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School Leadership Program Webinar Seminar for October 20. Just Do It!!!. bh. Intended Learner Outcomes. To develop leadership capacity To build our community of practice To explore leadership strands To articulate leadership actions to your current reality. Learning Sequence.

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intended learner outcomes
Intended Learner Outcomes
  • To develop leadership capacity
  • To build our community of practice
  • To explore leadership strands
  • To articulate leadership actions to your current reality
learning sequence
Learning Sequence
  • Leadership Audit
  • Leadership Strands
  • Instructional Leadership
  • Shared Vision of Exemplary Teaching
  • Supervision
  • Leadership Action
task think write pair share
TASK: Think, Write, Pair, Share
  • When I am thinking of the school leadership program I’m excited about...
  • When I am thinking of school leadership program I’m concerned about…
  • One of my strengths I have as a school leader is……
  • My question(s) about school leadership program are…


leadership audit

Leadership Audit

Purpose and current reality

Leadership values


Leadership Framework


leadership strands

Leadership Strands

Five Leadership Challenges

Principal Quality Practice Guidelines

the principal quality practice guideline

The Principal Quality Practice Guideline

Promoting Successful School Leadership in Alberta


principal quality practice
Principal Quality Practice

The principal is an accomplished teacher who practices quality leadership in the provision of opportunities for optimum learning and development of all students in the school.TASK: Think about this statement. What are the key ideas embedded in it?

leadership dimensions
Leadership Dimensions
  • In accepting the legislated and school authority mandated leadership responsibilities, all school leaders are expected to commit to fulfilling the leadership dimensions contained in the PQPG throughout their careers.
leadership dimensions1
Leadership Dimensions
  • 1. Leadership Dimension - Fostering Effective Relationships
  • 2. Leadership Dimension - Embodying Visionary Leadership
  • 3. Leadership Dimension - Leading a Learning Community
  • 4. Leadership Dimension - Providing Instructional Leadership
  • 5. Leadership Dimension - Developing and Facilitating Leadership
  • 6. Leadership Dimension - Managing School Operations and Resources
  • 7. Leadership Dimension - Understanding and Responding to the Larger Societal Context
instructional leadership

Instructional Leadership

Changing role of the school leader


school leaders role 1970s
School Leaders Role (1970s)

Instructional Focus


Manager and Evaluator

changing role
Changing role….

Principal as decision maker and resource provider

Focus on resources

transformational leadership
Transformational Leadership





Principal as collaborator and change agent

changing role over time
Changing Role over time

Educational Emphasis

School Leader Role

enduring understandings of instructional leadership
Enduring Understandings of Instructional Leadership

Student Learning Improved Teaching Practice

Shared Vision of Exemplary Teaching

Instructional Leadership makes it happen!

school leader
School Leader

One who works collaboratively with a school’s formal leadership to plan, implement and assess school change initiatives to ensure alignment and focus on intended results

2 catalyst for change
2. Catalyst for Change

One who creates disequilibrium with the current state as an impetus to explore alternatives to current practice

3 learning facilitator
3. Learning Facilitator

A key player in designing collaborative, job-embedded, standards-based professional learning communities

4 resource provider
4. Resource Provider

One who provides colleagues with resources that will help them reach their desired outcomes

5 data coach
5. Data Coach

One who ensures that student achievement data drive decisions in classrooms as well as the oval school

6 instructional specialist
6. Instructional Specialist

One who is responsible for aligning instruction with curriculum to meet the needs of all students (i.e. differentiates instruction)

7 curriculum specialist
7. Curriculum Specialist

One who ensures implementation of adopted curriculum and has a strong understanding of the intended learner outcomes of the Programs of Study.

8 classroom supporter
8. Classroom Supporter

One who looks for opportunities to increase the effectiveness of classroom instruction

9 mentor
9. Mentor

An advisor who works to increase the instructional skills of the novice teacher and supports school-wide induction activities

10 learner
10. Learner

Learners model continual improvement, demonstrates lifelong learning, and use what they learn to help all students achieve.

task think

On your own - Assess the instructional leadership roles in your school. Which roles are active? Which roles are inactive?

See Handout



  • What have I learned?
  • What surprized me? Inspired me? Interested me?


  • How may I use these concepts/ideas to develop my leadership capacity?


  • To what am I committing? What do I need to do? When and how am I going to do it?

Or email to Bill, Dot or Warren


intended learner outcomes1
Intended Learner Outcomes
  • To develop leadership capacity
  • To build our community of practice
  • To articulate leadership actions to your current reality
intended learner outcomes2
Intended Learner Outcomes
  • Based on the TQS articulate the essential elements of exemplary teaching
  • Within the framework of Growth, Supervision and Evaluation policy, examine three supervision tools
teacher quality standard

Teacher Quality Standard

Ministerial Order (#016/97)

meanings of leadership
Meanings of Leadership
  • Leadership can be described by reference to two core functions:
    • Providing direction
    • Exercising influence.

(Leithwood and Riehl, 2003)

a model of teaching
A Model of Teaching
  • Teaching as Professional Judgment – This model suggests that the key component of quality teaching is the ability to make a professional judgment related to the conditions that will best enable the student to learn. It recognizes that the teacher works from a myriad of decisions, rather than a pre-determined script.
  • The Teaching Quality Standard emphasizes the importance of professional judgment.
the teaching quality standard
The Teaching Quality Standard

Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students.

All teachers are expected to meet the Teaching Quality Standard throughout their careers.

However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context.

school leadership
School Leadership

“School leadership is second only

to classroom teaching

as an influence on learning”.

Workshop Speaker

Ken Leithwood

exemplary teaching
Exemplary Teaching

What does it look like? What does it sound like? Think about the best teachers you have had or with whom you have worked?

task create a picture of exemplary teaching
TASK: Create a Picture of Exemplary Teaching

What do exemplary teachers do before the class, during the class, and after the class?

Before During After

Planning Delivery Assessment

expert versus non expert teachers
Expert versus Non-expert Teachers
  • Studies related to teaching expertise identifies three areas in which experts share common characteristics:
    • Knowledge
    • Efficiency in problem solving
    • Insight with respect to solving educational problems.
  • Expert teachers have greater content knowledge, and so can see relationships and connections more easily.
  • Expert teachers have greater pedagogical knowledge – knowledge of teaching and learning principles.
  • Well-practiced and highly effective routines enable expert teachers to:
    • better monitor the flow of their lessons,
    • Anticipate problems,
    • Evaluate their teaching, and
    • Modify their teaching activities.
  • Expert teachers:
    • Reflect on understanding and evaluating the teaching-learning process and how to improve it.
    • Are able to find more creative or insightful solutions to educational problems
    • Can apply unobtrusive solutions.
inspiring a shared vision of exemplary teaching
Inspiring a Shared Vision of Exemplary Teaching
  • Envision your future
  • Enlist others
  • To what extent is there a shared vision of exemplary teaching at your school?
  • What strategies have you used to inspire a shared vision in your current school leader role?
key definitions from the provincial policy
Key Definitions from the Provincial Policy
  • Evaluation
  • Supervision
  • Teacher Professional Growth
teacher growth
Teacher Growth
  • A teacher … is responsible for completing an annual teacher professional growth plan that:
    • Reflects goals and objectives based on an assessment of learning needs by the individual teacher
    • Shows a demonstrable relationship to the teaching quality standard, and
    • Takes into consideration the education plans of the school, the school authority and the Government.
supervision of teachers
Supervision of Teachers
  • Includes:
    • Providing support and guidance to teachers
    • Observing and receiving information from any source about the quality of teaching a teacher provides to students; and
    • Identifying the behaviours or practices of a teacher that for any reason may require an evaluation.
relationship of t g s e
Relationship of T G S & E

Professional Growth

(On-going learning)

Teacher Evaluation

(Reasoned judgment)



developing supervisory skills
Developing Supervisory Skills



  • Walk Throughs are a must. You can’t be an instructional leader without doing walk through.
  • Leaders monitor what matters. Exemplary teaching makes a difference so leaders monitor for it.
  • Leaders provide a balance of pressure and support that results in improved performance.
  • Ask questions that cause people to be reflective and think about what they are doing
  • Provide constructive feedback
  • Be honest enough to tell people in a respectful and private manner when their performance may not meet TQS standards.
  • Tools and approaches
task building tools
Task: Building Tools
  • Review the tools in your package.
  • Think about how your could use or adapt these tools or create new tools.
  • These should be practical ideas or tools that you can implement before the next workshop or coaching visit.
task individual leadership action
Task: Individual Leadership Action
  • Using the template provided, complete the following:
    • Develop approaches, strategies and tools to add value to your supervisory practices.
    • Outline your commitments to apply your learnings to your current reality.

(Apply the KISS principle.)

onsite coaching support
Onsite Coaching Support


What are you learning about leadership?

What does your coach need to know about your current reality?


What leadership actions have you taken?

What has been the result?

What questions do you have?

What decisions do you need to make?

instructional leader s checklist
Instructional Leader’s Checklist
  • Regular Classroom Observations with discussion/feedback
  • Priority Focused Professional Development with clear intended learner outcomes
  • Develop a shared vision of exemplary teaching
instructional leader s checklist1
Instructional Leader’s Checklist
  • Create staff teams (PLC) in teams to determine what and how to teach
  • Focus the school on literacy (read, discussion, write, present in all subject content areas)
  • Focus school culture on improved student learning and caring trusting relationships (Academic Press)
  • Reflection:
    • What have I learned?
    • What surprized me? Inspired me? Interested me?
  • Application:
    • How may I use these concepts/ideas to develop my leadership capacity?
  • Implication:
    • To what am I committing? What do I need to do? When and how am I going to do it?

Or email to Bill, Dot or Warren