
Overview of the Project
This project develops a series of four, two-hour workshops which are designed to
take place one evening per week over the course of four weeks. This format was chosen
for participant convenience. It may be easier for teachers to attend for a few hours per
week than to devote a weekend or a full day of work. The four points of focus for the
workshops are (a) Self as Leader, (b) Principal Leadership in Ontario (c) Considerations
for Principal Leadership, and (d) Planning for Principal Leadership. There will be
3
3
Copyright © Anna
3 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
opportunity for professional dialogue and networking. Critical self-reflection will be
practiced throughout the workshop series.
The opening chapter introduces the project and includes the purpose of
developing a workshop series for aspiring principal leaders in Ontario. Within the
introductory chapter, key leadership definitions are presented in addition to the rationale
of the project. The opening chapter concludes with an overview of the scope and
sequence of the project.
Chapter two reviews relevant background literature on educational leadership.
Initially it reviews the context of principal leadership in Ontario, specifically the Ontario
Ministry of Education documents on the following topics: Ontario’s strategic plan for
education, Ontario Leadership Strategy, Institute for Education Leadership, Ontario
Leadership Framework, Core Leadership Capacities, Board Leadership Development
Strategy, Principal/Vice-Principal Performance Appraisal, and Principal’s Qualification
Program. The second chapter also reviews literature on instructional, distributed, and
authentic leadership as they are the primary forms of leadership surrounding the Ministry
of Education’s leadership development strategy. Following the leadership literature
review, considerations for principal leadership are presented and discussed. The second
chapter concludes with a discussion on planning for principal leadership which includes
an examination of critical-self reflection, reflective writing, leadership self-assessment,
and portfolio development.
The third chapter presents the workshop series in detail. Each workshop is
discussed and presented in table format with agendas and workshop topics listed.
4
4
Copyright © Anna
4 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
Facilitator notes with workshop goals are articulated and explained for each workshop,
and required materials and instructions for presenting each workshop are included.
The fourth chapter is a reflection of my own leadership development and how I
see myself as a leader in education. It is a personal account of the development of the
workshop series as well as an overall refection of the workshop content. This chapter in
the project provides an explanation of my thoughts and feelings as I have navigated
through professional leadership learning experiences throughout my career.
5
5
Copyright © Anna
5 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
Chapter Two: Literature Review
Principal Leadership in Ontario
Principals in Ontario are proactive, reflective, collaborative educational leaders.
They create and sustain school and system cultures that enhance student learning
and achievement including the cognitive, character, social, physical, and spiritual
development of all students. Principals apply knowledge and skills with integrity,
courage, wisdom, and positive attitudes. (Principal’s Qualification Program
Guideline, Ontario College of Teachers, 2009, p. 1)
Initially, this chapter reviews principal leadership in Ontario through an
examination of Ontario Ministry of Education documents and research literature on the
context of education in Ontario and the five Core Leadership Capacities. The Ontario
College of Teachers’ Principal’s Qualification Program is included as well. This chapter
also reviews instructional, distributed, and authentic leadership in education. Included is a
discussion of the issues one must examine when considering the transition to principal
leadership. This chapter concludes by discussing planning considerations for aspiring
principals such as the importance of critical self-reflection, reflective writing, leadership
self-assessment, and portfolio development.
In 2008, the Ministry of Education began the implementation of their Reach
Every Student: Energizing Ontario Education strategy to improve student achievement,
close the achievement gap, and increase the public’s confidence in publicly funded
education (Ontario Ministry of Education, 2010). This initiative targeted principal
leadership and leadership development within Ontario schools.
Principals and vice-principals play a critical role in focusing decisions and actions
on improving student achievement and well-being. They set directions, build
relationships, develop people and the organization, lead the instructional program,
and secure accountability. Their effectiveness as leaders is critical to the success
and sustainability of system-wide improvement. (Ontario Ministry of Education,
2010, p. 6)
6
6
Copyright © Anna
6 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
The focus of school improvement, as measured by student achievement, is focused on the
principal’s leadership abilities. Within this initiative, the Ministry of Education and
leadership associations formed the Institute for Education Leadership (IEL) to assist in
improving school leadership through current research, policy, and practice. The IEL
developed and implemented the Ontario Leadership Strategy (OLS) for the purpose of
attracting and developing school and system leaders who work collaboratively to support
student achievement (Ontario Ministry of Education, 2010). “The OLS is supported by
the Ontario Leadership Framework (OLF) of effective practices, including the five Core
Leadership Capacities (CLCs)” (Ontario Ministry of Education, 2010, p. 6). The five
CLCs necessary for effective leadership development are: (a) setting goals, (b) aligning
resources with priorities, (c) promoting collaborative learning cultures, (d) using data,
and (e) engaging in courageous conversations.
Current research and educators across Ontario were consulted in the development
of the OLF (Ontario Ministry of Education, 2010). The OLF is designed to assist, guide,
and support school and system leaders in meeting the Ministry of Education’s three
priorities. All school boards within Ontario are required to develop a Board Leadership
Development Strategy (BLDS) as part of the Ontario Leadership Framework. The
purpose of the BLDS is to support and improve student achievement through quality
leadership development initiatives. New school and system leaders are supported through
mentoring opportunities and the Principal/Vice-Principal Performance Appraisal (PPA).
It is through the appraisal process that the Ministry of Education acts to ensure that
school leaders are aligning their leadership roles with Ministry expectations for
7
7
Copyright © Anna
7 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
improving student achievement, closing the achievement gap, and building public trust in
Ontario’s educational system.
Principal’s Qualification Program
All aspiring principal leaders in Ontario must complete the Principal’s
Qualification Program (PQP) as mandated by the Ontario College of Teachers. The goal
of the PQP is to support and prepare aspiring school leaders for an administrative career
in education. Ontario principals “ . . . are proactive, reflective, collaborative educational
leaders” (Ontario College of Teachers, 2009, p. 1). They are responsible for supporting
learning and enhancing achievement as well as “ . . . the cognitive, character, social,
physical, and spiritual development of all students” (Ontario College of Teachers, 2009,
p. 1). The PQP is comprised of two 125-hour parts, in addition to a 60-hour leadership
practicum.
The content of the PQP prepares candidates for employment in a variety of
educational contexts by focusing on the five domains found in the Ontario Ministry of
Education’s (2007) “Leadership Framework for Principals and Vice-Principals.” The five
domains include Setting Directions, Building Relationships and Developing People,
Developing the Organization, Leading the Instructional Program, and Securing
Accountability. The PQP provides meaningful learning opportunities through projects,
reflection, and discussion. The course content may be delivered either face-to-face,
through video conferencing, or online components; the last is limited to 35 hours. The
PQP guidelines emphasize the importance of building relationships in the role of
principal and therefore face-to-face delivery must comprise a significant portion of the
program. Specific expectations are provided to the candidates at the beginning of each
8
8
Copyright © Anna
8 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
part, and they are evaluated through formative and summative measures throughout the
program. Candidates are evaluated on performance and written and oral presentation
skills. They must also develop a professional portfolio.
The practicum component is developed on the basis of a leadership proposal
initiated by each candidate. The leadership practicum must be completed during Part 1 of
the PQP and must be completed prior to the commencement of Part 2. Successful
practicum experiences require that the candidate select a mentor and develop a proposal
for a leadership project. The candidate must then complete the project while documenting
the process in a practicum log. Candidates are also responsible for observing a principal
or vice-principal in the school setting, and for keeping a reflective journal. Regular
meetings with mentors are expected, and candidates must submit a final practicum report.
At all times, principal candidates are required to abide by the “Ethical Standards of
Practice for the Teaching Profession” which include commitment to students and student
learning, leadership in learning communities, ongoing professional learning, professional
knowledge, and professional practice. The Ethical Standards for the Teaching Profession
must be carefully followed to ensure standards for care, trust, respect, and integrity.
What Makes an Effective Leader?
Effective leadership in Ontario schools involves a balance of knowledge, skills,
talents, attitudes, abilities, vision, experience, influence, and capacities. Also involved is
a balance of visionary and managerial approaches. The Ministry of Education’s five
CLCs of instructional leaders are a focus for capacity building within systems and
schools. The goal is for system and school leaders to integrate these capacities into their
9
9
Copyright © Anna
9 M. Young, 2013
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
daily practice as they work towards fulfilling the Ministry’s three goals for public
education effectively.
Engaging in courageous conversations. This core leadership capacity has been
identified by the Ministry of Education for the purpose of establishing an authentic
leadership culture. Building trust is a step towards leading improvement and the pathway
is through conversation. Effective leaders must be able to engage in “open, authentic,
truthful dialogue, in an atmosphere of trust and respect . . . ” (Ontario Ministry of
Education, 2009, p. 2). Trust and respect are built upon “ . . . respect for others, personal
regard for others, competence in role, and personal integrity” (Ontario Ministry of
Education, 2009, p. 7). Courageous conversations enable this type of school and system
culture, and it is through these conversations that sustainable leadership and lasting
change are possible. Challenging current practices at the school and system level, and
encouraging feedback are actions which promote and improve student achievement and
well-being (Ontario Ministry of Education, 2009). Leaders who seek input from their
staff are demonstrating that they value their knowledge and opinions. This also helps
build trust between administration and their staff. “Relational trust influences the effort,
risk taking and collective commitment that staff bring to the complex task of increasing
student achievement and well-being” (Ontario Ministry of Education, 2009, pp. 7-8).
Promoting collaborative learning cultures. The Ministry of Education is
focused on establishing collaborative learning cultures within schools and systems for the
purpose of improving student achievement and schools. Effective leaders must build a
culture of learning in which working towards student achievement becomes an authentic
practice within and across a group of educators. An effective leader understands that this
10
1
Copyright © Anna
0 M. Young, 2013
1
0
CONSIDERING LEADERSHIP WORKSHOP SERIES
is a process which requires persistence, knowledge, skills, and trust in administration
(Ontario Ministry of Education, 2010). Leaders need to be knowledgeable about their
surrounding context which includes the school’s demographics, the culture of the school
community, and the staff’s preconceived ideas of school operations. A collaborative
learning culture is necessary for growth and change to occur within a system or school
because with the suggestion of change comes the possibility of resistance. People are
resistant to change if they do not fully understand what is taking place, if they do not see
the value in the change, or if they feel they cannot meet the demands of the change
(Ontario Ministry of Education, 2010). The establishment of a trusting collaborative
learning community is an important first step in helping staff to grow and be successful
through change. This calls upon situational leadership, which is to lead in a particular
manner depending upon the situation leaders find themselves in, and when necessary to
help cultivate commitment to the school’s vision. Collaborative learning cultures are
necessary for the alignment of the school’s vision with the goals of the teaching staff.
Alignment of priorities and goals is an important step in setting common goals and in
building student achievement.
Setting goals. Effective instructional leaders are able to work with others to set
goals for school improvement and student achievement so that resources, priorities, and
actions work toward the school’s vision. Educational leaders may do this by providing
direction and exercising influence (Ontario Ministry of Education, 2010). Following
through on set goals involves motivating all stakeholders in a shared vision; this requires
that the goals of individual educators align with the goals of the school. Goal setting
allows school improvement teams to prioritize and target specific areas of focus for
11
1
Copyright © Anna
1 M. Young, 2013
1
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
achievement. Challenging previous goals is an indicator and measure of a leader’s
confidence and self-efficacy. Collective efficacy is “ . . . a belief in the ability of his or
her colleagues . . . to perform a task or achieve a goal” (Ontario Ministry of Education,
2010, p. 5). Collective efficacy is an important belief for the achievement of school goals
and it is an area in which the principal is influential. Identified goals need to be carefully
monitored for their appropriateness, impact, and progress. They should also be revisited
regularly and revised as needs change or goals are achieved. It is important that school
leaders understand that setting goals can be positive or negative experiences for team
members depending upon their comfort level, knowledge of the task, stress related to
goal achievement, or conflict within the group. SMART goal setting sets a foundation for
positive experiences because of its explicitness. For example, when developing goals the
team can work together to “ . . . ensure that the goals are strategic, specific, measurable,
attainable, results-oriented and time-bound [SMART] and lead to improved teaching and
learning” (Ontario Ministry of Education, 2010, p. 16). Goals are developed using
school-level data and shared within school improvement plans.
Using data. Data is a driving force in setting goals and developing school
improvement plans which are a key priority for school administrators. In order to set
goals for school improvement and student achievement it is important to know the
current data. The current data determine which areas to prioritize, what the goals will be
for improvement initiatives, and how all stakeholders will achieve the goals. This
pathway for achievement and improvement is provided by evidence-based data. Data are
not limited to quantitative measures. Qualitative data are important as well. Both
qualitative and quantitative data can be represented through student achievement data,
12
1
Copyright © Anna
2 M. Young, 2013
1
2
CONSIDERING LEADERSHIP WORKSHOP SERIES
demographic data, program data, and perceptual data. Student achievement data can be
retrieved from report cards, assessments, Individual Education Plans, and standardized
assessments; demographic data include information about the student population such as
learning needs and profiles; program data involve curriculum and instructional practice;
and, perceptual data provide information from surveys on standardized assessments
(Ontario Ministry of Education, 2011, p. 3). With the focus on data collection and
accountability in education, it is important for school leaders to create a data culture
within their schools. A data culture reflects a data mindset whereby educators and leaders
consider their values, goals, and practices required for improvement planning. Ideally, all
stakeholders need to be comfortable questioning, analyzing, and interpreting data. An
effective leader models how data can then be used for (a) discovering issues such as
student needs, (b) diagnosing problematic situations, (c) forecasting future conditions, (d)
improving policy and practice, (e) evaluating effectiveness, and (f) promoting
accountability (Ontario Ministry of Education, 2011). As instructional leader, the
principal can initiate collaborative inquiries through the assessment and analysis of
school data. Collaborative inquiry can be the result of informed decisions made by the
identification of targeted priorities. Instructional leaders promote effective data use by:
(a) using data to improve instructional practices, (b) teaching students to be reflective in
self-assessment, (c) articulating the expectation of school-wide data use for student
achievement, and, (d) supporting data-driven practices (Ontario Ministry of Education,
2011).
Aligning resources with priorities. Possessing the right resources is essential
for carrying out the goals established in school improvement planning. Principals need to
13
1
Copyright © Anna
3 M. Young, 2013
1
3
CONSIDERING LEADERSHIP WORKSHOP SERIES
work towards aligning their resources with their priorities. Resources include: (a) skills,
(b) knowledge, (c) time, (d) physical facilities, (e) people, ( f) money, and (g) equipment.
Establishing a plan of action for school improvement and compiling a list of essential
resources is straightforward, as improvement planning is based on baseline data and
establishing goals. Resources are often limited, and it requires a strategic leader to use the
available resources “ . . . as effectively, purposefully, and efficiently as possible . . . ”
(Ontario Ministry of Education, 2012, p. 1). It is suggested that effective principals
balance both instructional and collaborative leadership when aligning resources with
priorities within their schools (Ontario Ministry of Education, 2012).
Instructional Leadership
Principals have an indirect role in student achievement which includes
“ . . . facilitating an academically supportive environment for teachers and students
through decisions related to curriculum, instruction, organization, staffing, professional
development, budgeting, discipline, attendance, activities, goals, and supervision”
(Corcoran, Schwartz, & Weinstein, 2012, pp. 235-236). As instructional leaders,
principals “ . . . monitor and evaluate teaching and learning to check that high standards
are being achieved” (Bush, 2008, p. 39). Bush (2008) suggests that instructional
leadership is based on the direction of the principal’s influence towards student
achievement through teacher development. Leithwood and Riehl (2003) also discuss
leadership in terms of providing direction, exercising influence, and achieving shared
goals by working with others. Instructional leadership involves the principal becoming
actively involved in teacher professional development as a result of conferencing and the
encouragement of critical self-reflection (Blasé & Blasé, 1998). Southworth (2002) also
14
1
Copyright © Anna
4 M. Young, 2013
1
4
CONSIDERING LEADERSHIP WORKSHOP SERIES
suggests that instructional leadership involves modeling and monitoring of instructional
practices.
Gulcan (2012) conducted research on the instructional leadership competencies of
460 school principals in primary and middle schools in Turkey. Survey questions
completed by teachers and administrators targeted instructional leadership expectations
such as: (a) individual learning needs of students, (b) social environment, (c) learning
expertise, (d) motivation, and (e) support for learning. The results of the study indicate
that the highest percentage of respondents felt that effective instructional leaders
understand and implement legal regulations. Many also indicated that principals make
use of models of educational psychology, and that effective leaders develop and maintain
a vision for the school. Other desirable qualities included support for teacher
development and instructional programs.
Ylimaki (2007) conducted case study research on four challenging schools in the
United States. All of the schools served diverse student populations and three of the
schools also served students and families in areas of poverty and crime. The same three
schools also had “failing school” reputations. All four principals were able to improve
school performance on standardized assessments. This study found that two of the
schools were successful due to their principals’ prior experiences with challenging
schools. The study attributed the principals’ understanding of the connection between
student needs and targeted instruction to improved student achievement. Two of the
principals adopted a shared instructional leadership approach which was balanced
between sharing leadership responsibilities and releasing responsibility to teachers. The
15
1
Copyright © Anna
5 M. Young, 2013
1
5
CONSIDERING LEADERSHIP WORKSHOP SERIES
same two principals had “strong pedagogical knowledge and capacity building skills”
(Ylimaki, 2007, p. 17).
A study by Gurr, Drysdale, and Mulford (2007) examined instructional leadership
in three successful Australian schools which attributed their successes to influential
leaders who were exceptional instructional leaders. One of the principals practiced
instructional leadership by “ . . . attracting, retaining and developing staff, promoting
shared leadership and decision-making, developing personal and professional capacity of
staff through a focus on improving teaching and learning, and building relationships”
(Gurr, Drysdale, & Mulford, 2007, p. 23). A second principal was found to be a
successful instructional leader by building relationships, showing support and
commitment to values and beliefs, understanding the wider contextual influences on the
school, developing a learning culture, building trust, and risk taking. The third principal
in this study emphasized values, beliefs, vision, direct influence on instruction,
curriculum and assessment, and the development of teacher capacity.
Literature on instructional leadership is varied; however, there are universal
qualities of effective instructional leaders. There is a commitment to developing others
which includes, but is not limited to, supporting student achievement as well as staff
development.
Distributed Leadership
Distributed leadership plays a key role in educational administration and has
contributed to a positive change in schools (Harris, 2009). Leadership practice within
schools has been shifting away from a top-down method of administration and positional
authority. Spillane, Halverson, and Diamond (2001) believe that distributed leadership is
16
1
Copyright © Anna
6 M. Young, 2013
1
6
CONSIDERING LEADERSHIP WORKSHOP SERIES
best examined through leadership tasks and practice, practice being a reflection of the
school’s leader, followers, and social context. Expertise and leadership are exercised by
educators throughout the school under the guidance and support of the principal. Harris
(2009) writes that “ . . . teacher involvement in decision making processes and the
contribution of strong collegial relationships to school improvement and change” (p. 12)
are responsible for the positive effects of distributed leadership. Harris (2009) also makes
the connection between distributed leadership in professional learning communities and
improved student achievement. Distributed leadership can also strengthen collaborative
relationships with the redistribution of power. “Developing the capacity of individuals
and groups is likely to engender a re-distribution of power within the school, which
moves from hierarchical control to peer control, in other words, a distributed approach to
leadership . . . distributed leadership is deemed to be created through the interaction of
individuals and groups” (Clarke & Wildy, 2010, p. 9). Collaborative activities contribute
to distributed leadership as tasks are completed by several individuals, and authority is
shared. Hargreaves and Fink (2003) discuss distributed leadership as “a culture of
initiative and opportunity, in which teachers of all kinds propose new directions and start
innovations” (p. 700). People working together in this framework share a common vision,
and are committed to that vision. Goals and expectations for student achievement are
clearly understood and supported by all of the teachers.
Spillane, Halverson, and Diamond (2001) studied distributed leadership in 13
elementary schools in Chicago in an effort to make the connection between distributed
leadership and distributed practice. The results of their study suggested that the
17
1
Copyright © Anna
7 M. Young, 2013
1
7
CONSIDERING LEADERSHIP WORKSHOP SERIES
development of leadership expertise take place at the school level rather than at the
individual level.
Distributed leadership is mentioned in the Ministry’s (2010), “Board Leadership
Development Strategy Requirements Manual,” which outlines how school boards can
strengthen the leadership skills of those who are currently in leadership positions as well
as those who may be interested in alternate leadership positions. “Leadership is pivotal to
our shared focus on student achievement and well-being with considerable evidence
indicating that . . . widely distributed school leadership has a greater influence on schools
and students than leadership from the top” (Ontario Ministry of Education, 2010, p. 9).
Distributed leadership is an important practice for principal leaders who are striving to
improve student achievement and close achievement gaps. This type of leadership brings
together the knowledge of all individuals within the school and system setting so that
expertise is shared, practiced, and maximized for the benefit of the students.
Authentic Leadership
Authenticity is currently being addressed in leadership literature as an important
foundation within education. Polizzi and Frick (2012) discuss the identity of today’s
school leaders as needing to be autonomous and authentic; competence, empathy, and
understanding are necessary. “Being autonomous in the practice of educational leadership
means being proficient, self-organizing, maintaining responsibility for one’s action, and
being able to independently act on what one believes to be right without fear of sanction”
(Polizzi & Frick, 2012, p. 24). A strong sense of morals and ethics is a value of authentic
leaders. Leaders who are true to themselves, and who assume social obligations and
transcending ideals are leading authentically (Polizzi & Frick, 2012). Clarke and Wildy
18
1
Copyright © Anna
8 M. Young, 2013
1
8
CONSIDERING LEADERSHIP WORKSHOP SERIES
(2010) discuss authentic leaders as those who “ . . . have the capability to deal
successfully with situations of uncertainty, change and complexity which transcends
knowledge acquisition, competencies and management skills” (p. 14).
Authentic leadership practice is especially important for today’s principals given
that the Ministry has identified the need to increase public confidence in publicly funded
education. This need suggests that there is a collective lack of faith in Ontario’s education
system. If faith and trust coincide with one another, then trustworthy leadership is
required for changing the viewpoint of the public. Principals who lead authentically have
the ability to shift public perception of education through the practice of values, ethics,
and morals as these practices suggest that a leader is doing what is right. Trust and faith
in educational leaders can help build trust and faith in the education system.
Considerations for Principal Leadership
The principal’s role as instructional leader has implications for all stakeholders
within the school setting. Schools are unpredictable and complex; leaders need to have
the skills necessary for renewal and transformation in order to address concerns and
prepare for improvement (Clarke & Wildy, 2010). Principals also must possess personal
resilience within their position. This involves “dealing with interpersonal interactions as
well as dilemmas and tensions on a daily basis . . . ” (Clarke & Wildy, 2010, p. 14). As
leader, the principal is responsible for managing the day-to-day operations of the school
as well as fostering an environment which supports the Ministry of Education’s goals of
improving student achievement, closing the achievement gap, and working towards
changing the public’s perceptions of public education. The demands within the principal
position must be considered by aspiring leaders, as it is a difficult, tiring, and stressful
19
1
Copyright © Anna
9 M. Young, 2013
1
9
CONSIDERING LEADERSHIP WORKSHOP SERIES
position. Principal shortages are common as principals are given greater responsibilities
with added accountability in diverse and challenging environments. Low teacher morale
has also contributed to the low number of principal leaders (Luu, 2010). Tracy and
Weaver (2000) suggested over a decade ago that principal shortages were a concern due
to increasing ethnic and linguistic diversity, decreasing public confidence in the
educational system, increasing rates of school violence, school privatization, and
accountability for student achievement as a result of standardized assessments. These
issues continue today.
Styron and Styron (2011) conducted a study on the critical issues facing K-12
principals in Mississippi. They found that accountability was the primary critical issue
identified by the principals in their study regardless of principal gender, age, level of
administrator, administrative experience, educational system, or degree level. The second
most prominent issue identified was funding, and funding was an equally critical issue
across all abovementioned principal categories.
Special education is an area which must not be overlooked or simplified by a
principal. Principals are required to be instructional and curriculum leaders, as well as
informed leaders of assessment practices, differentiation, and social instruction within
special education. With evolving expectations and new initiatives developing within
boards, new principals may be in the position of instructional leader, yet have never
practiced the interventions or programs they are expected to implement.
New principals must be prepared to take on the demands of a role with added
responsibility. Being responsible for a classroom, division, or department is much
different than being responsible for a whole school and all of the individuals within the
20
2
Copyright © Anna
0 M. Young, 2013
2
0
CONSIDERING LEADERSHIP WORKSHOP SERIES
school building. For example, a new principal must consider new demanding
responsibilities which include “leader of personnel, students, government and public
relations, finance, instruction, academic performance, cultural and strategic planning, and
special education” (Lynch, 2012, p. 40)
Often with added responsibility comes added stress. This has the potential to
impact one’s health, personal relationships, and work performance. New principals must
be aware of this possibility and begin to plan a course of action to assist in alleviating the
added stress load.
Increased workload is an important aspect of leadership aspiring principals must
consider. Often principals belong to committees, organizations, board-level teams, and
work groups in addition to having added responsibilities at the board level. For example,
a principal may be required to facilitate group sessions, attend meetings and conferences,
or assume portfolios in curricular areas or board initiatives. Many principals in lower
enrolment areas may be responsible for more than one school which means double the
work for improvement plans, school council meetings, budgets, and staffing.
Declining enrollment poses a unique challenge for rural administrators. Schools,
regardless of the student population require active administrators, and in areas where
there is declining enrollment principals may have double the responsibilities. For
example, it is common for one principal to be responsible for two schools; school boards
refer to this situation as twinning. Twinning occurs when there are two schools being
serviced by the same principal. It is impossible for a principal to be in both schools at the
same time; therefore, the principal must attempt to spend equal amounts of time in both
schools to support the students and staff. It is not uncommon for principals in this
21
2
Copyright © Anna
1 M. Young, 2013
2
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
situation to have a vice-principal who will assist in the running of the two schools.
Difficulties arise when the vice-principal is spread between four schools and two
principals, or when the vice-principal is also the special education resource teacher for
one of the schools. Twinning can also be problematic when the distance between the two
schools is great. A principal may not be able to travel from one school to the other
throughout the day if a crisis arises or if there is inclement weather. The schools may or
may not be within reasonable driving distance from one another. One school may be as
much as an hour away from another school. This poses a challenge in the winter months
if a principal needs to travel from one building to another during inclement weather.
Important meetings or conflicts which are usually urgent must wait until the next day or
until the weather improves. At this point, further unrest may develop. Sometimes twinned
schools also have a vice-principal who can look after day-to-day issues. However, the
principal must be present. Presence in both schools is very important so that the principal
can build relationships with students, staff, parents, and community members. Presence
builds trust and faith in the principal. With this comes dependability and reliability.
Rural schools typically have lower student populations and may have significant
numbers of students with disabilities. This brings forth the feeling of having to do more
with less. Principals must advocate for added support in special education, and prioritize
which students will receive the extra support if and when it is provided. With less special
education support than urban schools, it is difficult to seek external support from
community agencies due to scarcity in rural community resources. Rural school
administration also encompasses an increased frequency in inclement weather days.
Remote rural schools face the issue of frequent staffing changes requiring new personnel
22
2
Copyright © Anna
2 M. Young, 2013
2
2
CONSIDERING LEADERSHIP WORKSHOP SERIES
to train. There are times when school board initiatives are mandated for a certain division
or subject. If the teacher who had been trained in the board initiative decides to leave, it is
possible that the resource for an entire subject and division may be lost. This has the
potential to occur in rural schools where there are triple grades with one teacher being
responsible for teaching the entire primary, junior, or intermediate division.
Rural schools tend to be small schools. In a study of schools in Australia, Barty,
Thomson, Blackmore, and Sachs (2005) sought to determine why there was a shortage of
school principals in rural and remote areas. They found that “ . . . less funding, fewer staff
and, . . . likelihood for a person to become ‘stuck’” (Barty et al., 2005, p. 7) contributed
to the declining number of principals. There was fear among the principals in the study
that becoming the administrator of a small, rural school might mean that their careers
would not advance. Rural principals also have the added pressure of being in role all of
the time, within the school setting and out in the school community. Rural principals lose
their anonymity and, for this reason, it can be stressful for principals who never feel like
they are off duty. The networks within small communities can be invasive (Duncan &
Stock, 2010).
The move from teacher to principal may bring forth a feeling of loneliness as shift
in power occurs. Relationships with colleagues shift as the balance of power shifts.
Choosing to leave teaching also “ . . . requires an individual to relinquish the comfort and
confidence of a known role – such as being a teacher – and experience the discomfort and
uncertainty of a new, unknown role – being a principal” (Browne-Ferrigno, 2003, p. 470).
As instructional leaders, principals must possess the ability to influence and motivate
others. Influencing others through uncertainty, change, and board and Ministry initiatives
23
2
Copyright © Anna
3 M. Young, 2013
2
3
CONSIDERING LEADERSHIP WORKSHOP SERIES
is difficult. “To bring about improvement, principals must motivate teachers by
communicating goals and fostering commitment to these, aligning resources with goals,
and fixing problems” (Finnigan, 2010, p. 162). Principals are responsible for influencing
teacher’s beliefs in student achievement and performance, as well as teachers’
commitment to improvement practices (Finnigan, 2010). Influencing others can also
bring conflict, as the principal attempts to encourage staff to make changes or work
through an initiative which may be outside of the teacher’s comfort zone. “ . . . managing
conflict is an essential component of the principal’s role . . . what school principals do is
mainly about managing relationships and, within this, conflict is part and parcel”
(Duncan & Stock, 2010, p. 305).
Planning for Principal Leadership
Self-reflection is a common theme throughout leadership development literature.
Aspiring leaders can learn much about themselves as leaders through regular reflective
practices. Critical self-reflection is a beginning step in leadership development because it
allows individuals to understand their motivation for leadership, their strengths as a
leader, areas requiring further development, goals for further development, and an action
plan for achieving those goals. Portfolios allow aspiring leaders to practice both critical
self-reflection and self-assessment required for goal-setting. Becoming a principal is not
just a matter of completing the Principal’s Qualification Program and obtaining the
appropriate documentation; becoming a principal is a process beginning with critical selfreflection.
Critical self-reflection. John Dewey (1933) was the first to identify the term
reflective learning. Cranton (2006) quotes Dewey (1933) as stating that reflection is an
24
2
Copyright © Anna
4 M. Young, 2013
2
4
CONSIDERING LEADERSHIP WORKSHOP SERIES
“active, persistent and careful consideration of any belief or supposed form of knowledge
in the light of the grounds that support it and further conclusion to which it tends” (p. 33
and 9 respectively). Reflection requires an individual to interpret, analyze, and reconsider
previous thoughts, beliefs, and events.
Critical self-reflection is essential in leadership development practices and
throughout the leader’s career. Kelleher (2002) explains that self-awareness is developed
through reflective practice, and that “reflective practitioners have a clear sense of their
values and beliefs and are capable of being successful professionally and living
peacefully even when there is incongruence between their beliefs and the beliefs of their
colleagues or students” (p. 23). Cranton (2006) discusses critical reflection as a process
of “ . . . critically questioning the values, assumptions, and perspectives presented in the
world” (p. 94). In relation to leadership development, it is important for aspiring leaders
to be aware of their personal values, assumptions, and perspectives and how they relate to
their professional practice. It’s important to be aware of biases and values which may be
present in an individual’s personal life so that they may be aware of their influence in
professional situations.
Within the Principal’s Qualification Program, principal candidates are required to
begin the practice of self-reflection for the purpose of getting to know oneself.
Candidates are also required to keep a journal which reflects upon the “ . . . connections
between the Leadership Practicum, the “Ethical Standards for the Teaching Profession,
the Standards of Practice for the Teaching Profession” and the Leadership Framework for
Principals and Vice-Principals found in “Putting Ontario’s Leadership Framework into
Action” (Ontario College of Teachers, 2009, p. 11). A report outlining the candidate’s
25
2
Copyright © Anna
5 M. Young, 2013
2
5
CONSIDERING LEADERSHIP WORKSHOP SERIES
reflections on the observation experience is required upon completion of the practicum
component of the program as well.
Reflective writing. Reflective writing provides a method of helping an
individual organize and structure their thinking processes. It is one way in which aspiring
leaders can begin documenting their thoughts for learning purposes. Reflective writing is
an authentic means of recording opinions, difficulties, reactions, and working through
solutions to problematic events. Nesbit (2012) suggests that writing is helpful in
distancing the writer from events and actions in an effort to protect one’s self-concept, in
addition to providing a record of thoughts, feelings, and behaviours over time. This
written record allows an individual to identify “ . . . patterns of behaviour that reveal
one’s dispositional nature and performance issues” (Nesbit, 2012, p. 212). Lastly, Nesbit
(2012) argues that reflective writing is important in the development of action plans for
self-development.
A leadership practicum reflective journal is a requirement of the PQP. Candidates
are expected to reflect upon personal growth and professional learning including both
challenges and successes within the leadership practicum (Ontario College of Teachers,
2009). Observations of a practicing principal or vice-principal are optional in the
practicum component of the program, and are to be completed in the form of a critical
reflective journal.
Leadership self-assessment. The Institute for Education Leadership (IEL) was
developed collaboratively by principals’ associations, supervisory officers’ associations,
councils of directors of education, and the Ministry of Education to “ . . . assist school
and system leaders in maximizing the achievement of all students” (Institute for
26
2
Copyright © Anna
6 M. Young, 2013
2
6
CONSIDERING LEADERSHIP WORKSHOP SERIES
Education Leadership, 2009). The IEL supports the OLF through leadership
development, research, practice, and communication. As part of their efforts to promote
and develop effective leaders, the IEL has developed a “Self-Assessment Tool for
Aspiring Leaders” to inform their professional practice.
The purpose of the Self-Assessment Tool for Aspiring Leaders is to enable
potential school leaders to assess their practices in reference to the knowledge,
skills and attitudes required for individuals aspiring to the role of principal/viceprincipal in addition to informal leadership positions in the province of Ontario.
(Institute for Education Leadership, n. d., p. 2)
The content of the Self-Assessment Tool for Aspiring Leaders aligns with the
expectations for leaders in the Ontario Leadership Framework. The practices outlined in
this tool are evidence-based providing opportunities for critical self-reflection in
leadership development. Classroom, school, and system leadership practices necessary
for achieving the Ministry’s three priorities are addressed in the self-assessment tool. The
tool allows aspiring leaders to measure their strengths and identify their areas of
development in relation to the leadership expectations of the Ministry of Education. The
leadership practices which can be reflected upon include the five core leadership
capacities. The Self-Assessment Tool for Aspiring Leaders is organized as a checklist of
expectations which when reflected upon, can provide valuable leadership information on
an aspiring leader’s past, present, and future growth and development, professional
development, and leadership development. Information gathered through the reflective
process in the tool may be used to inform areas of growth in an individual’s Annual
Learning Plan (ALP). The information may also be used to analyze case studies, as a
basis for networking with others who have used the tool, to develop and evaluate
27
2
Copyright © Anna
7 M. Young, 2013
2
7
CONSIDERING LEADERSHIP WORKSHOP SERIES
leadership programs, to prepare for career advancement opportunities, and to document
leadership growth and development.
Within the requirements of the Principal’s Qualification Program, principal
candidates are expected to participate in self and peer assessments which may be
included in a professional portfolio.
Portfolios. Portfolio development is a common expectation in leadership
development programs and as professional practice for school principals to represent
professional development, performance evaluation, and career advancement (Hackman &
Alsbury, 2005; Brown & Irby, 2001). The portfolio may be used for a variety of purposes
including reflective commentaries, personal development, and as a record of evidence
that can be used for reflection and for demonstrating professional competence (Chikoko,
Naicker, & Mthiyane, 2011). Portfolios also provide evidence of improvement and
proficiency, as well as progress and achievement. Critical self-reflection is evident
through portfolios as an indicator of professional leadership development. “Reflection is
important for leadership development as it can provide leaders with a variety of insights
into how to frame problems differently, to look at situations from multiple perspectives or
to better understand followers” (Chikoko, Naicker, & Mthiyane, 2011, p. 321).
Chikoko, Naicker, and Mthiyane (2011) studied leadership development through
the examination of 18 principal portfolios in the South African Advanced Certificate in
Leadership (ACE) (School Leadership) program, a joint effort between the South Africa
Department of Education and higher education institutions. Within the ACE program,
portfolio development is a requirement for demonstrating school leadership and
management competence (Chikoko, Naicker, & Mthiyane, 2011). Their study explored
28
2
Copyright © Anna
8 M. Young, 2013
2
8
CONSIDERING LEADERSHIP WORKSHOP SERIES
the role of portfolios as an instrument of change in principal leadership learning. The
portfolios were divided into sections which included topics such as leading and managing
people; managing organizational systems: physical and financial resources; managing
policy, planning, and governance; and managing teaching and learning. The final two
sections of the portfolios contained a reflective journal and a professional development
plan consisting of reflections on everyday school management and leadership issues, and
an action plan for addressing areas of need, respectively. Specific examples of work
included information about the principal, a curriculum vitae, a profile of the principal’s
school, a compilation of photographs, narratives, achievements, reflective commentaries
and future plans. This study found that portfolios were an important piece in principal
leadership development because they were a tool for critical self-reflection, planning, and
personal and professional improvement as a form of individualized learning.
According to Yerkes, Guaglianone, and Curtis (1998) the development of an
administrative portfolio in educational leadership is essential for aspiring and practicing
school leaders because it helps the administrator “ . . . develop a better understanding of
his or her professional self” (p. 28). Portfolios provide an accurate and detailed account
of an administrator’s competencies, experiences, and goals. Yerkes, Guaglianone, and
Curtis (1998) suggest that effective and well-documented portfolios begin with data
collection in the form of work samples, evaluations, and evidence of leadership
professional development. The next step in portfolio development is an effective
organizational system which may involve information about self-development,
competencies in administration, and community service. They suggest that the individual
take time to critically reflect through written accounts of experiences. The authors also
29
2
Copyright © Anna
9 M. Young, 2013
2
9
CONSIDERING LEADERSHIP WORKSHOP SERIES
discuss the importance of analyzing the portfolio and creating an action plan for further
personal and professional development based on the individual’s developmental needs.
Lastly, Yerkes, Guaglianone, and Curtis (1998) recommend that aspiring and practicing
leaders keep their portfolios current. If possible, daily reflections are important to
creating an authentic and current portfolio.
As part of Ontario’s Leadership Strategy, the Board Leadership Development
Strategy requires that within the training and development for aspiring leaders, adult
learning opportunities exist in the areas of “ . . . portfolio development, action research,
and education improvement initiatives” (Ontario Ministry of Education, 2010, p. 43).
Portfolio development for aspiring principals is a necessary component of the Principal’s
Qualification Program. Principal candidates are required to “create a portfolio that
includes examples of work with reflections that demonstrate the integration of formal and
experiential learning relevant to the role of the principal” (Ontario College of Teachers,
2009, p. 10). Successful completion of the PQP also requires candidates to complete a
practicum involving the documentation of activities they’ve engaged in, as well as a
reflective journal on professional learning and personal growth.
Conclusion
The role of principal in Ontario schools is a dynamic, achievement-based
leadership role. This role has been evolving for the past several years from one which
emphasized the principal as manager to the principal as instructional leader. The Ministry
of Education’s leadership initiatives have been supporting principals in the development
of leadership capacities with the goal of improving student achievement, building public
confidence in publicly funded education, and in closing gaps in student achievement. An
30
3
Copyright © Anna
0 M. Young, 2013
3
0
CONSIDERING LEADERSHIP WORKSHOP SERIES
authentic, instructional leader who is comfortable with distributed leadership practices is
required to fulfill this goal, as is one who leads through reflective practice. This type of
leadership is not easy, nor is it developed short-term. Principal leadership is an evolving
process which begins prior to the transition from teacher to principal. Becoming a
principal in Ontario requires careful consideration and planning on the part of the
aspiring leader. This workshop series provides individuals with an overview of principal
leadership in Ontario, as well as leadership theory and self-reflective practice, all of
which provide an important knowledge base for making an informed decision to pursue a
principalship.
31
3
Copyright © Anna
1 M. Young, 2013
3
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
Chapter Three: Workshop Series
This series of workshops for aspiring leaders is designed to guide participants
through an overview of principal leadership in Ontario in order to make an informed
decision about becoming a school leader. The workshop series begins with the
participants examining leadership in terms of what makes an effective leader, how an
effective leader’s effectiveness is measured, and the roles of teacher leaders in relation to
their own practice and that of the principal. The first workshop invites participants to
reflect upon who they are as a leader and how they may already be seeing themselves as
leaders (see Table 1). This workshop is designed to build a community of individuals
who are exploring their journey into leadership, and who have not yet decided to make
the transition to administration. Activities within the workshop are also designed to
initiate the role of self-reflection in leadership development. The group and individual
tasks allow the participants to begin exploring their role as a leader.
The second workshop focuses on principal leadership in Ontario (see Table 2).
Participants are introduced to Ontario’s plan for educational leadership, as well as the
expectations and styles of leadership required to fulfill the Ministry of Education’s
student achievement goals. Participants will be engaged in discussions and are invited to
begin reading leadership articles published through the Ministry of Education.
The third workshop brings the role of principal into focus more clearly as
discussions are formed around the issues currently facing school principals (see Table 3).
Workshop participants are guided in discussions to reflect upon the personal,
professional, emotional, and health and well-being considerations involved in assuming a
leadership role. Self-reflective practices are encouraged for the purpose of exploring
32
3
Copyright © Anna
2 M. Young, 2013
3
2
CONSIDERING LEADERSHIP WORKSHOP SERIES
participants’ readiness to assume a leadership role, as well as their own levels of
resiliency.
The fourth workshop focuses on the preparation and planning involved in
becoming a school leader (Table 4). Participants use a self assessment tool to determine
their leadership areas of strength and areas requiring further growth. This self-reflective
process allows participants to review their leadership needs and to begin to plan how they
will meet these needs in the future. Participants will also be introduced to the importance
of portfolios and to how to develop a leadership portfolio. An overview of the Principal’s
Qualification Program will be provided. All participants will be provided with an
extensive educational leadership reading list.
Participants in this workshop series will be prepared to make an informed
decision about their leadership development as a result of critical self-reflection,
professional readings and dialogue, and leadership discourse.
This workshop series requires careful pre-planning. A venue should be carefully
selected for the workshops, in a convenient location with abundant space for both large
and small group activities. The venue should also allow for flexibility in table and chair
arrangements. The facilitator will need access to a screen and projector for parts of the
workshops. Prior to commencing this workshop series, the facilitator is encouraged to
read through the workshops and facilitator notes carefully. The facilitator should be
comfortable discussing the Ontario Ministry of Education leadership documents used
throughout the workshops, as well as be familiar with the content within the other
published articles. Some aspects of individual workshops require the use of chart paper,
markers, and tape for posting facilitator questions and participant responses.
33
3
Copyright © Anna
3 M. Young, 2013
3
3
CONSIDERING LEADERSHIP WORKSHOP SERIES
Plan for Workshop One: Administrative Leadership in Education - Who Am I as a
Leader?
Table 1
Workshop One Agenda
4:00
4:20
4:50
5:50
*Welcome
*Overview and Goals of Workshop Series
*Housekeeping – washrooms, exits, breaks, seating arrangements,
snacks
*Participant Questions
*Personal Icebreaker: Brief introductions
*Content Icebreaker: ‘Garage Sale’
*Follow-up discussion of leadership:
→ What is a leader? What makes an effective leader?
→ How might you measure a leader’s effectiveness?
*Individual Reflective Journaling: Personal Leadership Reflection
→ Mind Map or Written Reflection: How do you currently display
leadership in your teaching practice? What do you believe are your
leadership qualities?
*Small Group Discussion: sharing leadership reflections with a small group.
→ Categorize leadership experiences into headings as a group
*Individual Read: “Ten Roles for Teacher Leaders” (Harrison & Killion,
2007)
→ In small groups, compare headings from group reflections with the
ten roles for teacher leaders presented in the article. Discuss
differences and/or similarities.
*Large Group Discussion:
→ Do you agree or disagree with the roles for teacher leaders?
→ How do you think they compare to the role of principal? How and
why are these roles relevant in school leadership?
*Invitation to Continue Reflective Journaling: Who Am I As a Leader?
→ Which roles are you comfortable assuming? Which roles are you
interested in exploring further? How do you see yourself moving
forward in these areas?
*Closing Remarks, Questions, Comments, Focus for next week: Principal
Leadership in Ontario
*Snacks for next week – are we interested?
34
3
Copyright © Anna
4 M. Young, 2013
3
4
CONSIDERING LEADERSHIP WORKSHOP SERIES
Workshop One: Facilitator Notes
The facilitator’s role in the first workshop is to introduce the participants to a
leadership mindset whereby they are making connections with other aspiring leaders and
undergoing critical self-reflection about themselves as leaders. This first workshop is
extremely important for building a trusting atmosphere. It is important that the
participants feel comfortable in the workshop as the workshops have been designed to
promote professional dialogue and critical self-reflection. The participants are
encouraged to share their thoughts and actively listen to others’ thoughts and experiences.
This is a critical part of their learning and decision-making process. The facilitator should
suggest that the participants begin bringing a reflective journal to each workshop.
The goals of the workshop series need to be explicitly stated. The workshop series
will enable participants to:
(1) network with other aspiring leaders and make professional connections;
(2) undergo critical self-reflection and examine self as leader;
(3) explore principal leadership in Ontario;
(4) become knowledgeable about the Ministry of Education’s leadership initiatives;
(5) be in a better position to make an informed decision about transitioning into
leadership;
(6) understand the critical issues involved in the role of principal;
(7) begin goal-setting and developing a plan for future leadership experiences.
The workshop will begin with two icebreakers. The personal icebreaker will
involve the facilitator asking participants to state their name, their school, and their
teaching assignment. The content icebreaker is designed to get the participants thinking
35
3
Copyright © Anna
5 M. Young, 2013
3
5
CONSIDERING LEADERSHIP WORKSHOP SERIES
about leadership and to begin conversations about leadership. The content ice breaker
requires the facilitator to bring in a variety of objects and household items. These items
and objects could include an empty box, a cell phone, a note pad, a rubber ball, keys, etc.
Participants will be asked to choose one item and reflect for a few minutes on how the
item symbolizes leadership. Participants will take turns sharing with the large group why
they chose the item and how it may be used as a symbol of leadership. The follow-up
discussion will involve the large group defining leadership and brainstorming what
makes an effective leader. The group is then encouraged to think about how a leader’s
effectiveness might be measured.
Participants will then begin reflecting upon personal leadership experiences
through reflective journaling. Participants may either create a mind map or written
reflection of how they currently display leadership in their teaching practice which helps
them to reflect upon their leadership qualities. A small group discussion will follow
allowing for participants to share their reflections with a small group. The small groups
will categorize their leadership experiences into headings. The facilitator will then hand
out Harrison and Killion’s (2007) article, “Ten Roles for Aspiring Leaders”. The small
groups will compare their headings with those described in the article. The small groups
will discuss differences and similarities between their thoughts and the thoughts
presented in the article. The facilitator will bring the focus into a large group discussion
and debate. Notes do not need to be made on chart paper, but participants will be
encouraged to journal their thoughts throughout the discussions. To conclude the first
workshop, the facilitator will encourage the participants to continue their reflective
journaling practice with the intent of bringing the participants closer to discovering who
36
3
Copyright © Anna
6 M. Young, 2013
3
6
CONSIDERING LEADERSHIP WORKSHOP SERIES
they are as leaders. The facilitator will end with a brief discussion of snacks for the
following week and whether the participants would like to organize who will bring
snacks, or if this practice should continue into the coming weeks.
Materials required for this workshop include: participant journals, assorted objects
for the content ice-breaker, chart paper, and markers.
37
3
Copyright © Anna
7 M. Young, 2013
3
7
CONSIDERING LEADERSHIP WORKSHOP SERIES
Plan for Workshop Two: Principal Leadership in Ontario
Table 2
Workshop Two Agenda
4:00
4:10
4:30
5:15
5:50
*Announcements, Questions, Wonderings from previous week
*Review the workshop goals
*Large Group and Partner Activity:
→ Video – “Qualities of Leadership” (3:14)
(http://www.youtube.com/watch?v=UhxINyIZ454)
Participants will select one of the quotes in the video that
resonates well with their personal views on what makes a good
leader. Why is this quote important to you? If possible, share a
connection or leadership insight to the quote with a partner.
*Leadership in Ontario – Facilitator-Directed Flow Chart of Leadership in
Ontario (Leadership in Ontario – See Appendix C for slides and
notes)
*Read “Ideas Into Action: Five Core Leadership Capacities of Effective
Leaders” (Ontario Ministry of Education, 2009) and
“Leadership Framework for Principals and Vice-Principals”
(Ontario Ministry of Education, 2007)
*Small Group Activity:
→ Each group member will share how they currently participate in the
Ministry’s five core leadership capacities.
→ Groups will discuss which of the core leadership capacities may be
the most challenging for a principal. Where do they see themselves
within these types of leadership styles?
*Large Group Discussion:
→ Small groups share the challenges they foresee in adopting the
core leadership capacities with the whole group.
→ Where would you look for support with these capacities?
*Individual and Large Group Activity: Participants respond to the prompts
in 3-5 sentences: ‘Instructional leadership is…’; ‘Distributed
leadership is...’; and ‘Authentic leadership is...’
→ Share and discuss responses. Share examples of how these leadership
types are seen in the school setting. How do they see these types of
leadership as being beneficial to the teaching staff? Students?
Parents? Community?
*Invitation for participants to read and reflect upon the following articles
in the coming week. There will be time for discussion at the beginning of
the next workshop.
→ “In Conversation: The Authentic Leader” (Munby, 2009)
→ “In Conversation: Evolving Perspectives: Leaders and Leadership”
(Leithwood, 2010)
→ “Values Driven Leadership” (Marshall, 2009)
38
3
Copyright © Anna
8 M. Young, 2013
3
8
CONSIDERING LEADERSHIP WORKSHOP SERIES
Workshop Two: Facilitator Notes
The second workshop is designed to take participants further into the selfreflective process of exploring what it means to be a school leader in Ontario. The
facilitator will review the goals of the second workshop with the participants. The goals
include:
(a) exploration of the personal and professional qualities necessary for leadership;
(b) introduction of the Ministry of Education’s five core leadership capacities of effective
leaders and their leadership framework for school leaders;
(c) analysis of the core leadership capacities;
(d) introduction of instructional, distributed, and authentic leadership in the context of
Ontario’s vision for school leaders and how these forms of leadership are expressed at
the school level.
After reviewing the goals for the workshop, the facilitator will review the
previous week’s discussions and reflections. Participants will be encouraged to share
their thoughts and reflections as well.
The first large group activity involves the presentation of a video called “Qualities
of Leadership.” The facilitator will find the video at this link:
http://www.youtube.com/watch?v=UhxINyIZ454
Prior to showing the video, the facilitator will present the following questions on chart
paper: which quote(s) resonate well with your personal views on what makes a good
leader; and, why is this quote important to you? The facilitator may wish to play this
video twice. The facilitator should allow time for reflection prior to opening this up to a
partner sharing activity.
39
3
Copyright © Anna
9 M. Young, 2013
3
9
CONSIDERING LEADERSHIP WORKSHOP SERIES
The facilitator will guide the participants through a powerpoint presentation of
leadership in Ontario as developed by the Ministry of Education and The Institute for
Education Leadership. This powerpoint presentation will review the leadership initiatives
the Ministry of Education has been implementing since 2008 and will conclude with
where their leadership plan is currently in its development.
An electronic copy of this powerpoint presentation is available through email to:
anra.young@sympatico.ca. Following the presentation, the participants will be given a
copy of the Ministry of Education’s bulletin “Ideas Into Action: Five Core Leadership
Capacities of Effective Leaders” (Ontario Ministry of Education, 2009) to read, as well as
the “Leadership Framework for Principals and Vice-Principals” (Ontario Ministry of
Education, 2007). The facilitator will invite small groups to share how they currently
participate in the Ministry’s five core leadership capacities. Participants will be
encouraged to discuss the challenges associated with the leadership capacities, where
they see themselves in relation to the Ministry’s expectations, and where school leaders
could seek support with their areas of challenge.
Participants will then begin to examine leadership in Ontario by defining
instructional, distributed, and authentic leadership. The participants will respond to the
following prompts in their journals:
(a) Instructional leadership is . . .
(b) Distributed leadership is . . .
(c) Authentic leadership is . . .
Participants will share their responses with the large group and the facilitator will record
their thoughts in a large chart. The facilitator will focus the discussion on how these types
40
4
Copyright © Anna
0 M. Young, 2013
4
0
CONSIDERING LEADERSHIP WORKSHOP SERIES
of leadership are seen in the school setting, and how these types of leadership are
beneficial to the whole school community (i.e., staff, students, parents, community).
To conclude the workshop, the facilitator will provide three articles for the participants to
read before the next workshop. See Table 2 for the list of articles.
The materials required for this workshop include a laptop, screen and projector
for the presentation of the video, “Qualities of Leadership.” The facilitator will also need
to have the powerpoint presentation, “Leadership in Ontario” ready to present. Chart
paper and markers are required as well. The facilitator will need to prepare copies of the
three articles mentioned Table 2.
41
4
Copyright © Anna
1 M. Young, 2013
4
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
Plan for Workshop Three: Considerations for Principal Leadership
Table 3
Workshop Three Agenda
4:00
4:15
4:45
5:45
*Revisit articles from last week – questions, comments, wonderings, etc.
*Review the workshop goals
*Small Group Activity: Leadership Challenged
→ Response to Martin Luther King quote (See Workshop #3 Facilitator
notes for the full quote)
→ Give examples of leadership actions that you took during a moment
of challenge or crisis.
→ In retrospect, can you think of a better way you could have handled
the situation? How important is consistency?
→ What were some leadership traits that came to the forefront during
these challenging moments?
*Partner and Large Group Discussion: Issues Facing Principals Today
With a partner, discuss and record on chart paper:
→ What are the critical issues principals face today?
Afterwards:
→ Categorize the issues into personal, professional, emotional,
and health and well-being
*Facilitator puts up four pieces of chart paper with the headings: personal,
professional, emotional, health and well-being at the top
*Partners record their issues under the respective headings
*Large Group Discussion of Issues
*Reflective Journaling:
→ Given the issues facing principals today, which areas do you feel
you are ready to handle today? Which areas do you need help with?
How ready are you personally, professionally, and emotionally to
deal with the demands of principalship?
→ How much consideration should you give to your personal
resiliency?
*Small Group Sharing of Journaling Thoughts (if a level of comfort
in the group has been established)
*Invite participants to read and reflect upon the following the articles:
→ “Reflective Practices for Transformational Leaders” (Sorum-Brown,
2006)
→ “Leadership Strategies for New and Aspiring Administrators”
(Schroer & Baughn, 2006)
*Focus for the last workshop will be ‘Establishing a Vision: Planning for
Principal Leadership’
42
4
Copyright © Anna
2 M. Young, 2013
4
2
CONSIDERING LEADERSHIP WORKSHOP SERIES
Workshop Three: Facilitator Notes
The third workshop in the series is designed to provide an opportunity for
participants to reflect upon and discuss the issues and considerations involved in
becoming a principal.
The facilitator will begin by reviewing the goals of the workshop, which include:
(a) participant leadership experiences in times of challenge or crisis;
(b) critical analysis of issues facing principals today;
(c) connecting the current issues with self and readiness to work through these issues;
(d) resiliency
After initial questions, comments, or wonderings have been discussed and the
workshop goals have been reviewed, the facilitator will open the rest of the workshop
with a quote from Martin Luther King. The facilitator will have the following quote
presented on a projector screen or on chart paper: “The ultimate measure of a man is not
where he stands in moments of comfort and convenience, but where he stands at times of
challenge and controversy.” The facilitator will allow a few moments for quiet reflection,
then ask the participants to move into small groups. In small groups, the participants will
be invited to give examples of leadership actions that they have taken in moments of
challenge or crisis. The facilitator will have the following question posted for discussion
in the small groups: “In retrospect, can you think of a better way you could have handled
the situation? How important is consistency? What were some leadership traits that came
to the forefront during these challenging moments?” Invite the participants to share their
thoughts in a large group discussion afterwards to bring together any common themes.
43
4
Copyright © Anna
3 M. Young, 2013
4
3
CONSIDERING LEADERSHIP WORKSHOP SERIES
The next activity takes place in a partner and small group discussion format. On
chart paper, the facilitator will ask the partner groups to respond to the question: What are
the critical issues principals face today? After the partners have recorded their responses
on chart paper, they will be asked to categorize the issues into personal, professional,
emotional, and health and well-being. The facilitator will put up four pieces of chart
paper with the following headings: personal, professional, emotional, and health and
well-being. The partners will record the issues under each heading on the facilitator’s
posted chart paper. The issues will be discussed in a large group format afterwards. The
facilitator will post the following questions for the participants to either respond through
reflection in their journals or with a partner or small group: Given the issues facing
principals today, which areas do you feel you are ready to handle today? Which areas do
you need help with? How ready are you personally, professionally, and emotionally to
deal with the demands of principalship? How much consideration should you give to
your personal resiliency? This activity will not be discussed in the larger group.
The facilitator will conclude the workshop by passing out two articles titled
“Reflective Practices for Transformational Leaders” (Sorum-Brown, 2006) and
“Leadership Strategies for New and Aspiring Administrators” (2006). See Appendix A
for full article referencing.
The materials required for this workshop include participant journals, chart paper,
markers, and possibly a screen, projector, and computer for the presentation of the quote.
The quote may either be presented using technology or printed on chart paper and posted.
Handouts in Table 3 will also need to be prepared for distribution.
44
4
Copyright © Anna
4 M. Young, 2013
4
4
CONSIDERING LEADERSHIP WORKSHOP SERIES
Plan for Workshop Four: Planning for Principal Leadership
Table 4
Workshop Four Agenda
4:00
4:15
4:30
5:15
*Revisit articles from last week – questions, comments, wonderings, etc.
*Review goals for the workshop
*Individual Reflection:
→ Why is leadership important to you?
→ What do you need to do to prepare yourself for leadership?
→ How do you plan to get there?
*Hand out the “Self Assessment Tool for Aspiring Leaders” (The
Institute for Education Leadership, n. d.). See Appendix A for full
article referencing.
*Facilitator will discuss the purpose, context, and development of the
assessment tool
*Individual Activity – Critical Self-Reflection
→ Participants will read through the assessment tool and highlight
areas of leadership practices which are consistent with their practice.
→ Next Step: Review areas of need and jot down what they need to do
to progress in this area and how they might begin a transformation
in these areas.
*Portfolios
→ What is the purpose of a portfolio? When and how is an
administrative portfolio used?
→ Hand out article: “The Administrative Portfolio” (Yerkes &
Guaglianone, 1998)
*Principal’s Qualification Program
→ Hand out the “Principal’s Qualification Program Guideline”
(Ontario College of Teachers, 2009)
→ Review of the program
*TED Talks Video – “Simon Sinek: How great leaders inspire action”
(18:35). (www.youtube.com/watch?v=qp0HIF3SfI4)
*Hand out recommended reading list to participants.
*Snacks and Beverages
Workshop Four: Facilitator Notes
The facilitator will begin the workshop by opening up a discussion about the
articles from the previous week. Following the discussion, the facilitator will review the
goals of the final workshop as follows:
45
4
Copyright © Anna
5 M. Young, 2013
4
5
CONSIDERING LEADERSHIP WORKSHOP SERIES
(a) goal-setting: to reflect on why leadership is important to the participants, what is
needed to move forward in leadership preparation, and how do the participants plan to
move forward;
(b) an introduction to the “Self Assessment Tool for Aspiring Leaders”;
(c) portfolio development;
(d) review of the Principal’s Qualification Program;
(e) a collection of recommended leadership readings
The fourth workshop is designed for critical self-reflection and goal-setting. The
participants will begin by reflecting upon themselves as future leaders. The facilitator
will post individual reflection questions for the participants to write about in their
journals (see Table 4 for questions).
The facilitator will hand out the “Self Assessment Tool for Aspiring Leaders”
(The Institute for Education Leadership, n. d.). The facilitator will present the purpose,
context, and development of the tool; all are found within the first few pages of the
document. The facilitator will then briefly explain the format of the document so that
participants will have an understanding of how the tool is designed to assist aspiring
leaders in their professional development. Participants will have a significant amount of
time to read through and review the self assessment tool. The facilitator will encourage
the participants to highlight the areas of leadership practices which are consistent with
their current professional practice. Afterwards, the facilitator will ask the participants to
carefully review their areas requiring further development and record what they need to
do to progress in each area. The participants will then be encouraged to think about how
they might begin to transform those areas.
46
4
Copyright © Anna
6 M. Young, 2013
4
6
CONSIDERING LEADERSHIP WORKSHOP SERIES
Near the end of the workshop, the facilitator will guide a large group discussion in
the purpose of portfolios, when they are developed, and how the administrative portfolio
is used. Afterwards, the facilitator will hand out Yerkes and Guaglianone’s (1998) article,
“The Administrative Portfolio” for the participants to review. A large group discussion
may be appropriate afterwards; this can be at the discretion of the facilitator.
The facilitator will then introduce the Principal’s Qualification Program and hand
out the Ontario College of Teacher’s (2009) “Principal’s Qualification Program
Guidelines”. Individual or large group discussion of the document may occur; the method
of review is at the discretion of the facilitator and the group.
Time permitting, the facilitator may wish to end the workshop with a video clip
from the TED Talks forum. It is called “How Great Leaders Inspire Action”. The link for
this video is at: www.youtube.com/watch?v=qp0HIF3SfI4
The facilitator will hand out a recommended leadership reading list (see Appendix
B) for further reflection and inquiry.
This workshop will conclude with snacks and beverages. Participants will have
the opportunity to continue discussions and build relationships with other aspiring
leaders. Participants may wish to exchange contact information with each other during
this time as well.
The materials for this workshop include participant journals, and copies of the
“Self-Assessment Tool for Aspiring Leaders,” “The Administrative Portfolio,” and the
“Principal’s Qualification Program Guideline” for each participant. The facilitator will
also need to have a laptop, projector, and screen ready for the TED Talks video if time
permits. Snacks and beverages will also be available as per participant interest.
47
4
Copyright © Anna
7 M. Young, 2013
4
7
CONSIDERING LEADERSHIP WORKSHOP SERIES
Chapter Four: Critical Self-Reflection
The final chapter of this project is an exercise in critical self-reflection, more
specifically it is written in the format of a reflective journal as I consider my own
leadership development and who I am as a leader. This reflection begins with my first
encounter in a leadership role and my subsequent leadership pursuits. My leadership
experiences have been cumulative in nature and have built on one another over a period
of years. After reflecting upon my experiences in leadership, I will discuss how the
process of preparing for this project has continued to shape my leadership development
and bring me closer to asking myself ‘who am I as a leader?’
I began inquiring about myself as an educational leader accidentally. I did not
become a teacher with the aspirations of becoming a school leader. I became a teacher
because I love teaching and I love helping children. Several years ago, I was confronted
with what Mezirow (1975) would describe as a “disorienting dilemma” in my teaching
career. My teaching practice and teaching beliefs were questioned during the Ontario
Ministry of Education’s “Turnaround Schools” initiative. What I did not know was that
this would be the initial step in my transformative journey into leadership. The purpose of
the initiative was to assist schools in increasing achievement scores and closing their
achievement gaps. What began as months of hard work, turned into four years of
dedication and perseverance at transforming my classroom, my teaching practices, and
my entire approach to teaching and assessing. This was a frustrating and stressful time,
but it was valuable time. I learned so much about myself, my beliefs, and my abilities as a
teacher. I transformed from a teacher who preferred to work independently and quietly
out of the spotlight into a teacher who was confident enough to invite “critical friends”
48
4
Copyright © Anna
8 M. Young, 2013
4
8
CONSIDERING LEADERSHIP WORKSHOP SERIES
into my classroom for the purpose of obtaining constructive feedback. I enjoyed sharing
my new learning with my colleagues and I welcomed the opportunity to learn from them.
As a group, the turnaround school team pushed ourselves out of our comfort zones and
took risks. We made decisions based on the needs of our students and became confident
at defending and explaining our professional decisions. Throughout the process, we took
opportunities to share our knowledge with those who were not in the program through
school-wide literacy initiatives. This was my first experience with instructional and
shared leadership and therefore it has become one of my most memorable and fulfilling
professional experiences.
Upon completion of our turnaround project, the intensity of our professional
development slowed down and I looked for something to keep me excited and moving
forward. I knew from conversations and experiences in my own teaching practice that
serving the needs of our struggling learners was a challenging task. I didn’t feel that I
knew enough about the nature of their difficulties. I needed to learn more about
exceptional children, as well as special education policies and procedures. I felt that if I
knew more and investigated alternate methods of instruction and assessment, I would be
able to make more informed decisions about my students who had difficulty with
learning. Over the next two years I worked hard at obtaining my Special Education
Specialist Additional Qualification. Through those studies, I became more passionate
about our learners who continue to struggle and wrote a letter to my principal indicating I
would like to be our school’s Special Education Resource Teacher (SERT). At the time, I
did not look upon this role as a leadership role. I viewed it as one which worked quietly
behind the scenes. The role is complex and multi-faceted. Throughout my years in this
49
4
Copyright © Anna
9 M. Young, 2013
4
9
CONSIDERING LEADERSHIP WORKSHOP SERIES
role, I have learned that initially it can be somewhat alarming that you aren’t in the same
intense and passionate situations anymore with colleagues who are in similar situations.
This role felt lonely at first, but as I have evolved in the role, it no longer feels that way.
As I continue to define myself within the role, I am able to remove myself from the
intensity of the classroom and see the larger picture of the needs within the whole school.
This places me in a position of seeing where our needs are as a whole school and working
towards moving us forward in those areas.
As the SERT in my school, I realized also that I didn’t have all of the answers to
the teachers’ tough questions about their students. I didn’t feel that I was knowledgeable
enough to know which directions we should sometimes go with our students. I arranged
for a sabbatical and began pursuing my Master of Education degree in hopes of
expanding my knowledge and improving my confidence. Throughout the course of my
studies at Queen’s, I have had the privilege of learning how important it is to maintain an
open perspective with issues in education. I have also learned the importance of taking
risks and allowing myself to be vulnerable in front of my peers. Nancy Hutchinson, my
academic advisor, suggested I apply to facilitate online courses for Queen’s and have
now been doing so for over a year. I have been thoroughly enjoying this leadership
opportunity. My education at Queen’s has also taught me much of what I came to the
program looking for. I have shared a wealth of knowledge with colleagues and have
begun seeking opportunities to further explore the concepts I have learned. For example,
I applied for a teaching position at Sagonaska Demonstration School last year and was
accepted. Sagonaska is a Ministry of Education residential school in Belleville, Ontario
for students with severe learning disabilities. As a teacher at this school, I felt that I was
50
5
Copyright © Anna
0 M. Young, 2013
5
0
CONSIDERING LEADERSHIP WORKSHOP SERIES
in a position of leadership. Our principal was a wonderful leader who believed in her staff
and the abilities of each student in the school. What impressed me most was that she
articulated her beliefs to everyone in her school and her actions supported her beliefs.
The atmosphere was positive with a strong sense of pride in our vision. Goals were
clearly defined and student achievement was heavily emphasized. I was given the
opportunity to be trained by highly skilled individuals, and to deliver workshops to other
educators who hoped to learn about topics in which I had been trained. Working as a
teacher in this school was an experience in professional development.
Since leaving Sagonaska and returning to my home school for this school year, I
have been able to bring new knowledge and experiences back with me. I am able to
consider a variety of perspectives and look for solutions in ways I otherwise would not
have. Since returning, I have organized several training sessions for my colleagues,
students, and students’ parents. I have also assisted my principal in purchasing a reading
intervention program in which I am trained, and have written a successful leadership
proposal with another colleague. I have trained several colleagues in how to conduct
specific reading assessments, and am currently working with the primary division of my
school on a reading intervention inquiry project. The capacity for instructional leadership
in my current role is great.
My school board has begun to implement its Board Leadership Development
Strategy with those interested in becoming leaders, and I have been a participant in the
first meeting. With the new knowledge and experiences I have gained, my confidence for
assuming leadership roles is growing and I find myself looking for leadership
51
5
Copyright © Anna
1 M. Young, 2013
5
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
opportunities within my school and school board. For all of the abovementioned
activities, I believe I have begun leadership preparations.
This project has been inspired by my past and present experiences. I firmly
believe that for me, my interest in leadership has been a gradual process with each
experience initiating and influencing a subsequent experience. This project has been
another stepping stone in my leadership development, particularly as I reflect upon
aspects of the workshops I have developed.
Workshop Development Reflections
Developing this workshop series has been a tremendous professional development
experience for me. I have had the opportunity to blend the research skills I have acquired
as a graduate student with the planning skills I have acquired as a teacher. This has been a
true case of research meeting practice. When I began this project I knew very little about
the role of principal according to the Ministry’s expectations. I also did not have much
experience reflecting upon the role of the principal in an educated and informed manner.
One of the reasons I began looking into leadership was to broaden my understanding of
what is involved in leading, as well as understanding why and how decisions may be
made by a principal. What I did not realize prior to this project is the depth and breadth of
expectations the Ministry and school boards place on our principals. There are specific
goals articulated by school boards which they are accountable for achieving. The
responsibility of achieving the goals rests on the effectiveness of the principals to
influence their staff to move forward.
As I began planning the workshops I knew that I wanted them to be meaningful in
such a way that the participants would be engaged in critical self-reflection and dialogue
52
5
Copyright © Anna
2 M. Young, 2013
5
2
CONSIDERING LEADERSHIP WORKSHOP SERIES
with other aspiring leaders. My goal was to help others like myself through the decisionmaking process involved in making a transition into principalship. I knew it was also
important for aspiring leaders to understand the Ministry’s priorities and how they define
the role of principal leaders. Prior to developing this workshop series, I didn’t have a
solid understanding of the full responsibilities of the principal nor the specifics of all
areas in which they are held accountable. When developing the workshops I tried to view
their content and presentation order from the perspective of the participants.
The first workshop needed to engage the participants immediately and get them
thinking about themselves as leaders. I knew it was important for the workshops to begin
by allowing the participants to make leadership personal. I also knew that the format
needed to allow for different comfort levels in the participant group. Activities therefore
vary from individual reflections for personal thoughts to large group discussions for
sharing. The format allows those comfortable with listening and those comfortable with
talking aloud in a forum to do so. It is important for adult learners to have time to think,
reflect, discuss, and share their ideas. It is also important for them to do so in a safe
environment where their opinions are respected. The goal of the first workshop was to
establish a welcoming environment in which sharing and reflecting with others would be
a comfortable experience. I also wanted to introduce the participants to reflective writing
which would form a basis for their development in and across the workshops.
The second workshop was designed to introduce the participants to the broader
context of educational leadership in Ontario. At this point they would have had
opportunities to share, reflect, and discuss personal experiences in leadership with others
who have similar goals. The second workshop moves the participants away from their
53
5
Copyright © Anna
3 M. Young, 2013
5
3
CONSIDERING LEADERSHIP WORKSHOP SERIES
experiences so that they may open themselves up to the Ministry’s definitions and
expectations of educational leadership. The participants are invited to consider new and
relevant leadership information.
Workshop three considers the issues relevant to principal leadership. The content
of this workshop is derived from personal experiences and various informal
conversations with principals in a variety of settings. I felt that it was important to include
a whole workshop dedicated to the special considerations required when making a
decision to become a principal. This workshop addresses the day-to-day realities of being
in a principal position, issues which are not necessarily discussed in Ministry documents
or initiatives. I also felt it was important to have discussions about participants’ level of
readiness given these considerations. Following this discussion I thought it was
appropriate to reflect on resilience. The considerations addressed are thought-provoking
and may not necessarily be the first things someone may think about when making a
decision to move into leadership. This workshop invites the participants to consider how
they handle conflict and crisis. Challenges are presented almost daily within a school
setting and the leader is the looked to for solutions and direction. Taking time to consider
how the participants react to challenges is important.
The fourth workshop was designed to bring the participants closer to considering
their future as a school leader. This workshop invites the participants to critically reflect
upon their current leadership practice through the use of the Self-Assessment Tool for
Aspiring Leaders. I felt it was important for the participants to actively engage in the
Ministry’s leadership expectations. The participants need to know what would be
expected of them as a principal. I also felt it was important to provide opportunities for
54
5
Copyright © Anna
4 M. Young, 2013
5
4
CONSIDERING LEADERSHIP WORKSHOP SERIES
the participants to begin further preparations for leadership by introducing them to
administrative portfolios.
Reflective practice is an ongoing theme throughout the workshops. I felt this was
important to build into the workshops because decision-making and vision development
require critical reflection. I wanted to emphasize the importance of reflection in positions
of leadership.
Workshop Content Reflections
The workshop content moves the participants through different phases of the
reflective process in an attempt to make an informed decision about their transition into
school administration. I am currently contemplating this decision and feel that I could
benefit from reflecting upon some aspects of the workshops which can be successfully
completed without discussion.
One role of a school leader is to develop and articulate a vision for the school as a
learning community. School leaders must be able to assess the strengths and needs of
their staff and students so that there is a baseline for developing an improvement plan.
The school leader must also be aware of the role of the parent community and community
partners in education so that they may be invited to assist the school community in
achieving their goals. Effective leaders are measured by their purpose. Success and
effectiveness are measured by comparing their purpose with desired outcomes. Effective
leaders are able to successfully assess the needs of their school, develop a vision and
improvement plan based on those needs, articulate the needs and goals to all
stakeholders, and finally, their ability to influence the changes needed to move forward in
fulfilling their vision. I believe that regardless of the articulated vision, effective school
55
5
Copyright © Anna
5 M. Young, 2013
5
5
CONSIDERING LEADERSHIP WORKSHOP SERIES
leaders must be successful at developing others. The heart of our schools is the people,
specifically the children. Effective school leaders are able to influence change by
building and developing relationships, and by providing opportunities for the
relationships and change to occur. Changes in student achievement can occur with
effective instructional leadership. Relationships can be built with distributed leadership.
Leaders build their integrity and respect through authentic leadership. The Ministry’s
goals for leadership have the potential to build a foundation for success.
Currently, I am in a position of leadership within my school. My role is multifaceted and it requires that I work closely with the students, staff, parents, and
community agencies. Referrals for student assessments and consultations are my
responsibility. It is through parent, school, and community connections that childrens’
needs are met in terms of appropriate academic programming, occupational therapy,
physiotherapy, and speech and language therapy. I organize meetings between the school,
parents, and community agencies to discuss assessments, set goals, and implement
programs. Within the school, I am a resource for teachers and parents. They seek my
input on such issues as Individual Education Plan development, student accommodations,
program modifications, and assessment analysis. New information regarding
exceptionalities, workshops, or training is provided to me for distribution to staff as
necessary. Much of my role is also to help teachers develop appropriate programming, as
well as provide a variety of academic interventions. This requires that I either have the
knowledge and skills to provide this information, or that I bring the knowledge and skills
to the school through various professionals. Part of my role is to advocate for the students
to ensure that they are receiving appropriate accommodations and modifications in their
56
5
Copyright © Anna
6 M. Young, 2013
5
6
CONSIDERING LEADERSHIP WORKSHOP SERIES
program. One of my leadership qualities is my authentic belief in serving our students.
This is partly done through building relationships with their teachers and through
building relationships with the students and their families. I am able to investigate and
foresee the academic needs within the school, and then prioritize the needs so that all are
accommodated as required. Often I am able to make this work for everyone, but it
requires a degree of compromise. Another leadership quality I possess is my ability to
listen to others. This is particularly important when chairing a meeting, conversing with a
colleague, or working with my students. Listening allows me to observe carefully.
Observation is as important as listening and speaking because much can be learned by
allowing others to express their thoughts, ideas, and opinions. Lastly, I believe in the
power of distributed leadership. Sharing responsibility, while maintaining accountability,
is one way to ensure that everyone’s strengths are being maximized and everyone is able
to contribute to the common vision of the school. It is very important for everyone to feel
as though they are contributing to the school’s vision, and distributed leadership provides
that opportunity.
The second workshop shifts from reflecting upon participant experiences in
leadership to how the participants view themselves within the Ontario Ministry of
Education’s five core leadership capacities. The first core leadership capacity mentioned
in the literature is setting goals. Currently, our school team reviews and updates school
data regularly as part of our school improvement plan to improve student achievement. I
am involved in building this shared vision for the school and use the goals to help
facilitate my programming as the special education resource teacher. To date, I have
helped other staff members work towards the goals articulated in the school improvement
57
5
Copyright © Anna
7 M. Young, 2013
5
7
CONSIDERING LEADERSHIP WORKSHOP SERIES
plan by assisting with individualized programming and instruction. The area of
concentration has been language-based; however, as the mathematics teacher for
Kindergarten and grade one, the goals I have set for my students are aligned with the
school improvement plan’s goals. I am familiar with goal-setting, in particular setting
SMART goals as outlined by the Ministry. Another core leadership capacity is aligning
resources with priorities. In the true sense of this expectation, I am not currently in a
position to make decisions regarding school finances, capital, human resources, and the
allocation of resources. However, I do engage in conversations with administration
regarding the purchasing and allocation of physical resources, and where appropriate,
human resources. I have been involved in professional learning communities and work
daily to build a collaborative learning culture with my colleagues. As the only special
education resource teacher, it is extremely important for me to work collaboratively with
all of the staff to improve student achievement and foster targeted instruction to meet the
individual needs of our students. Lastly, the Ministry emphasizes the ability to engage in
courageous conversations as a key leadership capacity. Conversations which act to foster
innovation, provide feedback, and lead to student improvement are important in building
relational trust and in solving problems. Upon reflection, this is one area in which I
hesitate at times. I am comfortable in discussing student needs and suggesting appropriate
programming and support; however, I sometimes hesitate to bring forward concerns or
challenge assumptions in a larger, open forum with my colleagues. Comfort in this area is
important as an administrator, and an area which needs more personal attention.
At this point in my career, I feel that I am moving towards a position in school
administration. My interest in becoming a principal has evolved as my education and
58
5
Copyright © Anna
8 M. Young, 2013
5
8
CONSIDERING LEADERSHIP WORKSHOP SERIES
experiences have deepened. Pursuing my Master of Education degree, and specifically
developing this project, has been a pivotal experience in my decision-making process. I
have taken the time to investigate all aspects of school administration and understand the
depth of the position.
The decision to become a principal should not be made in a quick and uninformed
manner. Individuals need to become knowledgeable about education in Ontario from the
perspective of an administrator and understand all that is involved in being an
administrator both personally and professionally. School administration carries much
responsibility and requires much diligence. The rewards of the position have the potential
to far outweigh the difficulties. In this sense, it is not much different than teaching. What
makes principalship different is the potential to change and influence outcomes on many
levels and for many different kinds of people. The role of principal is about service to
children, families, and the greater community. This in itself is rewarding.
References
Barty et al. (2005). Unpacking the issues: Researching the shortage of school principals
in two states in Australia. The Australian Educational Researcher, 32(3), 1-18.
Blasé, J. & Blasé, J. R. (1998). Handbook of instructional leadership: How really good
principals promote teaching and learning. London, UK: Sage.
Brown, G., & Irby, B. J. (2001). The principal portfolio (2nd ed.). Thousand Oaks, CA:
Corwin Press.
Browne-Ferrigno, T. (2003). Becoming a principal: Role conception, initial socialization,
59
5
Copyright © Anna
9 M. Young, 2013
5
9
CONSIDERING LEADERSHIP WORKSHOP SERIES
role-identity transformation, purposeful engagement. Educational Administration
Quarterly, 39(4), 468-503. doi: 10.1177/0013161X03255561
Bush, T. (2008). Leadership and management development in education. Los Angeles:
Sage.
Chikoko, V., Naicker, I., & Mthiyane, S. E. (2011). Leadership development: School
principals’ portfolios as an instrument for change. Education as Change, 15(2),
317-329. doi: 10.1080/16823206.2011.619070
Clarke, S., & Wildy, H. (2010). Preparing for principalship from the crucible of
experience: Reflecting on theory, practice and research. Journal of Educational
Administration and History, 42(1), 1-16. doi: 10.1080/00220620903462116
Corcoran, S. P., Schwartz, A. E., & Weinstein, M. (2012) Training your own: The impact
of New York City’s aspiring principals program on student achievement.
Educational Evaluation and Policy Analysis, 34(2), 232 – 258.
doi: 10.3102/0162373712437206
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for
educators of adults (2nd ed.). San Francisco, CA: Jossey-Bass.
Dewey, J. (1933). How we think. New York, NY: Heath.
Duncan, H. E., & Stock, M. J. (2010). Mentoring and coaching rural school leaders: What
do they need? Mentoring & Tutoring: Partnership in Learning, 18(3), 293-311.
doi: 10.1080/13611267.2010.492947
Finnigan, K. S. (2010). Principal leadership and teacher motivation under high-stakes
accountability policies. Leadership and Policy in Schools, 9(2), 161-189.
60
6
Copyright © Anna
0 M. Young, 2013
6
0
CONSIDERING LEADERSHIP WORKSHOP SERIES
doi: 10.1080/15700760903216174
Gulcan, M. G. (2012). Research on instructional leadership competencies of school
principals. Education, 132(3), 625-635.
Gurr, D., Drysdale, L., & Mulford, B. (2007). Instructional leadership in three
Australian schools. International Studies in Educational Administration, 35(3),
20-29.
Hackman, D. G., & Alsbury, T. L. (2005). Standards-based leadership preparation
program improvement through the use of portfolio assessments. Educational
Considerations, 32(2), 36-45.
Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan, 84(9),
693-700.
Harris, A. (2009). Distributed leadership different perspectives. Guilford Ipswich:
Springer London, Limited Ebsco Publishing [Distributor]. Retrieved from
https://library.sso.queensu.ca/vwebv/holdingsInfo?bibId=3367562
Institute for Education Leadership. n. d. Self-assessment tool for aspiring leaders.
Institute for Education Leadership. (2009). Understanding the Institute for Educational
Leadership. Retrieved from
http://www.education-leadership-ontario.ca/home.shtml
Kelleher, J. (2002). Encouraging reflective practice. Principal Leadership, 3(2), 20-23.
Klar, H. W. (2012). Fostering department chair instructional leadership capacity: Laying
the groundwork for distributed instructional leadership. International Journal
of Leadership in Education, 15(2), 175 – 197.
61
6
Copyright © Anna
1 M. Young, 2013
6
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
doi: 10.1080/13603124.2011.577910
Leithwood, K., & Riehl, C. (2003). What we know about successful school
leadership. Philadelphia, PA: Laboratory for Student Success, Temple
University.
Luu, K., N. (2010). Ontario principal preparation programs: How are aspiring school
administrators trained? The International Journal of Learning, 17(4), 381-390.
Retrieved from http://ijl.cgpublisher.com/product/pub.30/prod.2733
Lynch, J. M. (2012). Responsibilities of today’s principal: Implications for principal
preparation programs and principal certification policies. Rural Special
Education Quarterly, 31(2), 40-47.
Nesbit, P. L. (2012). The role of self-reflection, emotional management of feedback,
and self-directed leadership development. Human Resource Development
Review, 11(2), 203-226. doi: 10.1177/1534484312439196
Ontario College of Teachers. (2009). Principal’s qualification program guideline, 1-24.
Retrieved from
http://www.oct.ca/~/media/PDF/Principals%20Qualification%20Program%20200
9/Guide/principals_qualification_program_e.ashx
Ontario Ministry of Education. (2009). Ideas into action: Engaging in courageous
conversations. Ontario Leadership Strategy, 1-16. Retrieved from
http://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAction10.pdf
Ontario Ministry of Education. (2010). Ideas into action: Promoting collaborative
learning cultures: Putting the promise into practice. Ontario Leadership Strategy,
1-24. Retrieved from http://resources.curriculum.org/LNS/summerinstitute/files/
62
6
Copyright © Anna
2 M. Young, 2013
6
2
CONSIDERING LEADERSHIP WORKSHOP SERIES
PromiseIntoPractice.pdf
Ontario Ministry of Education. (2010). Ideas into action: Setting goals: The power of
purpose. Ontario Leadership Strategy, 1-32. Retrieved from
http://www.edu.gov.on.ca/eng/policyfunding/leadership/IdeasIntoAction11.pdf
Ontario Ministry of Education. (2011). Quick Facts, Supporting the Ontario Leadership
Strategy, Evaluation of the Strategy, 1-2. Retrieved from
http://www.edu.gov.on.ca/eng/policyfunding/memos/nov2011/EvaluationOLS.pdf
Ontario Ministry of Education. (2012). Board Leadership Development Strategy
Requirements Manual. Retrieved from http://www.edu.gov.on.ca/eng/policy
funding/leadership/BLDS2012Manual.pdf
Polizzi, J. A., & Frick, W. C. (2012). Transformative preparation and professional
development: Authentic reflective practice for school leadership. Teaching &
Learning: The Journal of Natural Inquiry & Reflective Practice, 26(1), 20-34.
Retrieved from http://works.bepress.com/joseph_polizzi/5/
Southworth, G. (2002). Instructional leadership in schools: Reflections and empirical
evidence. School Leadership and Management, 22(1), 73-91.
doi: 10.1080/13632430220/43042
Spillane, J., Halverson, R., & Diamond, J. (2001). Towards a theory of leadership
practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.
doi: 10.1080/0022027032000106726
Styron, R. A. Jr., & Styron, J. L. (2011). Critical issues facing school principals. Journal
of College Teaching and Learning, 8(5), 1-10.
63
6
Copyright © Anna
3 M. Young, 2013
6
3
CONSIDERING LEADERSHIP WORKSHOP SERIES
Tracy, G., & Weaver, C. (2000). Aspiring leaders academy: Responding to the principal
shortage. NASSP Bulletin, 84(618), 75-83. doi: 10.1177/019263650008461810
Yerkes, D. M., Guaglianone, C. L., & Curtis, L. (1998). The administrative portfolio.
Thrust for Educational Leadership, 27(7), 28-31.
Ylimaki, R. M. (2007). Instructional leadership in challenging US schools. International
Studies in Educational Administration, 35(3), 11-19.
Appendix A: Workshop Article References
Workshop #1
Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership,
65(1), 74-77. Retrieved from
www.csun.edu/~knowlands/Content/SED610/Leadership/harrison and killion ten
roles for teacher leaders.pdf
Ontario Ministry of Education. (2007). Leadership framework for principals and viceprincipals. Retrieved from
www.edu.gov.on.ca/eng/policyfunding/leadership/pvpleadershipframework.pdf
64
6
Copyright © Anna
4 M. Young, 2013
6
4
CONSIDERING LEADERSHIP WORKSHOP SERIES
Workshop #2
Ontario Ministry of Education. (2009). Five core capacities of effective leaders. Ideas
Into Action, Bulletin #1. Retrieved from
www.edu.gov.on.ca/eng/policyfunding/memos/october09/Ideas_into_
Action_Fall2009.pdf
Ontario Ministry of Education. (2011). Quick Facts. Ontario Leadership Strategy.
Retrieved from
www.edu.gov.ca/eng/policyfunding/leadership/OLS_QuickFacts.pdf
Workshop #3
Leithwood, K. (2010). Evolving perspectives: Leaders and leadership. In Conversation,
11(2), 1-12.
Retrieved from www.edu.gov.ca/eng/policyfunding/leadership/winter2010.pdf
Marshall, S. (2009). Values-driven leadership. In Conversation, 1(2), 1-8. Retrieved from
www.edu.gov.on.ca/eng/policyfunding/leadership/winter2009.pdf
Munby, S. (2009). The authentic leader. In Conversation, 11(1), 1-8. Retrieved from
www.edu.gov.on.ca/eng/policyfunding/leadership/Authentic_LeaderFall09.pdf
Workshop #4
Ontario College of Teachers. (2009). Principal’s qualification program guideline, 1-24.
Retrieved from
http://www.oct.ca/~/media/PDF/Principals%20Qualification%20Program%20200
9/Guide/principals_qualification_program_e.ashx
Schroer, D., & Baughn, J. (2006). Leadership strategies for new and aspiring
65
6
Copyright © Anna
5 M. Young, 2013
6
5
CONSIDERING LEADERSHIP WORKSHOP SERIES
administrators. Leadership Matters, 10-11. Retrieved from
https://www.acteonline.org/uploadedFiles/Publications_and_E-Media/files/filestechniques-2006/Leadership-Matters-March-2006.pdf
Sorum-Brown, J. (2006). Reflective practices for transformational leaders. FutureAge,
6-9. Retrieved from
http://www.leadingagecolorado.org/custdocs/reflective%20practices%20for%20th
e%20transformational%20leader.pdf
The Institute for Education Leadership. (n. d.). Self Assessment Tool for Aspiring
Leaders, 1-13. Retrieved from
http://iel.immix.ca/storage/6/1300729836/SAT_for_Aspiring_Leaders__Electronic_Form.pdf
Yerkes, D. M., Guaglianone, C. L. (1998). The administrative portfolio. Thrust for
Educational Leadership, 27(7), 28-31.
Appendix B: Recommended Reading List
Websites
www.education-leadership-ontario.ca (The Institute for Education Leadership)
www.inspirelearning.ca
www.ontario.ca/eduleadership
www.opc.ca (Ontario Principal’s Council) - Aspiring School Leaders Program
www.principals.on.ca
66
6
Copyright © Anna
6 M. Young, 2013
6
6
CONSIDERING LEADERSHIP WORKSHOP SERIES
Online Ontario Ministry of Education Publications
http://www.edu.gov.on.ca/eng/policyfunding/publications.html
Webcasts
School Effectiveness Framework. Retrieved from
http://resources.curriculum.org/secretariat/framework/index.shtml
Appendix C: Leadership in Ontario Powerpoint Presentation Slides and Notes
Leadership
in
Ontario
67
6
Copyright © Anna
7 M. Young, 2013
6
7
CONSIDERING LEADERSHIP WORKSHOP SERIES
The purpose of this powerpoint is to provide information to the participants about
Ontario’s leadership initiatives so that the participants will understand the vision of
Ontario’s education system.
Reach Every Student:
Energizing Ontario Education
This initiative was developed in 2008 to identify school leadership as the determining
factor in the successful achievement of Ontario’s three educational priorities.
Ministry Priorities
 High levels of student achievement
 Reduce gaps in student achievement
 Increase public confidence in publicly
funded education
The Ministry has identified three core education priorities:
1) High levels of student achievement
2) Reduce gaps in student achievement
68
6
Copyright © Anna
8 M. Young, 2013
6
8
CONSIDERING LEADERSHIP WORKSHOP SERIES
3) Increase public confidence in publicly funded education
The achievement of the three core education priorities lies in the collaborative
professionalism of school leaders and educators. Utilizing effective practices grounded in
research will be used to improve educator practice and student learning. High quality
leadership practices can support the effective implementation of the three core priorities
and provide a supportive learning environment for all students and educators.
Ontario Leadership Framework
-
Describes what good leadership looks like and provides a foundation for
implementing the Ontario Leadership Strategy
-
supports career-long professional learning and helps guide learning-focused
conversations about effective leadership practices and approaches to resolving
issues
-
focuses on the five core leadership capacities:
1) Setting goals
2) Aligning resources with priorities
3) Promoting collaborative learning cultures
4) Using data
69
6
Copyright © Anna
9 M. Young, 2013
6
9
CONSIDERING LEADERSHIP WORKSHOP SERIES
5) Engaging in courageous conversations
- OLF is being revised in 2012/2013 - the focus will be on further identifying core
leadership practices in different phases of leadership development and in various contexts
that show the greatest evidence of influencing student achievement
-
Ministry is working on a career cycle/staged approach to leadership development
Ontario Leadership Strategy
Board Leadership Development
Strategy
The Ontario Leadership Strategy (OLS) was launched in 2008
-
Comprehensive plan of action designed to support student achievement and wellbeing by attracting and developing skilled and passionate school and system
leaders
-
The idea is that the province’s three core priorities in education can be achieved
by improving school and system leadership
-
Province is committed to supporting leadership development and working with
other Ministries to improve conditions for effective teaching and learning in
schools and classrooms
-
Components of the OLS: Ontario Leadership Framework, programs for system
leaders, leadership publications, the Principal Congress, and the Board Leadership
Development Strategy
70
7
Copyright © Anna
0 M. Young, 2013
7
0
CONSIDERING LEADERSHIP WORKSHOP SERIES
Board Leadership Development Strategy: the purpose is to provide direction to districts
to help them develop a plan of action for leadership development that supports the Board
Improvement Plan and the Ministry’s three core priorities
Ontario Institute for Education
Leadership
-
responsible for developing the Ontario Leadership Framework
-
brings together leaders’ associations and the Ministry to collectively promote
research, policy, and practice related to improving school and system leadership
-
Developed APPLIKI, a web-based clearinghouse through which Ontario districts
can share resources and tools to support leadership development.
Leadership Supports




-
Succession Planning
Mentoring
Principal Performance Appraisal
Leadership Publications:
- Ideas Into Action
- In Conversation
- Principals Want to Know
Funding and supports have been provided to school boards to support succession
planning
71
7
Copyright © Anna
1 M. Young, 2013
7
1
CONSIDERING LEADERSHIP WORKSHOP SERIES
-
Mentoring has benefited over 3500 principals and vice-principals; two-year
mentoring is provided to new prinicpals and vice-principals
-
The principal performance appraisal focuses on goals that promote student
achievement and well-being
-
The purpose of leadership publications is to engage leaders in relevant issues,
research, and practical strategies.
72
7
Copyright © Anna
2 M. Young, 2013
7
2