The Institute for Education Leadership commissioned The Learning Partnership to undertake a comprehensive research study on succession planning for leadership in Ontario schools and school boards.

The Institute for Education Leadership commissioned The Learning Partnership to undertake a comprehensive research study on succession planning for leadership in Ontario schools and school boards.

The Institute for Education Leadership commissioned The Learning Partnership to undertake a comprehensive research study on succession planning for leadership in Ontario schools and school boards.

A Developmental Perspective on Preventing Bullying York University and The Hospital for Sick Children - PREVNet - in promoting healthy relationships and promoting partnerships.

This is a summary of the key findings of a review of literature undertaken by the authors as a point of departure for a large-scale empirical study organised around what we refer to as ‘strong claims’ about successful school leadership. These claims are not all strong in quite the same way, as we shall explain, but they all find support in varying amounts of quite robust empirical evidence, the first two having attracted the largest amount of such evidence. Those in leadership roles have a tremendous responsibility to get it right. Fortunately, we know a great deal about what getting it right means. The purpose of this paper is to provide a synopsis of this knowledge.

Leadership is the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals.

Leadership is the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals. Leadership practices described in the Catholic School-level Leadership section of the Ontario Leadership Framework (OLF) are equally useful for both school- and system-level leaders, but those practices are enacted in qualitatively different ways. This placemat of Catholic system-level leadership practices adds to those common leadership practices a set of unique practices demanded of Catholic system-level leaders organized by the nine characteristics of strong districts outlined in the District Effectiveness Framework (DEF). The practices and personal leadership resources below capture how Catholic system leaders contribute to the development of strong districts.

This article describes the Strong Districts and Their Leadership project - De-mystifying Effective District Leadership, A seven-year Ontario Institue for Education Leadership, Council of Ontario Directors of Education and the Ministry of Education collaboration. This project identifies and describes, from the best available research, the characteristics of high performing school systems and the leadership required to develop such systems.

This framework summarizes evidence about the characteristics of “strong” school districts – those districts that are successful at improving the learning of their students. For district senior leadership teams, developing the nine characteristics of strong districts in their organizations should be the immediate goals for their work, with student achievement and well-being as the underlying goals. These nine characteristics enable the district’s schools and classrooms to do their school improvement work effectively.

The Guide for Principal/Vice-principal Terms and Conditions of Employment previously agreed to by associations and released to boards in April, 2009. The content and language of this PPM has been developed with input from all principal, supervisory officer, director of education and trustee associations in December, 2009.

Frequently Asked Questions The Ontario Leadership Framework (OLF) and the Core Leadership Capacities (CLC) The Ontario Leadership Framework (OLF) describes successful individual and small group practices for both school and system leaders, as well as effective organizational practices at both school and system levels.

K-12 School Effectiveness Framework A support for school improvement and student success.

The Ontario Leadership Framework (OLF) describes successful individual and small group practices for both school and system leaders, as well as effective organizational practices at both school and system levels.

A resource for mentees, mentors, school and board leaders for Mentoring, Principal Performance Appraisal and other ministry initiatives.

PowerPoint Presentation of the Ontario Leadership Framework (OLF) - with speakers notes

PM 152 Terms and Conditions of Employment of Principals and Vice-principals The purpose of this memorandum is to set out provincial standards of practice to assist school boards in establishing terms and conditions of employment of principals and vice-principals that are consistent province-wide.

Quantitative and qualitative evidence from newly appointed principals and vice-principals about their transitions from teaching to the role of principal and vice-principal.

The guide for Principal/Vice-principal Terms and Conditions of Employment previously agreed to by associations and released to boards in April, 2009. The content and language of this PPM has been developed with input from all principal, supervisory officer, director of education and trustee associations in December, 2009.

School-Level Leadership Leadership is the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals.

This paper outlines the characteristics of strong districts and the specific leadership practices necessary to develop these characteristics. (Kenneth Leithwood, June 2013)

Leadership is the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals Leadership practices described in the School-level Leadership section of the Ontario Leadership Framework (OLF) are equally useful for both school- and system-level leaders, but those practices are enacted in qualitatively different ways. This placemat of system-level leadership practices adds to those common leadership practices a set of unique practices demanded of system-level leaders organized by the nine characteristics of strong districts outlined in the District Effectiveness Framework (DEF). The practices and personal leadership resources below capture how system leaders contribute to the development of strong districts.