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Staff Development and School Support Services

Climate for Learning Leadership for LearningTeaching and Learning

Peel Leadership Frameworkfor Supervisory Officers

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Peel Leadership Frameworkfor Supervisory Officers

• Becoming familiar with

• Limited opportunities to experience

• Observing and recognizing

• Acquiring knowledge about

• Familiar with and beginning to incorporate into philosophy and practice

• Beginning to apply knowledge into action

• Some opportunities to experience and put into practice

• Reflecting and experimenting

• Incorporates into philosophy and practice

• Applies knowledge and action

• Many opportunities to experience and practise

• Routine use

• Consultative

• Philosophy and practice are em bedded in School Success Planning

• Automatic and sophisticated knowledge and action

• An integral part of experience and practice

• Intuitive, intentional and situational

Developmental Continuum

This tool has been designed to:• Link and align School

Success Planning and leadership development

• Honour the developmental continuum of leadership growth

• Promote reflection of leadership development

• Identify competency areas of strength and next steps i.e. gap analysis

• Provide a common language for conversation and descriptive feedback

PersonalAwareness

Stage

BeginningApplication

Stage

ApplicationStage

IntegrationStage

The Peel District School Board Peel Leadership Framework for Supervisory Officers is designed to:

• Inspire a shared vision of leadership in schools and board

• Provide a common language and understanding of leadership

• Identify the competencies of transformational leadership that are proven to impact student achievement

• Provideaframeworkforreflectionandmentoring

• Guide the design and implementation of professional learning opportunities to develop and strengthen leadership competencies and knowledge

• Support School Success Planning

• Align performance-based assessment with evaluation and annual success planning

• Guide and direct candidates through the promotion process

• Attract potential leaders

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Personal Leadership ResourcesEffective leaders tend to possess a small but critical number of personal leadership resources that they draw on when enacting the leadership practices identified in this framework. These resources are applied by effective school leaders as needed across each of the five domains under Leadership for Learning, Climate for Learning and Working and Teaching and Learning and play a key role in considering readiness for promotion.

Cogntive Resources Problem-solving expertise• Understanding/interpreting problems

• Identifying goals

• Articulating principles and values

• Identifying constraints

• Developing solution processes

• Maintaining calm/confidence in the face of challenging problems

Knowledge about school and classroom conditions with direct effects on student learning• Technical/rational conditions

• Emotional conditions

• Organizational conditions

• Family conditions

Systems thinking• Being able to understand the dense, complex, and reciprocal

connections among different elements of the organization

• Having foresight to engage the organization in likely futures and consequences for action

Social Resources Perceiving emotions• Recognizing our own emotional responses

• Discerning emotional responses in others through verbal and nonverbal cues

Managing emotions • Reflecting on our own emotional responses and their potential

consequences

• Persuading others to likewise reflect on their responses

Acting in emotionally appropriate ways• Being able to exercise control over which emotions guide

our actions

• Being able to help others act on emotions that serve their best interests

Psychological Resources Optimism• Habitually expecting positive results from our efforts

• Recognizing where we have, and do not have, opportunities for direct influence and control

• Taking positive risks

Self-efficacy• Believing in our own ability to perform a task or achieve a goal

• As a result of positive self-efficacy, taking responsible risks, expending substantial effort, and persisting in the face of initial failure

Resilience• Being able to recover from, or adjust easily to, change

or misfortune

• Being able to thrive in challenging circumstances

Proactivity• Being able to stimulate and effectively manage change

on a large scale under complex circumstances

• Showing initiative and perseverance in bringing about meaningful change

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Personal Leadership Resources

COGNITIVE RESOURCES

PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• 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

These essential resources are applied as needed across each of the eight 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 eight domains.

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Climate for Learning | Advocacy for Learners

KEY KNOWLEDGE AND SKILLS IN ACTION

PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Assists schools to develop and maintain a respectful, equitable and inclusive climate for learning and working.

• Welcomes, accommodates, celebrates and supports diversity for students, staff and families in all workplaces.

• Monitors School Success Planning in schools to ensure sustainability that respects the principles of the Ontario Equity and Inclusive Education Strategy.

• Ensures that students and staff have safe and appropriate places to learn and work.

• Assists schools in supporting student character development.

• Ensures the implementation of Ministry and board policies, procedures, practices and programs for the exceptional learner and all learners.

• Effectively supervises all matters relating to students, including assessment & evaluation, student programs, placement and support, discipline, suspensions, expulsions and SALEP in support of student success.

Supporting Evidence:

The learner is the focus of all that we do. The effective supervisory officer consistently demonstrates a commitment to ensuring that the needs of all learners are met in a respectful, inclusive and equitable environment. Decision-making and problem-solving are always directed to a standard of what is best for the learner.

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Climate for Learning | Advocacy for LearnersSupporting Evidence (continued):

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Climate for Learning | Interpersonal/Intrapersonal Skills


PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Motivates staff within a culture of a professional learning community to improve student achievement. Exerts influence, balancing advocacy with inquiry to energize, motivate and engage others.

• Consistently collaborates to foster an inclusive culture of learning and support. Includes staff, parents, students, business and support staff and others in decision-making where appropriate.

• Assists others in developing and understanding the process for conflict resolution. Anticipates potential problem areas and proactively seeks resolution. Mediates and resolves conflicts empathetically, fairly and in the best interest of all stakeholders.

• Empowers others to anticipate opportunities and/or problems to find creative solutions and enhance results. Builds capacity and creates the climate for shared responsibility, teamwork and distributed leadership.

• Demonstrates effective leadership for change by modelling integrity, optimism, honesty and consideration.

• Re-engages, repairs, rebuilds and restores relationships and a sense of safety and belonging as needed.


A supervisory officer engages in a complex series of interrelationships among staff, students, parents, district staff, trustees and other stakeholders in the educational community. The effective supervisory officer is aware of the complexities of these interrelationships and understands the impact of these relationships on student achievement. Motivating students and staff, cultivating relationships, resolving conflicts, making wise decisions and helping to foster a respectful, equitable and inclusive climate for learning and working are necessary skills for the role.

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Climate for Learning | Interpersonal/Intrapersonal SkillsSupporting Evidence (continued):

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Climate for Learning | Parent and Community Relations


PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Works with schools to deal proactively with parent and community issues. Encourages schools to reach out to parents to engage them in the work of the Peel District School Board.

• Is able to interpret educational programs and board decisions in an inclusive and informative style for the community.

• Listens to and addresses concerns in a timely and sensitive manner.

• Maintains positive, professional relationships with trustees, government officials, administrators and employee groups.

• Represents the Peel District School Board at community events to actively promote public education.

• Understands the diverse community and is able to advocate for needs within the context of a system perspective.


Positive parent and community relations are an integral part of our success as a system. The effective supervisory officer supports and fosters the efforts of schools and the board to forge positive and healthy relationships with parents and the broader community.

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Climate for Learning | Parent and Community RelationsSupporting Evidence (continued):

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Leadership for Learning | Visionary Leadership


PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Demonstrates leadership in supporting schools to generate a shared vision that guides actions and decisions.

• Demonstrates a commitment to personal professional growth and the continuous improvement of the organization through alignment with the Report Card for Student Success.

• Demonstrates a strong commitment to social justice and fosters equity in all practices, policies and procedures.

• Develops a strong team commitment through a collaborative and reflective approach that values divergent points of view.

• Supports and aligns professional learning with Ministry and Peel District School Board initiatives.

• Fosters leadership of other professionals through mentoring, coaching and collaborating.

• Models and supports the effective use of instructional and other technologies that support student achievement.


A clear, shared and focused vision is central to School Success Planning. The effective supervisory officer empowers all stakeholders to realize the mission, vision and values of the Peel District School Board and builds capacity for assuming leadership. The supervisory officer models the Peel character attributes to impact student achievement and well-being.

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Leadership for Learning | Visionary LeadershipSupporting Evidence (continued):

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PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Is knowledgeable about Ministry and board policies, procedures, practices and collective agreements and is able to apply this knowledge to daily situations and make decisions accordingly.

• Considers the legal and procedural ramifications of all actions and decisions.

• Ensures that staff adhere to all board policies and operating procedures, in addition to meeting all legislation, standards and codes.

• Develops effective and transparent systems for handling organizational responsibilities related to budget priorities, recruitment, hiring and assignment of staff, performance appraisal, leaves of absence and Human Rights.

• Adheres to procedures for handling emergencies and crises and manages these in a proactive manner through contingency planning.


Leadership for Learning | Professional Knowledge in ActionThe effective supervisory officer possesses or is able to access and prioritize, in a timely manner, the information needed to make informed decisions. An effective supervisory officer is a knowledgeable practitioner who understands the impact of decisions on the system, school, students and community.

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Leadership for Learning | Professional Knowledge in ActionSupporting Evidence (continued):

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PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Communicates effectively with colleagues, supervisors, trustees, administrators and support personnel.

• Gives and receives effective feedback.

• Communicates using various forms including technology to all stakeholders on a regular basis.

• Responds to issues and concerns through a variety of media in a sensitive, timely and professional manner.

• Provides and welcomes opportunities for dialogue, input and feedback from diverse perspectives within school and system communities.

• Works collaboratively within the system to promote and showcase public education.

• Communicates effectively throughout crisis situations.


Leadership for Learning | Communication SkillsOutstanding expressive and receptive communication skills are essential in system leadership. A supervisory officer communicates effectively and persuasively in both oral and written formats and is skilled in active listening, providing information and feedback.

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Leadership for Learning | Communication SkillsSupporting Evidence (continued):

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Teaching and Learning | Instructional Leadership


PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Models the standards of practice and the ethical standards of the teaching profession.

• Ensures the implementation of current curriculum, instruction and assessment practices.

• Focuses resources and budget decisions on supporting schools in their School Success Planning.

• Encourages schools to reach out to parents to engage them in the learning process of students.


The effective supervisory officer fosters a climate of continuous improvement in teaching and learning. Supervisory officers support school leaders in ensuring that all students achieve to the best of their ability. They assist schools to set high expectations through the analysis of data to guide School Success Planning, instructional practice, resource allocation and ongoing professional learning.

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Teaching and Learning | Instructional LeadershipSupporting Evidence (continued):

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Teaching and Learning | Supervision of Staff


PersonalAwareness

Stage


Stage

ApplicationStage

IntegrationStage

• Ensures a fair, respectful and inclusive working environment for staff.

• Understands due process when dealing with supervision issues.

• Actively engages in the supervision of staff in accordance with Ministry and board requirements.

• Ensures compliance with all legislation and collective agreements pertaining to all employee groups.

• Understands and ensures that performance appraisals are conducted appropriately, in a timely manner, and in accordance with Ministry and board requirements with the goal of supporting professional learning and growth.

• Understands and communicates the connection between principal/vice-principal performance appraisals and School Success Planning.


Supervision of staff is one of the most important ways to ensure a positive and respectful climate for learning and working. The effective supervisory officer possesses the knowledge and skills to clearly articulate role expectations, to assist others in meeting those expectations and to provide opportunities within available resources for professional learning, leadership development and mentoring.

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Teaching and Learning | Supervision of StaffSupporting Evidence (continued):

Revised February 2015

The Peel Leadership Framework for Supervisory Officers incorporates the practices and competencies of the Ontario Leadership Framework

Staff Development and School Support Services

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