elementary or secondary principal application package...your completed application package must...

Elementary or Secondary Principal Application Package 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:

Principal application cover page and resume completed.

Copy of your Ontario College of Teachers Certificate of Registration, showing completion of Parts I and II of the Principals’ Qualification Program.

Most recent performance appraisal in current position (within last 5 years) (for internal applicants as per Human Resources Support Services 34B).

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

Placement Information 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.

Last updated September 2014

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 principal secondary principal

Applicant's signature

Date

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Principal Application – Cover Page

Resume of

Post-secondary education

OCT qualifications

Working Format

Institution Location Year(s) Degree

Certificate Date granted Division (Subject)

Other QualificationsPlease use shaded grey box to add other qualifications not listed on this page

Teaching/administrative experience

Board Location Date(s) Position

Other related experiencePlease use shaded grey box to add other related experience not listed on this page

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,ClimateforLearningandWorking,andTeachingandLearning.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 school’s areas of greatest need and implement success strategies to increase student achievementandwell-beingwithinadiverseschoolcommunity.ThePeelLeadership Framework and School Success Planning share a common focusonLeadershipforLearning, ClimateforLearningandWorking,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 PraCtICes 5 ImProvIng the InstruCtIonaL Program

Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes

2

Cognitive 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,complexandreciprocalconnectionsamongdifferentelementsoftheorganization

•Havingforesighttoengagetheorganizationinlikelyfuturesandconsequencesforaction

social resources Perceiving emotions•Recognizingourownemotionalresponses

•Discerningemotionalresponsesinothersthroughverbalandnon-verbalcues

managing emotions •Reflectingonourownemotionalresponsesandtheirpotentialconsequences

•Persuadingotherstolikewisereflectontheirresponses

acting in emotionally appropriate ways•Beingabletoexercisecontroloverwhichemotionsguideouractions

•Beingabletohelpothersactonemotionsthatservetheirbestinterests

Psychological resources optimism•Habituallyexpectingpositiveresultsfromourefforts

•Recognizingwherewehaveanddonothaveopportunitiesfordirectinfluenceandcontrol

•Takingpositiverisks

self-efficacy•Believinginourownabilitytoperformataskorachieveagoal

•Asaresultofpositiveself-efficacy,takingresponsiblerisks,expendingsubstantialeffortandpersistinginthefaceofinitialfailure

resilience•Beingabletorecoverfromoradjusteasilytochangeormisfortune

•Beingabletothriveinchallengingcircumstances

Proactivity•Beingabletostimulateandeffectivelymanagechangeonalargescaleundercomplexcircumstances

•Showinginitiativeandperseveranceinbringingaboutmeaningfulchange

Effectiveleaderstendtopossessasmallbutcriticalnumberofpersonalleadershipresourcesthattheydrawuponwhenenactingtheleadershippracticesidentifiedinthisframework.Theseresourcesareappliedbyeffective schoolleadersasneededacrosseachofthefivedomainsunderLeadershipforLearning,ClimateforLearningandWorking,andTeachingandLearning,playingakeyroleinconsideringreadinessforpromotion.

3

Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes

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.

4

building a shared vision•Establishwithstaff,studentsandotherstakeholdersanoverallsenseofpurposeorvisionforworkintheirschoolstowhichtheyareallstronglycommittedthroughthedevelopmentofanalignedSchoolSuccessPlanrespectfulofadiverseschoolcommunity

•Buildanunderstandingofthespecificimplicationsoftheschool’svisionforitsprogramsandthenatureofclassroominstruction

•Helpstaffandotherstakeholderstounderstandtherelationshipbetweentheirschool’svisionandboardandprovincialpolicyinitiativesandpriorities

•Encouragethedevelopmentoforganizationalnormsthatsupportopennesstochangeinthedirectionofthatpurposeorvision

Identifying specific, shared, short-term goals•Facilitatestakeholderengagementinprocessesthatensureallvoicesareheardforidentifyingspecificschoolgoals

•Ensurethegoalsareclearlyandeffectivelycommunicatedtoallstakeholders

•Regularlyencouragestafftoevaluatetheirprogresstowardachievingschoolgoals

•Makefrequentexplicitreferenceto(anduseof)theSchoolSuccessPlanandtheschool’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

building a shared vision

Identifying specific, shared, short-term goals

Creating high performance expectations

Communicating the vision and goals

Personalawareness

stage


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:


5


6

evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):

7

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

8

building staff members’ sense of internal accountability

meeting the demands for external accountability

Personalawareness

stage


stage

applicationstage

Integrationstage




9



10

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

modelling the school’s values and practices•Behighlyvisibleinone’sschool

•Beeasilyaccessibletostaff,parentsandstudents

•Havefrequent,meaningful,interactionswithteachers,studentsandparentsthatfurthertheschoolgoalsandbuildaclimateforinclusivesharedresponsibility,capacityandleadership

•Exemplifythroughone’sownactionstheschool’scorevaluesanditsdesiredpracticesincludingequityandinclusion

•Demonstratetheimportanceofreflectivepracticeandcontinuouslearningthroughvisibleengagementinone’sownprofessionallearning

building trusting relationships with and among staff, students 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

Providing support and demonstrating consideration for individual staff members

stimulating growth in the professional capacities of staff

modelling the school’s values and practices

building trusting relationships with and among staff, students and parents

establishing productive working relationships with teacher federation representatives

Personalawareness

stage


stage

applicationstage

Integrationstage




11


12


13

building collaborative cultures and distributing leadership•Helpdeveloptheshareddeterminationofgroupprocessesandoutcomes

•Helpdevelopclarityaboutgoalsandrolesforcollaboration

•Fosteropenandfluentcommunicationamongcollaborators

•Provideadequateandconsistentresourcestosupportcollaborativework

•Involvestaffinthedesignandimplementationofimportantschooldecisionsandpolicies

•Providestaffwithleadershipopportunitiesandsupportthemastheytakeontheseopportunities

•Encourageawillingnesstocompromiseamongcollaborators

•Modelcollaborationintheconductofone’sownwork

•Nurtureinclusivity,mutualrespectandtrustamongthoseinvolvedincollaborating

structuring the organization to facilitate collaboration

•Createtimetablesforteachingthatmaximizetimeontasksforstudents

•Provideregularopportunitiesandstructurestomonitorandencourageteacherstoworktogetheroninstructionalimprovement

•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

•Workwithstafftoprovidedirectassistancetodiversefamiliesthatwillhelpthemprovidetheirchildrenwithsupportinthehomethatwillcontributetotheirsuccessatschool

•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

•Developtheprocesseswithstaffandstudentstoidentifyandresolveconflictsquicklyandeffectivelytore-engage,repair,rebuildandrestorerelationships,asenseofsafetyandinclusionasneeded

•Provideopportunitiesforstaffandstudentstolearnabouteffectiveconflictresolutionandproblem-solvingstrategiesthatcansupportsocialjusticeandfosterequityineducationpracticesandprocedures

Workingtobuildaschoolcultureofcollaborationrequiresattentiontoorganizationalstructures, physicalandemotionalsafety,communitypartnershipsandtheallocationofresourcesinlightofthe SchoolSuccessPlan.Leveragingeachoftheseintheinterestofstudentachievementandwell-being withinadiverseschoolcommunityisthetaskofaneffectiveleader.

Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICes

14

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


stage

applicationstage

Integrationstage




15



16

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

•Developguidelineswithstafftogoverntheamountoftimeteachersspendonnon-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

17

staffing the instructional program

Providing instructional support

monitoring student learning and school improvement progress

buffering staff from distractions to their work

Personalawareness

stage


stage

applicationstage

Integrationstage




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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 Vice-Principal or 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: ____________________________________



3) Name: ________________________________ Position Title: ____________________________________



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

PLACEMENT INFORMATION

NAME: DATE: If I am successful in the promotion process, please consider the following information when choosing a school placement for me as a Principal:

Preferred Geographic Location (indicate 1st, 2nd and 3rd choice) Mayfield, Humberview, Harold Brathwaite Families of Schools

Meadowvale, Streetsville Families of Schools and West Credit Secondary Schools

North Park, Chinguacousy, Bramalea Families of Schools

Stephen Lewis, John Fraser Families of Schools and Applewood School

Sandalwood Heights, Louise Arbour Families of Schools

Rick Hansen, Mississauga, Woodlands Families of Schools

Lincoln Alexander, Castlebrooke Families of Schools Glenforest, Applewood Heights, Gordon Graydon Families of Schools

Fletcher’s Meadow, Heart Lake Families of Schools and Parkholme School

Cawthra Park, Port Credit, T. L. Kennedy Families of Schools

David Suzuki, Brampton Centennial Families of Schools and Roy McMurtry School

Lorne Park, Clarkson, Erindale Families of Schools

Turner Fenton, Central Peel Families of Schools and Judith Nyman Secondary School

Preferred Characteristics of School Community Other

Signature: __________________________________

elementary or secondary principal application package...your completed application package must...

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