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Elementary or Secondary Vice-Principal Application Package– Fall 2014 Commitment to Equity: The Peel District School Board is committed to equity in employment. We are committed to equitable hiring practices that allow us to hire/promote qualified staff who reflect the full diversity of the Region of Peel. We will make any reasonable accommodation, based on any of the human rights protected grounds, to support candidates to participate in the hiring/promotion process.
We will provide employment accommodation (i.e. an accessible location, rescheduling of interviews that fall on holy days) if we are advised of an applicant's needs in advance of any part of the selection process.
Your completed application package must include the following items, in order:
Vice-Principal application cover page and resume completed.
Copy of your Ontario College of Teachers Certificate of Registration.
Proof that you have completed Part I of the Principal’s Qualification Program and proof of being registered in or completion of Part II of the Principal’s Qualification Program.
Most recent performance appraisal in current position (within last 5 years).
Written response to the question in the “Readiness for Leadership” section of the application.
Finalized Peel Leadership Framework for Instructional Staff identifying supporting evidence, reflection and impact on student achievement and well-being within a diverse school community.
Completed Reference Check Form Please note that any additional documentation beyond what is identified above will not be considered in the screening of your application. Your completed application package, must be submitted by the deadline to be considered for the promotion process. Submit your original package, plus two copies to your Superintendent of Education if you are an internal Peel applicant. If you are an external applicant, please submit the package, plus two copies to Jerry Powidajko, Superintendent of Leadership Development and School Support Services, Peel District School Board, 5650 Hurontario Street, Mississauga, ON L5R 1C6.
Name
(last) (first) Address
(street) (city)
(province) (postal code) Phone
(home) (school)
(cell) Email
(home) Employer
(name of school) (school board)
I am applying for the position of:
elementary vice-principal secondary vice-principal
Applicant's signature
Date
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - April 1, 2014
Vice-Principal Application – Cover Page
Working Format
Resume of
Post-secondary education Institution Location Year(s) Degree
OCT qualifications Certificate Date granted Division (Subject)
Other qualifications Please use shaded grey box to add other qualifications not listed above
Teaching/administrative experience Board Location Date(s) Position
Other related experience Please use shaded grey box to add other related experience not listed above
Readiness for Leadership – Written Submission Please respond to the question below taking into consideration “Leadership for Learning”, “Climate for Learning and Working”, “Teaching and Learning” and based on the Personal Leadership Resources and five domains identified in Peel Leadership Framework for Instructional Staff and clearly identify specific supporting evidence. This written submission will be assessed and used as one tool in determining leadership readiness. Your submission should demonstrate and describe:
• your leadership capacity in action as it positively impacts student achievement and well-being;
• your ability to work effectively within a diverse school community; • your ability to affect change that outlives your direct leadership
influence; • your written communication skills.
• Use no more than two pages for this question. • Double-space your answers using Arial, size 10 font. • Clearly include the question below at the top of the first page.
“Successful school leaders build collaborative teaching and learning cultures and contribute to a positive climate for learning and working. For one recent location, illustrate how your unique leadership style enabled you to positively impact student achievement and well-being within a diverse school community and affect a change that has outlived your direct leadership influence.”
Leadership Development and School Support Services
Peel Leadership Framework
Leadership for Learning Climate for Learning and Working Teaching and Learning
WE INSPIRE SUCCESS,
CONFIDENCE & HOPE IN EACH
STUDENT
for Instructional Staff
The Peel Leadership Framework is designed to:
Whether you are an aspiring leader or already in a leadership position, the Peel Leadership Framework provides important insights about building your leadership capacity. It is a valuable tool for self-reflection and self-assessment
• Facilitateasharedvisionofleadershipinourschoolsanddistrict
• Promoteacommonlanguagethatfostersanunderstandingofleadershipandwhatitmeans to be a school or system leader
• Identifythepractices,actionsandpersonalresourcesthatdescribeeffectiveleadership
• Provideaframeworkforreflectionandmentoring
• Guidethedesignandimplementationofprofessionallearninganddevelopmentforschool and system leaders
• SupportSchoolSuccessPlanning
• Alignperformancebasedassessmentwithevaluationandannualsuccessplanning
• Aidintherecruitment,development,selectionandretentionofschoolandsystemleaders
• Guideanddirectcandidatesthroughthepromotionprocess
Aspartofthereflectivepreparationinvolvedinleadershipdevelopment, you may use this tool as a gap analysis to determine which leadership domains and practices are your areas of strength and which require you to gain more experience or participate in additional training. Used in conjunction with the Peel Leadership StrategyContinuumataGlancedocument,youcan“mapout”yourleadershipdevelopmentjourneyandhelpinformyourAnnualLearningPlan.
AspartofthePromotionProcessApplicationfor Vice-PrincipalandPrincipal, you will use this tool as a leadership readiness self-assessment. Complete the developmentalcontinuumforthePersonalLeadershipResourcesandeachofthefivedomainsidentifiedinthisframeworkunderLeadershipforLearning,ClimateforLearning and Working and Teaching and Learning. Providesupportingevidenceofyourleadershipinaction,includingreflectionsandtheimpactofyourleadershiponstudentachievementandwell-beingwithinadiverseschool community as part of your application package.
LeadershipDevelopmentandPreparingfor the Promotion Process
1
• Becomingfamiliarwith
• Limitedopportunitiestoexperience
• Observingandrecognizing
• Acquiringknowledgeabout
• Familiarwithandbeginningtoincorporateintophilosophyandpractice
• Beginningtoapplyknowledgeintoaction
• Someopportunitiestoexperienceandputintopractice
• Reflectingandexperimenting
• Incorporatesintophilosophyandpractice
• Appliesknowledgeandaction
• Manyopportunitiestoexperienceandpractice
• Routineuse
• Consultative
• PhilosophyandpracticeareembeddedinSchoolSuccessPlanning
• Automaticandsophisticatedknowledgeandaction
• Anintegralpartofexperienceandpractice
• Intuitive,intentionalandsituational
Developmental Continuum
Thistoolhasbeendesignedto:• linkandalignSchoolSuccessPlanning
andleadershipdevelopment• honourthedevelopmentalcontinuum
ofleadershipgrowth• promotereflectionofleadership
development• identifywithinthefivedomains,
areasofstrengthandnextsteps• Provideacommonlanguagefor
conversationanddescriptivefeedback
ThroughSchoolSuccessPlanning,schools set measurable goals based on their schools’ areas of greatest need and implement success strategies to increase student achievementandwell-beingwithinadiverseschoolcommunity.ThePeelLeadership Framework and School Success Planning share a common focusonLeadershipforLearning, Climate for Learning and Working and Teaching and Learning.
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
IntegrationStage
Thefivedomainsare:
School Success Planning “One Plan, One Place”
Leadership for Learning: 1 settIng DIreCtIons 2 seCurIng aCCountabILIty
Climate for Learning and Working: 3 buILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
Teaching and Learning: 4 DeveLoPIng the organIzatIon to suPPort DesIreD PraCtICe 5 ImProvIng the InstruCtIonaL Program
Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes
2
Cogntive resources Problem-solving expertise•Understanding/interpretingproblems
•Identifyinggoals
•Articulatingprinciplesandvalues
•Identifyingconstraints
•Developingsolutionprocesses
•Maintainingcalm/confidenceinthefaceofchallengingproblems
Knowledge about school and classroom conditions with direct effects on student learning•Technical/rationalconditions
•Emotionalconditions
•Organizationalconditions
•Familyconditions
systems thinking•Beingabletounderstandthedense,complex,andreciprocalconnectionsamongdifferentelementsoftheorganization
•Havingforesighttoengagetheorganizationinlikelyfuturesandconsequencesforaction
social resources Perceiving emotions•Recognizingourownemotionalresponses
•Discerningemotionalresponsesinothersthroughverbalandnonverbalcues
managing emotions •Reflectingonourownemotionalresponsesandtheirpotentialconsequences
•Persuadingotherstolikewisereflectontheirresponses
acting in emotionally appropriate ways•Beingabletoexercisecontroloverwhichemotionsguideouractions
•Beingabletohelpothersactonemotionsthatservetheirbestinterests
Psychological resources optimism•Habituallyexpectingpositiveresultsfromourefforts
•Recognizingwherewehave,anddonothave,opportunitiesfordirectinfluenceandcontrol
•Takingpositiverisks
self-efficacy•Believinginourownabilitytoperformataskorachieveagoal
•Asaresultofpositiveself-efficacy,takingresponsiblerisks,expendingsubstantialeffort,andpersistinginthefaceofinitialfailure
resilience•Beingabletorecoverfrom,oradjusteasilyto,changeormisfortune
•Beingabletothriveinchallengingcircumstances
Proactivity•Beingabletostimulateandeffectivelymanagechangeonalargescaleundercomplexcircumstances
•Showinginitiativeandperseveranceinbringingaboutmeaningfulchange
Effectiveleaderstendtopossessasmallbutcriticalnumberofpersonalleadershipresourcesthattheydrawonwhenenactingtheleadershippracticesidentifiedinthisframework.Theseresourcesareappliedbyeffective schoolleadersasneededacrosseachofthefivedomainsunderLeadershipforLearning,ClimateforLearningandWorking and Teaching and Learning and play a key role in considering readiness for promotion.
Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes
3
Cognitive resources
Problem-solving expertise
Knowledge about school and classroom conditions with direct effects on student learning
systems thinking
social resources
Perceiving emotions
managing emotions
acting in emotionally appropriate ways
Psychological resources
optimism
self-efficacy
resilience
Proactivity
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
these essential resources are applied as needed across each of the five domains under Leadership for Learning, Climate for Learning and Working and teaching and Learning, within the appropriate context of a diverse school community. evidence of the Personal Leadership resources in action should be clear throughout the “evidence/reflections/Impact on student achievement and Personal Leadership within a Diverse school Community” section for each of the five domains.
building a shared vision
•Establish,withstaff,studentsandotherstakeholders,anoverallsenseofpurposeorvisionforworkintheirschoolstowhichtheyareallstronglycommittedthroughthedevelopmentofanalignedSchoolSuccessPlanrespectfulofadiverseschoolcommunity
•Buildunderstandingofthespecificimplicationsoftheschool’svisionforitsprogramsandthenatureofclassroominstruction
•Helpstaffandotherstakeholderstounderstandtherelationshipbetweentheirschool’svisionandboardandprovincialpolicyinitiativesandpriorities
•Encouragethedevelopmentoforganizationalnormsthatsupportopennesstochangeinthedirectionofthatpurposeorvision
Identifying specific, shared, short-term goals
•Facilitatestakeholderengagementinprocessesthatensureallvoicesareheardforidentifyingspecificschoolgoals
•Ensurethegoalsareclearlyandeffectivelycommunicatedtoallstakeholders
•Regularlyencouragestafftoevaluatetheirprogresstowardachievingschoolgoals
•Makefrequentexplicitreferenceto(anduseof)theSchoolSuccessPlanandschool’sgoalswhenengagedindecisionsaboutschoolprogramsanddirections
•Buildconsensusamongstudents,staffandotherstakeholdersfortheschool’sgoalsandprioritiesensuringallvoicesareheard
•Encouragestafftodevelopandperiodicallyreviewindividualprofessionalgrowthgoals,aswellastherelationshipbetweentheirindividualgoalsandtheschool’sgoals
Creating high performance expectations
•Makeone’sexpectationsknownthroughwordsandactions
•Havehighexpectationsforteachers,forstudentsandforoneself
•Devoteadditionalefforttocreatinghighexpectationsamongstafffortheachievementofstudentswhohavetraditionallystruggledtobesuccessfulatschool
•Encouragestafftobeinnovativeinachievingthoseexpectations
•Encouragestafftoassumeresponsibilityforachievingtheschool’svisionandgoalswithallstudents
Communicating the vision and goals
•Usemanydifferentformalandinformalopportunitiestoexplaintheoverallvisionandgoalsestablishedfortheschooltostakeholders
•Demonstratetoallstakeholderswhattheschool’svisionandgoalsmeaninpractice
•Regularlyinvitedifferentstakeholdergroupstodescribehowtheirworkfurtherstheschool’svisionandgoals
Effectiveleadersusethissetofleadershippracticestoensurethatameaningfulvisionand relevantgoalsrootedinhighexpectationsforallmembersoftheschoolcommunityareidentified, communicatedandenactedupon.Empoweringstakeholdersinthisprocessbetterserves theneedsofadiversestudentpopulation,includingEnglishlanguagelearnersandstudentswith specialneeds,anddevelopsmoreinclusiveandeffectiveschools.
Leadership for LearningsettIng DIreCtIons
4
building a shared vision
Identifying specific, shared, short-term goals
Creating high performance expectations
Communicating the vision and goals
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Leadership for LearningsettIng DIreCtIons
5
Leadership for LearningsettIng DIreCtIons
6
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
building staff members’ sense of internal accountability
•Regularlyengagestaffintheanalysisofevidenceaboutthelearningprogressofallstudents
•Promotecollectiveresponsibilityandaccountabilityforstudentachievementandwell-being
•Participateactivelyinone’sownperformanceappraisalandmakeadjustmentstobettermeetexpectationsandgoals
•Insistontheuseofevidencethatisofhighquality(reliable,valid,usingsystematiccollectionprocesses,availableinoriginalform,subjecttocollaborativeinterpretation)
•Helpstaffmakeconnectionsbetweenschool,districtandministrygoalsinordertostrengthencommitmenttoschoolimprovementeffortsandtheSchoolSuccessPlan
•Assessone’sowncontributionstoschoolachievementsandtakeaccountoffeedbackfromothers
meeting the demands for external accountability
•Clearlydefineindividualstaffaccountabilitiesintermsthatareunderstood,agreedtoandcanberigorouslyreviewedandevaluated
•Measureandmonitorteacherandleadereffectivenessusingevidenceaboutchangesinstudentachievement
•Alignschooltargetswithboardandprovincialtargets
•Provideanaccurateandtransparentaccountoftheschool’sperformancetoallschoolstakeholders(e.g.,ministry,board,parents,community)
•Createanorganizationalstructurewhichreflectstheschool’svaluesandenablesmanagementsystems,structuresandprocessestoworkwithinlegalrequirements
Withtheaimofon-goingschoolimprovementandsustainingpublicconfidenceintheschool, effectiveleadershelpbuildasenseofinternalaccountabilityforachievingschoolgoalsonthepart ofstakeholders,aswellasmeetingtheexternalconditionsforaccountability.
Leadership for LearningseCurIng aCCountabILIty
7
building staff members’ sense of internal accountability
meeting the demands for external accountability
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Leadership for LearningseCurIng aCCountabILIty
8
Leadership for LearningseCurIng aCCountabILIty
9
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
Buildingnotonlytheknowledgeandskillsstaffneedtoaccomplishorganizationgoals,butalsothedispositionstopersistinapplyingthesearepowerfulsourcesofefficacy.Effectiveleadersinformallyandformallycontributetotheprofessionalandleadershipdevelopmentofstafffromdiversecommunities,backgroundsandidentities.Buildinghealthy,trustingandproductiverelationshipswithallstakeholdersandwithinadiverseschoolcommunityisessential.
Providing support and demonstrating consideration for individual staff members
•Recognizeindividualstaffmemberaccomplishments
•Considerstaffmembers’opinionswheninitiatingactionsthataffecttheirwork
•Builduponandrespondtoindividualstaffmembers’uniqueneedsandexpertise
•Treatindividualsandgroupsequitably
stimulating growth in the professional capacities of staff
•Encouragestafftoreflectonwhattheyaretryingtoachievewithstudentsandhowtheyaredoingit
•Challengestafftore-examinetheextenttowhichtheirpracticesengagestudentvoiceandcontributetotheauthenticlearningofalloftheirstudents
•Facilitateopportunitiesforstafftolearnwithandfromeachother
•Suggestnewideasforstafflearning
•Leaddiscussionsabouttherelativemeritsofcurrentandalternativepractices
•Encouragestafftopursuetheirowngoalsforprofessionallearning
•Encouragestafftodevelopandreviewtheirownprofessionalgrowthgoalsandtheirrelationshiptoschoolgoalsandpriorities
•Encouragestafftotrynewpracticesconsistentwiththeirowninterestsandschoolgoals
modeling the school’s values and practices
•Behighlyvisibleinone’sschool
•Beeasilyaccessibletostaff,parentsandstudents
•Havefrequent,meaningful,interactionswithteachers,studentsandparentsthatfurthertheschoolgoalsandbuildaclimateforinclusivesharedresponsibility,capacityandleadership
•Exemplify,throughone’sownactions,theschool’scorevaluesanditsdesiredpracticesincludingequityandinclusion
•Demonstratetheimportanceofreflectivepracticeandcontinuouslearningthroughvisibleengagementinone’sownprofessionallearning
building trusting relationships with and among staff, student and parents
•Actinwaysthatconsistentlyreflecttheschool’scorevaluesandprioritiesandsupportanequitableandinclusiveenvironment
•Demonstraterespectforthediversityofstaff,studentsandparentsbylisteningtotheirideas,beingopentothoseideasandgenuinelyconsideringtheirvalue
•Encouragestaff,studentsandparentstolistentooneanother’sideasandgenuinelyconsidertheirvaluewithinanequitableandinclusivelearningcommunity
•Createnormsintheschoolwhichvalueconstructivedebateaboutbestpractices
•Demonstraterespect,careandpersonalregardforallstudents,staffandparents
•Encouragestaff,studentsandparentstodemonstraterespect,careandpersonalregardforoneanother
•Demonstratecompetencewhencarryingouttasks
establishing productive working relationships with teacher federation representatives
•Includefederationrepresentatives(alongwithstaffmoregenerally)inprocessesforestablishinggoalsforschoolimprovement
•Encouragefederationrepresentativestokeeptheirmemberswell-informedabouttheirworkwithschoolleaders
•Encouragefederationrepresentativestocollaborateindetermininghowtoimplementlabourcontractprovisionssothattheysupportschoolimprovementwork
Climate for Learning and WorkingbuILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
10
Providing support and demonstrating consideration for individual staff members
stimulating growth in the professional capacities of staff
modeling the school’s values and practices
building trusting relationships with and among staff, student and parents
establishing productive working relationships with teacher federation representatives
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Climate for Learning and WorkingbuILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
11
Climate for Learning and WorkingbuILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
12
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
building collaborative cultures and distributing leadership
•Helpdeveloptheshareddeterminationofgroupprocessesandoutcomes
•Helpdevelopclarityaboutgoalsandrolesforcollaboration
•Fosteropenandfluentcommunicationamongcollaborators
•Provideadequateandconsistentresourcestosupportcollaborativework
•Involvestaffinthedesignandimplementationofimportantschooldecisionsandpolicies
•Providestaffwithleadershipopportunitiesandsupportthemastheytakeontheseopportunities
•Encourageawillingnesstocompromiseamongcollaborators
•Modelcollaborationintheconductofone’sownwork
•Nurtureinclusivity,mutualrespectandtrustamongthoseinvolvedincollaborating
structuring the organization to facilitate collaboration
•Createtimetablesforteachingthatmaximizetimeontaskforstudents
•Provideregularopportunitiesandstructurestoencourageandmonitorteacherstoworktogetheroninstructionalimprovement
•Participatewithstaffintheircollectiveinstructionalimprovementwork
•Engageteachersinmakingdecisionsthataffecttheirinstructionalwork
•Establishteamandgroupstructuresforproblemsolving
•Distributeleadershipforselectedtasks
allocating resources in support of the school’s vision and goals
•Enactefficientbudgetaryprocesses
•Securesufficientresourcesofalltypesneededtocarryouttheinstructionalworkoftheschool
•Providesustainedfundingfortheschool’simprovementpriorities
•Distributeresourcesofalltypesinwaysthatarecloselyalignedwiththeschool’simprovementprioritiesandtheSchoolSuccessPlan
•Revisitandrealignthenature,amountandalignmentofresourcesasprioritiesforschoolimprovementchange
building productive relationships with families and communities
•Createaschoolenvironmentinwhichparentsarewelcomed,respected,valuedandincludedaspartnersintheirchildren’slearning
•Demonstrateleadershipwhichparentstrust(confident,systematicandattentive)
•Helpdevelopstaffcommitmenttoengagingparentsintheschool
•Work,withstaff,directlywithdiversefamiliestohelpthemprovidetheirchildrenwithsupportsinthehomethatwillcontributetotheirsuccessatschools
•Encouragestafftoadoptabroad,equitableandinclusiveviewofparentengagementthatencouragesmoreparentstobeinvolved
•Helpconnectfamiliestothewidernetworkofsocialservicestheymayneed
•Assiststafftobetterusethesocialandintellectualcapitalofstudentsfromdiversefamilybackgroundsforinstructionalpurposesintheirclassrooms
Connecting the school to its wider environment
•Developandmaintainconnectionswithotherexpertschoolanddistrictleaders,thoseknowledgeableaboutpolicyandmembersoftheeducationalresearchcommunity
maintaining a safe and healthy environment
•Securetheschool’sphysicalfacilitiesfromunwantedintrusionsandintruders
•Maintainthephysicalfacilityinasafe,healthyandattractivecondition
•Communicatestandardsfornon-violentbehaviourandupholdthosestandardsinanequitablemanner
•Empoweradultsintheschooltoplayaleadershiproleinpromotingapositive,inclusiveschoolclimateforlearningandworking,andmodelappropriatebehaviour
•Implementandmonitortheuseofappropriatedisciplinepracticesnotonlyinclassroomsbutinallotherlocationswithintheschool
•Develop,withstaffandstudents,processestoidentifyandresolveconflictsquicklyandeffectivelytore-engage,repair,rebuildandrestorerelationships,asenseofsafetyandinclusionasneeded
•Provideopportunitiesforstaffandstudentstolearnabouteffectiveconflictresolutionandproblemsolvingstrategiesthatcansupportsocialjusticeandfosterequityineducationpracticesandprocedures
Workingtobuildaschoolcultureofcollaborationrequiresattentiontoorganizationalstructures, physicalandemotionalsafety,communitypartnershipsandtheallocationofresourcesinlightofthe SchoolSuccessPlan.Leveragingeachoftheseintheinterestofstudentachievementandwell-being withinadiverseschoolcommunityisthetaskofaneffectiveleader.
Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICe
13
building collaborative cultures and distributing leadership
structuring the organization to facilitate collaboration
allocating resources in support of the school’s vision and goals
building productive relationships with families and communities
Connecting the school to its wider environment
maintaining a safe and healthy environment
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICe
14
Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICe
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
15
staffing the instructional program
•Recruitandselectqualifiedteacherswiththeinterestandcapacitytofurthertheschool’sefforts,adheringtoboardpolicies,proceduresandpracticesrelatedtorecruitment,hiringandassignmentofstafftomeetprogramneeds,performanceappraisal,leavesofabsenceandHumanRights
•Recruitandselectqualifiedstaffwhowillfosterthesuccessofourdiversestudentpopulation
•Retainskilledteachersbyprovidingsupportandtimeforcollaboration,sharingleadership,creatingasharedvisionforinstructionandbuildingtrustingrelationships
Providing instructional support
•Activelyoverseetheinstructionalprogramsothatallstudentsbelongingtoadiverseschoolcommunitycanbesuccessful
•Coordinatewhatistaughtacrosssubjectsandgradestoavoidunnecessaryoverlapwhileprovidingneededreinforcementandextensionoflearninggoals
•Provideadequatepreparationtimeforteachers
•Observeinclassroomsandprovideconstructivefeedbackthatisusefultoteachersandsupportslearningforall
•Provideadvicetoteachersabouthowtosolveclassroomproblems
•Engageteachersinobservingeffectiveinstructionalpracticesamongcolleaguesintheirownschoolaswellasinotherschools
•Participatewithstaffintheirinstructionalimprovementwork
monitoring student learning and school improvement progress
•Provideconditionsforteacherstousedataeffectively(time,support,partnershipswithexperts,dataculture)
•Giveprioritytoidentifyingstudentsmostinneedofadditionalsupport
•Assiststaffinunderstandingtheimportanceofstudentassessment“for,of,andaslearning”
•Collaboratewithstaffduringtheprocessofdatainterpretation
•Usemultiplesourcesofevidencewhendiagnosingstudentprogress
•Incorporateexplicitdatauseinalmostalldecisionsaboutstudentlearningandschoolimprovement
•Examinetrendsinstudentachievementovertime(oneormoreyears),ratherthanjustatonepointintime,whenassessingstudentlearning
•Collectandusedataaboutthestatusofthoseclassroomandschoolconditionsservingasthefocusoftheirschoolimprovementefforts
buffering staff from distractions to their work
•Implementasystematicprocedurefordecidinghowbesttorespondtoinitiativesfromoutsidetheschool
•Develop,withstaff,guidelinestogoverntheamountoftimeteachersspendonnon-instructionalandout-of-schoolactivities
•Regularlyassessthecontributionofallout-of-classroomactivitiestothelearningprioritiesofstudents
•Createandenforceconsistent,school-widedisciplinepolicies
•Minimizedailydisruptionstoclassroominstructionaltime
Effectiveleaderscanguideandmonitorstudentlearningandschoolimprovementbyprovidingboth indirectanddirectsupporttostaffwithinapositiveandhealthylearningenvironmentthatleadsto highqualityinstruction.Effectiveuseofdatainguidingcollaborativedecisionmakingenablesthe realization of School Success goals.
Teaching and LearningImProvIng the InstruCtIonaL Program
16
staffing the instructional program
Providing instructional support
monitoring student learning and school improvement progress
buffering staff from distractions to their work
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Teaching and LearningImProvIng the InstruCtIonaL Program
17
Teaching and LearningImProvIng the InstruCtIonaL Program
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
18
Leadership Development and School Support ServicesRevisedMarch2014
References Each of your three referees must be able to provide strong support for your leadership and application for promotion to Principal. Referees may be asked to comment on:
• your leadership with reference to evidence and impact of your work with staff, students, parents and community members;
• how you build authentic, trusting relationships and contribute to a positive climate for learning and working;
• your instructional leadership and capacity within a diverse school community; • what you share in your application and interview.
A variety of questions may also be asked such as:
• How long have you worked with the candidate and in what capacity? • Describe what the candidate has done to demonstrate leadership in the school. • In what ways has the candidate demonstrated effectiveness in working within a diverse school
community? • What additional growth opportunities does this candidate require?
For this process, your referees
• must include your current Principal/Supervisor • may include:
o a former Principal o any Supervisory Officer o one other professional referee who can speak to your leadership and readiness for the role
• may not include another Teacher
REFERENCE CHECK CONSENT FORM
For Promotion Process Candidates (Vice-Principal/Principal)
I____________________________________________ authorize the Peel District School Board to contact the persons or organizations listed below for the purposes of obtaining reference information. These persons are authorized to disclose such information directly related to my application for the position of __________________________ and the information disclosed will be used solely for the purpose of evaluating my application. The information may be disclosed to members of the promotion committee.
Please note: One reference must be from your current Principal.
All references may be contacted.
1) Current Principal’s Name: _____________________________
Employer –School, Board or Organization: _______________________________________________________
Telephone: work ( )___________________ cell ( )___________________ home ( )___________________
2) Name: _________________________________ Position Title: ____________________________________
Employer –School, Board or Organization: _______________________________________________________
Telephone: work ( )___________________ cell ( )___________________ home ( )___________________
3) Name: ________________________________ Position Title: ____________________________________
Employer –School, Board or Organization: _______________________________________________________
Telephone: work ( )___________________ cell ( )___________________ home ( )___________________
For External Applicants Only If you are not currently employed by the Peel District School Board, please note and respond to the following: Are you over the age of 18? ________yes ________no
Are you legally entitled to work in Canada? ________yes ________no
Have you ever been terminated from a position for any reason other than a conviction for which you have
subsequently been granted a pardon? ________yes ________no
If the answer is yes, please complete the following:
Employer: ______________________________ Position Title: ____________________________________ Dates Employed: ________________________ Reason for Termination: _____________________________ All new hires must provide a satisfactory Criminal Record Check prior to the commencement of any employment. The Criminal Record Check (CRC) must have been completed within the preceding 6 months of hire, be an original, and include a 'Vulnerable Sector Screening’ as part of the process. The Peel District School Board will not accept a CRC that does not meet the requirements outlined in the board's policy, and the information outlined in the ‘Information Sheet for the Applicant’ provided to you as part of the interview process. Should an applicant submit a CRC showing evidence of police contact, confirmation of employment may be postponed pending a review of the information. You are also required to submit an ‘External Applicant Disclosure Form’.
To my knowledge, the foregoing is true and correct. I understand that a false or misleading statement given by me during the course of the interview/hiring process may disqualify me from employment, or may result in dismissal, and that if I am an external applicant, any recommendation to be hired will be conditional upon receipt and review of a satisfactory criminal record check, results of a satisfactory medical examination (if required), and completion and submission of an ‘External Applicant Disclosure Form’.
Date: ________________________ Signature: _______________________________________________
Updated: March 26, 2014