The Leadership Capacity Plan will focus professional learning opportunities in intentional ways to support implementation of the Integrated Equity Framework into the School Improvement Process. This Plan is founded on the principles of equity and includes our commitment to inquiry, global competencies and well-being. All staff in TDSB are leaders. Leaders share their expertise and experience with everyone in their school community. The ability of leaders to provide coaching, facilitate learning and monitor progress is central to the School Improvement Process.
Those in formal leadership positions, such as superintendents, principals, vice principals, coaches, consultants, coordinators, managers and supervisors, have a significant role to play. Their role requires knowledge and skill in order to create the most effective conditions for engagement of students, parents, staff and communities. In order for this leadership to be effective, the process relies on their ability to share leadership. This approach will allow us to create enhanced learning cultures in which all staff have a leadership role, and this will in turn improve equity, responsiveness and engagement.
The components of the Leadership Capacity Plan include the following professional learning:
- Equity (what is needed to implement the Integrated Equity Framework)
- Human rights and anti-racism, anti-oppression training
- Facilitation and coaching (confronting barriers, bias, privilege, power, others), and supporting the collaborative inquiry process
- Achievement (Global Competencies on the foundation of Literacy and Numeracy) requiring knowledge and skills that can be applied to the unique needs and specific circumstances of each school and learner
- Well-being (foundational knowledge)
Specific equity objectives include:
- A shift from leadership-of-position to leadership-as-influence
- Greater efficacy for all staff in improving achievement and well-being for all students
- Enhanced Learning Cultures:
- School Improvement (inquiry, learning protocols)
- Improved Engagement
- Improved Responsiveness
Actions Year One (2016-2017)
- Focus our system leadership capacity efforts during the first year on superintendents, principals, vice-principals, coordinators, consultants and coaches and Digital and STEM Lead Learners, whose responsibility it is to create the right conditions for all staff to share their leadership and expertise in service to our schools. We will also focus on the formal leaders in our business and operational departments to enhance service excellence.
- Support all staff in sharing their leadership and expertise within their schools and their departments by implementing protocols and processes that enable all staff to influence our direction.
- Ensure that every formal TDSB leadership development program aimed at aspiring, new, and existing leaders incorporates explicit learning opportunities for participants to contribute to the ongoing improvement of this Leadership Capacity Plan.
- Build capacity for all leaders, through learning teams, learning centre meetings and through department learning opportunities, explicitly focusing on the following components:
- Shifting our practice of leadership to one in which every leader engages and is open to the influence of all stakeholders’ voices (students, parents, communities and staff) when making decisions in the service of our students.
- Providing formal anti-racism and anti-oppression training to better integrate our school improvement and equity commitments, as well as to help leaders engage their staff in discussing of issues of power and privilege to confront bias and eliminate barriers.
- Providing formal Human Rights training as a foundation for anti-racism and anti-oppression training to ensure appropriate context and empower our leaders to own the student learning and staff working experience.
- Providing learning opportunities to help leaders with facilitating the inquiry process and staff coaching, in order to strengthen the ability of all staff to contribute to improvement of their school and/or department, as well as to enhance the culture of trust and high expectations throughout the system.
- Developing greater understanding of the Global Competencies on the foundation of literacy and numeracy supported by technology by creating learning conditions that enable students to take ownership of their learning and educators to facilitate this process.
- Providing a deeper understanding of ways educators can enhance the well-being of all students, in order to create the conditions for every staff member in every school to improve the well-being of their students aligned with the area of focus that was determined in each school.
- Support superintendents working with individual principals and vice-principals to help all their staff improve knowledge and skills in those areas that are most necessary at each school. For example, focused knowledge and skill development in certain aspects of math instruction may be needed at a school with a learning focus in math, while staff at a school with many students who are not reading by the end of grade 1 may need specific knowledge and skills training to help their students achieve this goal.
- Develop standards of Service Excellence to increase our responsiveness to our schools, parents and communities, along with provide learning opportunities for all staff to adopt these standards.
Years Two and Three (2017-2019)
After Year 1, the goals and actions of the Leadership Capacity Plan will be reviewed and adjusted based on the learning, successes and challenges of the previous year. The improvement journey of each school will be unique. This monitoring and reflection will allow for greater precision in adjusting improvement goals, providing relevant supports and more effective resource allocation.