Leadership Framework
Effective school and system leaders are strong educators, anchoring
their work on the central issues of learning, teaching, and school
improvement. They are the moral and social advocates for the students
and the communities they serve. Most importantly, they make strong connections
with other people, value, and care for others as individuals and as members of
the educational community.
It is essential for system and school leaders to provide leadership that results in high levels of student and teacher learning. My focus is to be the instructional leader who sets the direction, and implements strategies for ongoing improvement of teaching and learning. As an advocate for a system with a learner centred vision, it is important to establish clear goals, provide direction in achieving those goals; encourage others to contribute to goal achievement, and secure commitment to a course of action from individuals and groups.
It is critical that a school system leader exhibit sound judgement, be results oriented, and have strong organizational skills. The analysis and interpretation of complex data, the ability to reach logical conclusions, give priority and caution to significant issues, and recognize when a decision is required, is the responsibility of that leader. This is accomplished in part by the practice of time and task management, knowing when and what to delegate to others, and planning to resolve short-term issues while balancing them against the long-term objective of continuous improvement for the system.
The focus on continuous improvement can be both challenging and rewarding. Stakeholders often must confront deeply held beliefs and assumptions about what constitutes effective teaching and learning. This can be accomplished by seeking and encouraging the involvement of principals and teachers, providing opportunities to self reflect on practice, and grow professionally. This requires sensitivity, to personal strengths and weaknesses, and tact in dealing with the needs, concerns, and stressors, that can emerge during times of change. Through creating structures that allow for teaming, coaching, providing specific feedback on observations or data, and supporting group accomplishment, leaders can work with their staffs to achieve high-level outcomes for all students.
Effective school leaders create the conditions for learning, for all.
their work on the central issues of learning, teaching, and school
improvement. They are the moral and social advocates for the students
and the communities they serve. Most importantly, they make strong connections
with other people, value, and care for others as individuals and as members of
the educational community.
It is essential for system and school leaders to provide leadership that results in high levels of student and teacher learning. My focus is to be the instructional leader who sets the direction, and implements strategies for ongoing improvement of teaching and learning. As an advocate for a system with a learner centred vision, it is important to establish clear goals, provide direction in achieving those goals; encourage others to contribute to goal achievement, and secure commitment to a course of action from individuals and groups.
It is critical that a school system leader exhibit sound judgement, be results oriented, and have strong organizational skills. The analysis and interpretation of complex data, the ability to reach logical conclusions, give priority and caution to significant issues, and recognize when a decision is required, is the responsibility of that leader. This is accomplished in part by the practice of time and task management, knowing when and what to delegate to others, and planning to resolve short-term issues while balancing them against the long-term objective of continuous improvement for the system.
The focus on continuous improvement can be both challenging and rewarding. Stakeholders often must confront deeply held beliefs and assumptions about what constitutes effective teaching and learning. This can be accomplished by seeking and encouraging the involvement of principals and teachers, providing opportunities to self reflect on practice, and grow professionally. This requires sensitivity, to personal strengths and weaknesses, and tact in dealing with the needs, concerns, and stressors, that can emerge during times of change. Through creating structures that allow for teaming, coaching, providing specific feedback on observations or data, and supporting group accomplishment, leaders can work with their staffs to achieve high-level outcomes for all students.
Effective school leaders create the conditions for learning, for all.
