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Ontario College of TeachersPrincipal’s Qualification Program 2009

Guideline

Table of Contents

1 The Ontario School Principal .....................................................................................................12 Program Vision ..............................................................................................................................13 Regulatory Context........ ...............................................................................................................14 Ontario Context.............................................................................................................................25 PQP Program Overview...... ........................................................................................................26 The Ethical Standards and the Standards of Practice for the Teaching Profession ...........36.1 Standards Resources ..................................................................................................................37 PQP Content .................................................................................................................................38 Instructional Practice ...................................................................................................................99 Assessment and Evaluation of Candidates ............................................................................910 The Leadership Practicum ........................................................................................................ 10 Purpose10.1 Leadership Practicum Requirements ..................................................................................... 1010.2 Components of the Leadership Practicum ...........................................................................11 Leadership Practicum Mentor Leadership Practicum Proposal Leadership Practicum Log Leadership Practicum Reflective Journal Observation10.3 Other Leadership Practicum Requirements .........................................................................12 Regular Reporting Leadership Practicum Final Report10.4 Provider Responsibilities for the Leadership Practicum ....................................................12

APPENDIX I:

The Ethical Standards for the Teaching Profession ..........................................................................14The Standards of Practice for the Teaching Profession ..................................................................15

APPENDIX II: Resources Standards Resources ..............................................................................................................................16Additional Resources ...............................................................................................................................16Legislation ................................................................................................................................................... 17

APPENDIX III: Optional Forms

Form 1: Observation ................................................................................................................................19Form 2: Leadership Practicum Proposal Contract ...........................................................................21Form 3: Leadership Practicum Evaluation ...........................................................................................24

OnTARIO COLLEgE OF TEAChERS

PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009 1

Principal’s Qualification Program Guideline, Part I and Part II

The Ontario School Principal1.

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.

Program Vision2.

The Principal’s Qualification Program (PQP) explores with candidates one of the most influential roles in our educational system. The program is designed to support candidates in becoming reflective educational leaders who function effectively in dynamic, diverse contexts characterized by rapidly changing events and circumstances. Principals require leadership capacity to communicate clearly, identify and solve problems, anticipate and resolve conflict, build effective interpersonal relationships and make decisions that reflect the best interests of students, the school and school community.

The program components are rooted in the five leadership domains of the Leadership Framework for Principals and Vice-Principals found within Putting Ontario’s Leadership Framework into Action: A Guide for School and System Leaders/Mise en application du Cadre de leadership de l’Ontario (Institute for Education Leadership, 2008). Candidates in the program will develop knowledge, skills and attitudes that build their personal and professional capacity to collaboratively set direction, develop meaningful relationships, promote the growth and development of others, lead the instructional program, develop and manage the school and ensure accountability for all stakeholders.

The Principal’s Qualification Program provides a foundation for candidates for assuming the role of principal or vice-principal in Ontario schools. The program is one component of ongoing professional learning focused on the development of personal and professional knowledge, skills and practices that lead to exemplary practice in the role of principal.

Regulatory Context 3.

The Ontario College of Teachers is the self-regulatory body for the teaching profession in Ontario. The objects of the College are outlined in the Ontario College of Teachers Act. The College has facilitated the creation of this PQP guideline as the framework to guide the development and implementation of the PQP offered by approved providers in Ontario.

The College’s responsibility related to the PQP is:

to establish and enforce professional standards and ethical standards applicable to •members of the Collegeto provide for the ongoing education of members of the College•to accredit additional qualification courses or programs and more specifically, •


2 PRInCIPAL’S QUALIFICATIOn PROgRAM gUIdELInE 2009

The program content and expected achievement of persons enrolled in the program match the skills and knowledge reflected in the College’s “Standards of Practice for the Teaching Profession” and the “Ethical Standards for the Teaching Profession” and in the program guidelines issued by the College. (Regulation 347/02, Accreditation of Teacher Education Programs, Part IV Subsection 24). The PQP comprises Part I, Part II and a Leadership Practicum. Part I and Part II of the program are each 125 hours in length, and the Leadership Practicum consists of a 60-hour leadership experience. Accredited PQP programs reflect the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession. Successful completion of the PQP is recorded on the member’s Certificate of Qualification.

Ontario Context4.

Within the province of Ontario, distinct educational jurisdictions are identified in provincial and federal legislation. In Ontario, the provincial government sets the policy framework for elementary, secondary and post secondary education. The province is responsible for the administration of the Education Act and related regulations for 72 school boards and 33 school authorities comprised of English Catholic, French Catholic, English Public, and French Public education systems. In addition, there are also 134 First Nations communities dispersed throughout Ontario.

Under treaty, and in the Indian Act, the federal government has the fiduciary responsibility to provide educational services for status First Nations members living on reserves. All but two of the 134 First Nations communities have jurisdiction and are responsible for the administration of First Nations schools on reserves and the negotiation of tuition agreements for First Nations student members living on reserves and attending publicly funded schools.

Education in Ontario is dynamic. Teachers, support staff, parents/guardians, school councils and other stakeholders are engaged in creating a better future for students. These voices guide education in the province.

Principals in Ontario provide educational leadership in varied and culturally diverse educational contexts. School principals may find themselves in a variety of educational settings such as: a rural French language school, a Catholic school, an urban public school, a small remote fly-in K to 12 First Nations school, a provincial school or an independent school. The multitude of settings is remarkable. Whatever the community context and setting, the benefits for candidates seeking to become a principal in Ontario schools are significant. Ontario affords to the aspiring school leader many settings from which to learn and apply knowledge, skills and practices essential to creating and sustaining school and system cultures that enhance student learning and achievement.

PQP Program Overview5.

The PQP supports candidates working in a variety of educational settings and will explore, in an integrated delivery model, topics and issues of particular relevance to the context in which they work or may work.



The content of Part I and Part II is organized into five domains as reflected in the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework Into Action/Mise en application du cadre de leadership de l’Ontario. The five leadership domains used to organize the content and guide the Leadership Practicum are: Setting Directions, Building Relationships and Developing People, Developing the Organization, Leading the Instructional Program, and Securing Accountability.

The Principal’s Qualification Program is informed by the Aménagement linguistique: A Policy for Ontario’s French-Language Schools and Francophone Community, the First Nation, Métis and Inuit Education Policy Framework and Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario.

The program expectations, leadership domains, program content and the Leadership Practicum are interrelated and designed to support candidates in the development of relevant knowledge, skills, and attitudes required for the role of principal.

The Leadership Practicum is a required and integral component of the PQP. It is a structured educational leadership experience. Candidates must develop a Leadership Practicum proposal before being recommended for Part I and successfully complete the Leadership Practicum experience before being recommended for Part II.

The Ethical Standards and the Standards of Practice for the Teaching Profession6.

A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism. The Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession (Appendix I) provide the focus for ongoing professional learning and are the foundation for the development of the PQP. In addition, the Professional Learning Framework for the Teaching Profession articulates the principles on which effective teacher learning is based and acknowledges a range of options that promote continuous professional learning. This framework is underpinned by the standards for the teaching profession.

6.1 Standards Resources

The College has developed resources to support the effective integration of the standards within the PQP. These resources explore the integration of the standards through a variety of educative and inquiry-based processes. A list of these resources can be found in Appendix II and are available through the College web site (www.oct.ca). This guideline has been designed to reflect the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession.

PQP Content7.

Refer to the tables on the following pages.




4 PRInCIPAL’S QUALIFICATIOn PROgRAM

PQ

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prin

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vis

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fo

ster

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e ac

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of g

roup

goa

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and

sets

and

com

mun

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perfo

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xpec

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faci

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pera

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in a

dyn

amic

env

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ent t

hat

is c

hara

cter

ized

by in

crea

sing

co

mpl

exity

the

•S

tand

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of P

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for

the

Teac

hing

Pro

fess

ion

and

the

Ethi

cal S

tand

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for t

he T

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Pro

fess

ion

and

thei

r lin

k to

the

role

of

the

prin

cipa

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gal r

equi

rem

ents

of t

he p

rinci

pal’s

•

role

:

dutie

s, ro

les

and

resp

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bilit

ies

of th

e pr

inci

pal a

s ou

tline

d in

the

Educ

atio

n Ac

t and

Reg

ulat

ion

298

re

late

the

Ont

ario

Col

lege

of

Te

ache

rs A

ct to

the

role

of

th

e pr

inci

pal

the

prov

inci

al L

eade

rshi

p •

Fram

ewor

k fo

r Prin

cipa

ls a

nd V

ice-

Prin

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lscu

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rese

arch

in e

duca

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gisl

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, pol

icy

and

hist

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al

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t gov

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edu

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flect

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the

Ont

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con

text

(fo

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vario

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g le

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les

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dis

cern

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of s

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abi

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on

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f th

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the

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for t

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each

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fess

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and

thei

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the

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of

the

prin

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plan

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and

pro

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and

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nd d

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re

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Min

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and

boa

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view

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t an

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m p

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quire

men

ts a

nd

expe

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ge th

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pro

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•m

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of p

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and

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and

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ple:

The

prin

cipa

l stri

ves

to fo

ster

gen

uine

tru

stin

g re

latio

nshi

ps w

ith s

tude

nts,

sta

ff,

fam

ilies

and

com

mun

ities

, gui

ded

by a

se

nse

of m

utua

l res

pect

. Th

e pr

inci

pal

affir

ms

and

empo

wer

s ot

hers

to w

ork

in

the

best

inte

rest

s of

all

stud

ents

.

build

and

sus

tain

lear

ning

•

com

mun

ities

that

sup

port

dive

rsity

and

pro

mot

e ex

celle

nce,

ac

coun

tabi

lity,

anti-

raci

sm, e

quity

, pa

rtner

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s an

d in

nova

tion

liais

e w

ith e

duca

tiona

l sta

keho

lder

s•

exer

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eth

ical

lead

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com

mun

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ion

skills

(for

exa

mpl

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eaki

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nd p

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/ us

e of

tech

nolo

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trate

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for

cond

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g ef

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confl

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med

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stra

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dile

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asgi

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and

rece

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back

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fost

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and

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and

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prom

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com

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stra

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r •

diffe

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(for

exam

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par

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, gua

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com

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roup

s, E

lder

s an

d th

e m

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w to

use

com

mun

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rate

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to a

ddre

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enga

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argi

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f th

e co

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man

age

time,

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and

role

of

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al o

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to p

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ongo

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stra

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as

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mak

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•

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lture

thro

ugh

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disc

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d an

ti-ra

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pr

actic

es a

nd p

rinci

ples

stra

tegi

es to

pro

mot

e in

divid

ual a

nd

•te

am d

evel

opm

ent

the

impo

rtanc

e of

inno

vatio

n in

•

educ

atio

n an

d ho

w to

ens

ure

an

envir

onm

ent i

n w

hich

inte

llect

ual

risk

is p

rom

oted

unde

rsta

ndin

g th

e dy

nam

ics

and

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fluen

ces

of p

ower

and

priv

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up

on s

choo

l cul

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pr

oces

ses

to p

rom

ote

conn

ectio

ns

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d co

llabo

ratio

n in

ord

er to

en

gage

teac

hers

, par

ents

and

st

uden

ts in

dis

tribu

tive

lead

ersh

ipin

clus

ive e

duca

tion

prac

tices

.•



PQ

P C

onte

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ader

ship

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ain

Pro

gram

Exp

ecta

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andi

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e ab

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1 C

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andi

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plor

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2 C

onte

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andi

date

s de

epen

the

ir

unde

rsta

ndin

g of

…

Dev

elop

ing

the

Org

aniz

atio

n:Th

e pr

inci

pal b

uild

s co

llabo

rativ

e cu

lture

s, s

truct

ures

the

orga

niza

tion

for

succ

ess,

and

con

nect

s th

e sc

hool

to it

s w

ider

env

ironm

ent.

unde

rsta

nd a

nd a

pply

educ

atio

n •

and

stud

ent-

rela

ted

legi

slat

ion

in

Ont

ario

and

dis

trict

sch

ool b

oard

po

licie

s th

at h

ave

an im

pact

on

the

scho

ol, s

tude

nts,

sta

ff an

d co

mm

unity

man

age

and

dire

ct th

e hu

man

, •

mat

eria

l, fin

anci

al a

nd te

chno

logi

cal

reso

urce

s fo

r effi

cien

t and

effe

ctive

sc

hool

s

vario

us le

ader

ship

sty

les

•ch

angi

ng c

onte

xts

and

the

•ch

angi

ng ro

le o

f the

prin

cipa

lm

odel

s of

effe

ctive

par

tner

ship

•ac

cess

ing

com

mun

ity s

uppo

rt an

d •

agen

cies

(for

exa

mpl

e, fa

mily

soc

ial

serv

ices

, Com

mun

ity C

are

Acc

ess

Cen

tre, p

olic

e an

d th

e ju

dici

al

syst

em, F

irst n

atio

ns, M

étis

and

In

uit o

rgan

izatio

ns)

lega

l im

plic

atio

ns in

dec

isio

n-•

mak

ing

the

lega

l req

uire

men

ts a

nd th

e ro

le

•of

sch

ool c

ounc

ilsvo

lunt

eers

in th

e sc

hool

(for

•

exam

ple,

crim

inal

reco

rd c

heck

, co

nfide

ntia

lity)

cultu

res

of c

oach

ing

and

men

torin

g •

com

pone

nts

of s

taff

supe

rvis

ion

•an

d pe

rform

ance

app

rais

al

incl

udin

g al

l em

ploy

ee g

roup

sde

velo

ping

stra

tegi

es to

ens

ure

•te

ache

r ow

ners

hip

of th

eir a

nnua

l le

arni

ng p

lans

labo

ur re

latio

ns•

colle

ctive

agr

eem

ents

•

the

role

of t

he lo

cal u

nion

and

•

scho

ol u

nion

repr

esen

tativ

e(s)

gr

ieva

nce

proc

edur

es a

nd th

e •

prin

cipa

l’s ro

lest

rate

gies

to in

clud

e pa

rent

•

invo

lvem

ent

stra

tegi

es to

dev

elop

a s

choo

l •

cultu

re w

hich

pro

mot

es

shar

ed k

now

ledg

e an

d sh

ared

re

spon

sibi

lity

for o

utco

mes

.

lega

l im

plic

atio

ns in

dec

isio

n-•

mak

ing

impl

icat

ions

of t

he

•La

bour

R

elat

ions

Act

and

the

Empl

oym

ent

Sta

ndar

ds A

ctin

terv

iew

ing

skills

and

the

hirin

g •

proc

ess

rele

vant

col

lect

ive a

gree

men

t •

issu

es a

nd s

trate

gies

to m

anag

e st

aff a

ssig

nmen

ts a

nd ti

met

ablin

gw

orki

ng w

ith s

choo

l cou

ncils

•

how

to p

ositi

vely

portr

ay th

e sc

hool

•

in th

e co

mm

unity

th

e ro

le o

f sch

ools

, boa

rds

and

•tru

stee

s di

vers

ity a

nd e

quity

at a

ll le

vels

of

•th

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gani

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ens

ure

equi

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of a

cces

s to

opp

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and

ac

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sta

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d st

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ana

lyzin

g an

d •

resp

ondi

ng to

fact

ors

that

impa

ct

upon

and

influ

ence

sch

ool

impr

ovem

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effic

ient

adm

inis

trativ

e pr

actic

es

•w

hich

min

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rt on

recu

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, pr

edic

tabl

e ac

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esth

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rform

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app

rais

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roce

ss

•an

d ho

w it

is u

sed

to fo

ster

pr

ofes

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row

th a

nd fu

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pr

ofes

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ract

ice

entry

pla

nnin

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sup

port

effe

ctive

•

scho

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and

stud

ent

lear

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stra

tegi

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dev

elop

a s

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cultu

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hich

pro

mot

es

shar

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now

ledg

e an

d sh

ared

re

spon

sibi

lity

for o

utco

mes

.



PQ

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Lead

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pal s

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high

exp

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fo

r lea

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tcom

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and

eval

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s th

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iven

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of

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ruct

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prin

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ages

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scho

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ivel

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mot

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alig

n, d

evel

op a

nd m

onito

r •

prog

ram

s, s

truct

ures

, pro

cess

es,

reso

urce

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d st

aff t

o su

ppor

t st

uden

t ach

ieve

men

t

char

acte

ristic

s of

stu

dent

s in

•

prim

ary,

juni

or, i

nter

med

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and

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nior

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s an

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arni

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theo

ries

the

impo

rtanc

e of

pro

fess

iona

l •

prac

tice

bein

g in

form

ed b

y re

sear

ch/d

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incl

udin

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fect

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ss re

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curre

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sour

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and

supp

ort

•av

aila

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from

the

Min

istry

of

Educ

atio

nth

e im

plem

enta

tion

of c

ore

min

istry

•

and

boar

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iorit

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prof

essi

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lear

ning

team

s •

and

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prin

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•Id

entifi

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lace

men

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evie

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omm

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deve

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plem

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of In

divid

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scho

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rgan

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with

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volve

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ts

acce

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com

mun

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agen

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ho

listic

and

incl

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prac

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min

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acce

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ith b

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and

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i-ra

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and

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i-vio

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in th

e cu

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the

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odel

•

and

boar

d bu

dget

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ess/

prac

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budg

et p

lann

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that

ens

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ent l

earn

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and

achi

evem

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s at

the

cent

re o

f pla

nnin

g an

d re

sour

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man

agem

ent

the

use

of te

chno

logy

to s

uppo

rt •

the

inst

ruct

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supp

ortin

g di

ffere

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trate

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to e

nsur

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e su

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ach

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ll st

uden

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incl

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d in

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char

acte

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n in

to th

e cu

rricu

lum

mod

els

of e

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artn

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ips.

•



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Sec

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:Th

e pr

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spon

sibl

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atin

g co

nditi

ons

for s

tude

nt s

ucce

ss a

nd

is a

ccou

ntab

le to

stu

dent

s, p

aren

ts,

the

com

mun

ity, s

uper

viso

rs a

nd to

the

boar

d fo

r ens

urin

g th

at s

tude

nts

bene

fit

from

a h

igh

qual

ity e

duca

tion.

The

prin

cipa

l is

spec

ifica

lly a

ccou

ntab

le

for t

he g

oals

set

out

in th

e sc

hool

im

prov

emen

t pla

n.

crea

te a

saf

e le

arni

ng e

nviro

nmen

t •

dem

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rate

acc

ount

abilit

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r •

the

achi

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f all

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an

d pr

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e st

uden

t suc

cess

and

lif

elon

g le

arni

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par

tner

ship

with

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aff,

pare

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and

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com

mun

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the

impl

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ions

of t

he le

gisl

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n,

•po

licie

s an

d lia

bilit

y as

they

app

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th

e ro

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f the

prin

cipa

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fe s

choo

ls le

gisl

atio

n, b

oard

•

polic

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pro

cedu

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and

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toco

ls

legi

slat

ion

perta

inin

g to

stu

dent

•

reco

rds

and

confi

dent

ialit

y (fo

r ex

ampl

e, O

ntar

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tude

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ecor

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reed

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f Inf

orm

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d P

rote

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Priv

acy

Act

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gisl

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rtain

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to s

choo

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atte

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glig

ence

and

liabi

lity is

sues

•

(for e

xam

ple,

dut

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car

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su

perv

ision

/hea

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nd s

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mm

unic

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ases

/man

agem

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and

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inist

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n of

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stra

tegi

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cris

is

•pr

even

tion,

inte

rven

tion

and

man

agem

ent

stra

tegi

es fo

r effe

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invo

lvem

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sch

ool c

ounc

ilspr

actic

es to

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ngth

en

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mm

itmen

t to

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prov

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anni

ng p

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stra

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elop

and

pre

sent

•

cohe

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, und

erst

anda

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acc

urat

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d tra

nspa

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acc

ount

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scho

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per

form

ance

to a

rang

e of

au

dien

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build

ing

a pe

rtine

nt s

et o

f dat

a to

•

unde

rsta

nd a

nd a

sses

s th

e ne

eds

of th

e sc

hool

asse

ssm

ent o

f an

effe

ctive

lear

ning

•

envir

onm

ent.

prov

inci

al, n

atio

nal a

nd

•in

tern

atio

nal t

estin

g pr

ogra

ms,

in

clud

ing

Educ

atio

n Q

ualit

y an

d A

ccou

ntab

ility

Offi

ceda

ta a

nalys

is a

nd m

anag

emen

t, •

and

appl

icat

ion

of s

choo

l and

in

divid

ual r

esul

ts to

impr

ove

stud

ent a

chie

vem

ent

usin

g da

ta a

nd re

sear

ch m

etho

ds,

•in

clud

ing

actio

n re

sear

chst

uden

t ass

essm

ent a

nd e

valu

atio

n •

polic

ies

and

proc

edur

espr

ovin

cial

repo

rt ca

rd re

quire

men

ts

•st

rate

gies

to d

evel

op a

nd p

rese

nt

•co

here

nt, u

nder

stan

dabl

e, a

ccur

ate

and

trans

pare

nt a

ccou

nts

of th

e sc

hool

’s p

erfo

rman

ce to

a ra

nge

of

audi

ence

s un

ders

tand

ing

the

role

of t

each

er

•an

d pr

inci

pal l

eade

rshi

p in

pr

omot

ing

stud

ent a

chie

vem

ent

build

ing

a pe

rtine

nt s

et o

f dat

a to

•

unde

rsta

nd a

nd a

sses

s th

e ne

eds

of th

e sc

hool

outc

omes

of r

egul

ar s

choo

l sel

f •

revie

w w

ith b

oard

, min

istry

and

ot

her e

xter

nal a

sses

smen

ts fo

r sc

hool

impr

ovem

ent

asse

ssm

ent o

f an

effe

ctive

lear

ning

•

envir

onm

ent

criti

quin

g sc

hool

pla

ns to

impr

ove

•st

uden

t lea

rnin

g an

d ac

hiev

emen

t ba

sed

upon

sch

ool a

nd in

divid

ual

stud

ent a

sses

smen

t res

ults

.



Instructional Practice8.

In the delivery of the content of the Principal’s Qualification Program, instructors use strategies that are relevant, meaningful and practical in providing candidates with learning experiences related to the role of principal. Instructors honour the principles of adult learning, utilizing candidates’ prior learning, capitalizing on candidates’ experience, involving their participation and responding to individual needs. The skills and knowledge of the candidates are extended through case studies, in-basket exercises and the Leadership Practicum. Instruction is varied to include large group, small group and individual learning. As well, professional reading and reflection on all aspects of the principal’s role are integral parts of the program.

In the role of principal, personal contact and relationship development is key. In recognition of this, a significant component of the program must be delivered in a face-to-face mode. Interactive, synchronous video conferencing is an acceptable delivery model to satisfy required face-to-face contact time to support some candidates who live in remote areas and/or have limited accessibility to the site of instruction. This would support equitable, accessible and inclusive instruction for all candidates across the province.

In addition, providers may choose to use other online methods of interaction. These online components are limited to 35 of the 100 hours of contact time.

Assessment and Evaluation of Candidates9.

A balanced and varied approach to candidate assessment is used. In order to support the personal and professional growth of candidates, the formative and summative evaluation elements of the program will:

assist the candidate in understanding the role of principal in the context of the •Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession assist the candidates in understanding and applying the Leadership Framework for •Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontarioprovide opportunities for the candidate to demonstrate knowledge, skills, and attitudes •required in the role of the principalprovide evidence that candidates have met the expectations of the program•promote the ongoing development of candidates for the role of principal.•

Candidates are provided with specific expectations for success at the beginning of each part of the program. Within the program there is a combination of self and peer assessment as well as instructor feedback and evaluation. Candidates are given opportunities to demonstrate their learning through performance, written and oral assessments.

The following list of assessment strategies is intended to serve as an example only; it is not an exhaustive list:

Performance• Assessment: develop a school budget that supports the school plan and takes into consideration equity and distribution of funds.Written Assessment• : analyze a case study that requires the application of concepts and principles, analysis of key elements and issues, identification of actions or conditions



that contributed to the case, articulation of goals that need to be achieved for resolution and selection of strategies best suited to accomplish goals.Written Assignment• : respond to questions, write an essay on an aspect of the program content or develop a school improvement plan.Oral Presentation• : research Alternative Dispute Resolution, make a presentation, and engage colleagues in a dialogue about the skills involved in negotiation to resolve disputes.Portfolio• : 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.

The Leadership Practicum10.

Purpose

The Leadership Practicum is a required component of the Principal’s Qualification Program. The Leadership Practicum is an educational experience guided by the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario. The Leadership Practicum is intended to provide an opportunity for candidates to act as a member of a school administrative team in a leadership role working with students, staff, parents and the community.

10.1 Leadership Practicum Requirements

Candidates must develop a Leadership Practicum proposal before being recommended for Part I and successfully complete the Leadership Practicum experience before being recommended for Part II. There may be unique circumstances where the PQP Part I provider may be required to sign off successful completion of the Leadership Practicum experience. The Leadership Practicum must apply to a school setting and be mentored by a practising qualified principal or vice-principal. It is expected that the duration of the Leadership Practicum will be a minimum of 60 hours of which 20 hours could be observation.

Candidates identify a specific Leadership Practicum informed by the PQP content and the Leadership Framework for Principals and Vice-Principals found in Putting Ontario’s Leadership Framework into Action/Mise en application du Cadre de leadership de l’Ontario.

The following list of Leadership Practicum experiences is intended to serve as an example only; it is not an exhaustive list:

Assuming a leadership role,

develop a collaborative school plan to integrate technology to support student needs•using data, lead staff to develop, implement and assess a plan to increase student •achievement in a subject area facilitate a review of the school code of conduct (or other school policy) involving •students, school staff and the school council facilitate a collaborative process to develop and initiate the implementation of a •school action plan for improvement facilitate collaborative processes and procedures to support safe and inclusive •school environments.



10.2 Components of the Leadership Practicum

Leadership Practicum Mentor

Candidates will select a mentor who will agree to work with them throughout the duration of the Leadership Practicum. The mentor is a fully qualified, experienced, practicing principal or vice-principal.

Leadership Practicum Proposal

The Leadership Practicum proposal is a contract between the candidate, mentor and instructor outlining the nature of the inquiry to be undertaken by the candidate. Candidates are expected to submit their written proposal to the instructor. The instructor will approve the proposal before candidates begin the Leadership Practicum. Disagreements about the proposal will be referred to the provider. Approval of the Leadership Practicum proposal is required prior to being recommended to the College for Part I.

Leadership Practicum Log

Candidates are expected to use a log to describe and document the activities they have engaged in throughout the Leadership Practicum process. This description and documentation may include such things as agendas, minutes, meetings with mentors and/or instructors and samples of work. The log may also include descriptions of professional learning activities such as conferences, workshops, research, and professional reading related to the Leadership Practicum.

Leadership Practicum Reflective Journal

Candidates are required to keep a journal that details their reflections on professional learning and personal growth throughout the Leadership Practicum process. The journal may include descriptions of both the challenges and successes candidates experienced during the Leadership Practicum. The journal will reflect on 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/Mise en application du Cadre de leadership de l’Ontario.

Observation

This optional component enables a candidate to observe a principal or vice-principal in a school setting. It provides candidates with an opportunity to experience leadership in action. This experience can involve up to 20 hours of observation and it may or may not be related to the Leadership Practicum undertaken by the candidate. Candidates are expected to keep a critical reflective journal throughout the observation session.



10.3 Other Leadership Practicum Requirements

Regular Reporting

Candidates are required to meet regularly with their Leadership Practicum mentor to discuss ongoing learning. In addition, they are required to consult with their instructor.

Leadership Practicum Final Report

Candidates are required to prepare a report on the Leadership Practicum learning experiences.

This report will include:

a statement of the Leadership Practicum proposal•reference to relevant legislation, district school board policies and literature•sources and collection of data•relationship 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/Mise en application du Cadre de leadership de l’Ontario

benefits to school staff, student and parents•connections to school plan and district school board initiatives•benefits to personal professional learning•demonstration of application of theory to practice•links to improving teaching and learning•comments on use of effective practice•reflections on the observation experience in relation to the Leadership •

Practicum, if applicableresults and recommendations.•

The Leadership Practicum final report, reflective journal and log of activities must be successfully completed in order to be recommended to the College for Part II.

10.4 Provider Responsibilities for the Leadership Practicum

The Principal’s Qualification Program provider:

co-ordinates and directs the Leadership Practicum •develops assessment criteria for evaluation of the Leadership Practicum•establishes criteria for Leadership Practicum proposals and ensures instructors •adhere to criteriaensures candidates, instructors and Leadership Practicum mentors understand •the requirements and responsibilities in the Leadership Practicum processassists the candidate with the development of the proposal, including the •outline, schedule of activities, learning outcomes, assessment processes and evaluation criteriaapproves the Leadership Practicum proposal and reports the successful •completion of Part I to the Ontario College of Teachers



completes summative evaluation of the candidate’s Leadership Practicum •learning and makes a recommendation of completion/non-completion of the Leadership Practicummaintains records•responds to appeals of unsatisfactory evaluation results•reports the successful completion of Part II to the Ontario College of Teachers.•



APPENDIX I

The Ethical Standards for the Teaching Profession

The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective teaching profession is a commitment to students and their learning. Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility in their relationships with students, parents, guardians, colleagues, educational partners, other professionals, the environment and the public.

The Purposes of the Ethical Standards for the Teaching Profession are:

to inspire members to reflect and uphold the honour and dignity of the teaching profession •to identify the ethical responsibilities and commitments in the teaching profession•to guide ethical decisions and actions in the teaching profession •to promote public trust and confidence in the teaching profession. •

The Ethical Standards for the Teaching Profession are:

CareThe ethical standard of Care includes compassion, acceptance, interest and insight for developing students’ potential. Members express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in practice.

TrustThe ethical standard of Trust embodies fairness, openness and honesty. Members’ professional relationships with students, colleagues, parents, guardians and the public are based on trust.

RespectIntrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment.

IntegrityHonesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.



The Standards of Practice for the Teaching Profession

The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario’s teaching profession. These standards articulate the goals and aspirations of the profession. These standards convey a collective vision of professionalism that guides the daily practices of members of the Ontario College of Teachers.

The Purposes of the Standards of Practice for the Teaching Profession are:

to inspire a shared vision for the teaching profession •to identify the values, knowledge and skills that are distinctive to the teaching profession •to guide the professional judgment and actions of the teaching profession •to promote a common language that fosters an understanding of what it means to be a •member of the teaching profession.

The Standards of Practice for the Teaching Profession are:

Commitment to Students and Student LearningMembers are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.

Leadership in Learning CommunitiesMembers promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.

Ongoing Professional Learning Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

Professional Knowledge Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.

Professional Practice Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.



APPENDIX II: Resources

Standards Resources

The following standards resources are available through the College website at www.oct.ca.

Allard, C.C., Goldblatt, P.F., Kemball, J.I., Kendrick, S.A., Millen, K.J. & Smith, D. (2007). Becoming a reflective community of practice. Reflective Practice (8)3, 299-314.

Goldblatt, P.F., & Smith, D. (2004). Illuminating and facilitating professional knowledge through casework. European Journal of Teacher Education (27)3, 334-354.

Goldblatt, P.F., & Smith, D. (2005). Cases for teacher development: Preparing for the classroom. Thousand Oaks, CA: Sage Publications.

Ontario College of Teachers. (2003). Standards in practice: Fostering professional inquiry. [Resource kit 1]. Toronto, ON: Author.

Ontario College of Teachers. (2006). Foundations of professional practice. Toronto, ON: Author.

Ontario College of Teachers. (2008). Living the standards. [Resource kit 2]. Toronto, ON: Author.

Smith, D., & Goldblatt, P.M. (Eds.). (2006). Casebook guide for teacher education. Toronto, ON: Ontario College of Teachers.

Additional Resources

The Principal’s Qualification Program will be informed by current Ontario curriculum, relevant legislation, government policies and resources. These documents support and inform the development and implementation of the PQP. The following resources are intended to serve as examples only. This is not an exhaustive list.

Brown, A. (Ed.). (2008). Consolidated Ontario education statutes and regulations 2008. Toronto, ON: Carswell Legal Publications.

Chiefs of Ontario. (2004). The new agenda: A manifesto for First Nations education in Ontario. Toronto, ON: Author.

Expert Panel of the Literacy and Numeracy Instruction for Students with Special Needs. (2005). Education for all: The report of the expert panel on literacy and numeracy instruction for students with special needs, kindergarten to grade 6. Toronto, ON: Queen’s Printer for Ontario.

Institute for Education Leadership. (2006). Leadership self-review tool (LSRT). Toronto, ON: Author.

Institute for Education Leadership. (2008). Putting Ontario’s leadership framework into action: A guide for school and system leaders. Toronto, ON: Author.



Ontario Ministry of Education. (2004). Aménagement linguistique: A policy for Ontario’s French-Language schools and Francophone community. Toronto, ON: Author.

Ontario Ministry of Education. (2007). First Nation, Métis and Inuit education policy framework. Toronto, ON: Author.

Ontario Ministry of Education. (2007). The school effectiveness framework: A collegial process for continued growth in the effectiveness of Ontario elementary schools. Toronto, ON: Author.

Ontario Ministry of Education. (2008). Reach every student: Energizing Ontario education. Toronto, ON: Author.

Ontario Ministry of Education. (2009). Realizing the promise of diversity: Ontario’s equity and inclusive education strategy. Toronto, ON: Author.

Robins, S.L. (2000). Protecting our students: A review to identify and prevent sexual misconduct in Ontario schools. Toronto, ON: Queen’s Printer for Ontario.

Legislation

The following is a list of relevant legislation that informs principal practice in Ontario. Candidates of the Principal’s Qualification Program will be exposed to new and existing legislation within the program. The PQP will be modified accordingly to reflect changes in legislation.

Child and Family Services Act,• R.S.O., 1990, c. C - 11.Children’s Law Reform Act, • R.S.O., 1990, c. C - 12.Divorce Act, R.S.C.1985, • c. 3 (2nd supp.).Education Act, R.S.O., 1990, • c. E-2. (and all regulations made under the Act)Education Quality and Accountability Office Act,• S.O., 1996, c. 11. Employment Standards Act, • S.O., 2000, c. 41. Human Rights Code, • R.S.O., 1990, c. H - 19. Immunization of School Pupils Act,• R.S.O. 1990, c. C - I.1.Indian Act, R.S.C.,• 1985, c. I-5Labour Relations Act, • S.O., 1995, c. 1.Municipal Freedom of Information and Protection of Privacy Act, • R.S.O., 1990, c. M-56.Occupational Health and Safety Act, • R.S.O., 1990, c. O - 1. Occupier’s Liability Act, • R.S.O., 1990, c. O-2.Ontario College of Teachers Act, • S.O., 1996, c.12. (and regulations made under the Act)Sabrina’s Law,• S.O., 2005, c. 7 Teaching Profession Act,• R.S.O., 1990, c. T - 2.Trespass to Property Act,• R.S.O., 1990, c. T – 21.Young Offenders Act, • R.S.C., 1985, c. Y - 1.



APPENDIX III: Optional Forms

Optional Resource for Provider UsePrincipal’s Qualification Program

The following three forms are samples that providers may find useful. They include:

Form 1: Observation •Form 2: Leadership Practicum Proposal Contract•Form 3: Leadership Practicum Evaluation•



Form 1: Observation

This form identifies the proposed location and dates that the candidate will be engaged in observation activities. This form is to be completed by the candidate and submitted to the Leadership Practicum instructor for approval before observation sessions begin. Instructors are required to sign this form when candidates have completed the observation requirement.

Section A: Personal Information

CAndIdATE nAME

AddRESS SChOOL TELEPhOnE

hOME TELEPhOnE E-MAIL AddRESS

Section B: Proposed Observation Site/Observation Dates

nAME OF SChOOL

SChOOL AddRESS SChOOL TELEPhOnE

SChOOL PRInCIPAL E-MAIL AddRESS

nAME OF SChOOL PRInCIPAL AT ThIS SChOOL WhO WILL BE OBSERVEd

Proposed Date(s) of Observation

Purpose of Observation(What Will Be Observed)

Proposed Duration of Observation



CAndIdATE’S SIgnATURE

nAME OF PROVIdER ORgAnIZATIOn

OBSERVATIOn PROPOSAL APPROVEd BY dATE

ROLE

To be signed by instructor upon completion of observation session(s):

I hereby confirm that:

CAndIdATE’S nAME

has completed this observation requirement and has not exceeded the 20 hour maximum time allotted to this component.

Approved:

PQP PART I InSTRUCTOR



Form 2: Leadership Practicum Proposal Contract

This form functions as a contractual agreement between the candidate, mentor and instructor.1. This form is to be used by the candidate to identify and propose the Leadership 2. Practicum required in the Principal’s Qualification Program. This form is to be completed by the candidate and submitted to the PQP instructor for 3. approval before undertaking the project.

Section A: Candidate and Leadership Practicum Supervisory Information

CAndIdATE nAME

AddRESS E-MAIL AddRESS

hOME TELEPhOnE SChOOL TELEPhOnE

PQP InSTRUCTOR AddRESS


MEnTOR’S nAME

AddRESS E-MAIL AddRESS




Section B: Leadership Practicum Proposal - continued General Overview of the Leadership Practicum Proposal

1. Title and brief description of the Leadership Practicum proposal:

2. Objectives and relationship of proposed Leadership Practicum to the Principal’s Qualification Program learning expectations:

3. Anticipated benefits of this project (personal and school system):

4. Description of the criteria to be used in the assessment of the Leadership Practicum:

Proposal submitted by:

CAndIdATE’S SIgnATURE dATE

nAME OF PROVIdER ORgAnIZATIOn

APPROVEd BY

ROLE dATE

MEnTOR’S SIgnATURE dATE



Section C: Practicum Detailed Proposal - continued

The purpose of this form is to record the specific details of the candidate’s proposed 1. Leadership Practicum.Candidates must submit this detailed plan to the PQP Part I instructor before 2. undertaking the proposed project.Any and all modification(s) to this proposed plan must be identified on the form and 3. initialed by the PQP Part I instructor.

Leadership Practicum Objectives Activities


PQP PART I InSTRUCTOR’S SIgnATURE dATE



Form 3: Leadership Practicum EvaluationThe form is to be used to evaluate the candidate’s Leadership Practicum.1. Please comment on the extent to which the candidate has achieved the objectives of 2. the Leadership Practicum. Please indicate the strengths and areas for improvement with respect to the Leadership Practicum log, the reflective journal and the final report.

Candidate’s Comments:


Mentor’s Comments

Instructor’s Comments:

PQP InSTRUCTOR’S SIgnATURE dATE The candidate has submitted a required Leadership Practicum final report.

PQP PART II InSTRUCTOR’S SIgnATURE dATE

PQP PART II PROVIdER’S nAME dATE

PQP PART II PROVIdER’S SIgnATURE dATE

PQP PART II PROVIdER ORgAnIZATIOn

The Principal’s Qualification Program provides a foundation for candidates for assuming the role of principal or vice-principal in Ontario schools.

Cette publication est également disponible en français sous le titre de Ligne directrice du Programme menant à qualification de directrice ou de directeur d’école, 2009

For additional information: Ontario College of Teachers 101 Bloor Street West Toronto On M5S 0A1 Telephone: 416-961-8800 Fax: 416-961-8822 Toll-free in Ontario: 1-888-534-2222 E-mail: [email protected] www.oct.ca

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