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Leadership Development and School Support Services

Peel Leadership

Framework

Leadership for Learning

Teaching and Learning

Climate for Learning and Working

WE INSPIRE

SUCCESS,

CONFIDENCE

& HOPE

IN EACH

TUDENT

for Supervisory Ofcers

The Peel Leadership Framework is designed to:

Whether you are a school or district leader, the Peel

Leadership Framework provides continued and important

insights about further building your leadership capacity.

It is a valuable tool for self-reﬂection and self-assessment.

• Facilitate a shared vision of leadership in our schools and district

• Promote a common language that fosters an understanding of leadership and what it means

to be a school or system leader

• Identify the practices, actions and personal resources that describe effective leadership

• Provide a framework for reection and mentoring

• Guide the design and implementation of professional learning and development for school

and system leaders

• Support School Success Planning

• Align performance based assessment with evaluation and annual success planning

• Aid in the recruitment, development, selection and retention of school and system leaders

• Guide and direct candidates through the promotion process

As part of the reective preparation involved in

leadership development, 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.

As part of the promotion process application for

Supervisory Ofcer, you will use this tool as a district

leadership readiness self-assessment. Complete the

developmental continuum for the Personal Leadership

Resources and each of the nine domains identied in

this framework under Leadership for Learning, Climate

for Learning and Working, and Teaching and Learning.

Provide supporting evidence of your leadership in action,

including reections and the impact of your leadership

on student achievement and well-being within a diverse

school community as part of your application package.

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. (OLF, District Effectiveness Framework)

Leadership Development and Preparing for

the Promotion Process

• Becoming

familiar with

• Limited

opportunities to

experience

• Observing and

recognizing

• Acquiring

knowledge about

• Familiar with

and beginning to

incorporate into

philosophy and

practice

• Beginning to

apply knowledge

into action

• Some

opportunities

to experience and

put into practice

• Reﬂecting and

experimenting

• Incorporates into

philosophy and

practice

• Applies knowledge

and action

• Many

opportunities

to experience

and practice

• Routine use

• Consultative

• Philosophy and

practice are

embedded in

School Success

Planning

• Automatic and

sophisticated

knowledge and

action

• An integral part

of experience and

practice

• Intuitive,

intentional and

situational

Developmental Continuum

This tool has been designed to:

• link and align District & School Success

Planning and leadership development

• honour the developmental continuum of

leadership growth

• promote reﬂection of leadership

development

• identify within the nine domains, areas of

strength and next steps

• provide a common language for

conversation and descriptive feedback

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

The 9 domains are:

Leadership for Learning:

1 ESTABLISH BROADLY SHARED MISSION,

VISION AND GOALS FOUNDED ON

ASPIRATIONAL IMAGES OF THE

EDUCATED PERSON

2 CREATE LEARNING-ORIENTED ORGANI-

ZATIONAL IMPROVEMENT PROCESSES

3 ALIGN BUDGETS, TIME AND PERSONNEL /

PRACTICES WITH DISTRICT MISSION,

VISION AND GOALS

4 USE A COMPREHENSIVE PERFORMANCE

MANAGEMENT SYSTEM FOR SCHOOL AND

DISTRICT LEADERSHIP DEVELOPMENT

Teaching and Learning:

5 PROVIDE COHERENT INSTRUCTIONAL

GUIDANCE

6 BUILD DISTRICT AND SCHOOL’S

CAPACITIES AND COMMITMENTS TO

MAKE INFORMED DECISIONS

7 PROVIDE JOB-EMBEDDED PROFESSIONAL

LEARNING

Climate for Learning

and Working:

8 ADVOCATE FOR AND SUPPORT A POLICY-

GOVERNANCE APPROACH TO BOARD OF

TRUSTEE PRACTICES

9 NURTURE PRODUCTIVE WORKING

RELATIONSHIPS WITH STAFF AND

STAKEHOLDERS

Through District and School Success Planning, boards

set measurable goals based on their Board Improvement

Plan and implement success strategies to increase

student achievement and well-being within a diverse

school community. The Peel Leadership Framework

and School Success Planning share a common focus

on Leadership for Learning, Climate for Learning and

Working, and Teaching and Learning.

School Success Planning “One Plan, One Place”

Leadership for Learning

Teaching and Learning

Climate for Learning and Working

PERSONAL LEADERSHIP RESOURCES

Cognitive Resources

Problem-solving expertise

• Understanding/interpreting problems

• Identifying goals

• Articulating principles and values

• Identifying constraints

• Developing solution processes

• Maintaining calm/conﬁdence in the face of challenging problems

Knowledge about school and classroom conditions

with direct effects on student learning

• Technical/rational conditions

• Emotional conditions

• Organizational conditions

• Family conditions

Systems thinking

• Being able to understand the dense, complex and reciprocal

connections among different elements of the organization

• Having foresight to engage the organization in likely futures

and consequences for action

Social Resources

Perceiving emotions

• Recognizing our own emotional responses

• Discerning emotional responses in others through verbal and

non-verbal cues

Managing emotions

• Reﬂecting on our own emotional responses and their potential

consequences

• Persuading others to likewise reﬂect on their responses

Acting in emotionally appropriate ways

• Being able to exercise control over which emotions guide

our actions

• Being able to help others act on emotions that serve

their best interests

Psychological Resources

Optimism

• Habitually expecting positive results from our efforts

• Recognizing where we have and do not have opportunities

for direct inﬂuence and control

• Taking positive risks

Self-efﬁcacy

• Believing in our own ability to perform a task or achieve a goal

• As a result of positive self-efﬁcacy, taking responsible risks,

expending substantial effort and persisting in the face of

initial failure

Resilience

• Being able to recover from or adjust easily to change

or misfortune

• Being able to thrive in challenging circumstances

Proactivity

• Being able to stimulate and effectively manage change

on a large scale under complex circumstances

• Showing initiative and perseverance in bringing about

meaningful change

Effective leaders tend to possess a small but critical number of personal leadership resources that they draw upon

when enacting the leadership practices identied in this framework. These resources are applied by effective

school leaders as needed across each of the nine domains under Leadership for Learning, Climate for Learning and

Working, and Teaching and Learning, playing a key role in considering readiness for promotion.

Leadership for Learning

Teaching and Learning

Climate for Learning and Working

PERSONAL 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

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

These essential resources are applied as needed across each of the nine leadership practices

under Leadership for Learning, Climate for Learning and Working, and Teaching and Learning,

within the appropriate context of a diverse community that the district serves. 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 District” section

for each of the nine domains.

Ensure that a transparent visioning & goal-setting process

is carried out in schools and service departments

Support Principals/Managers in ensuring that a school’s/

service department’s mission, vision and goals/Theories of

Action are widely known, understood and shared by all members

of the learning community

Articulate, demonstrate and model the mission and

vision of the Peel District School Board and the goals of

The Report Card for Student Success

Ensure that the goals of The Report Card for Student Success

are reﬂected in School Success Plans/service department plans

and in all discussions with Principals/Managers and other

leader-initiated interactions

Reinforce norms in the superintendency/service departments

that are aligned with board goals and strengthen the culture of

equity and inclusion

Exemplify, through one’s own actions, the Peel District

School Board’s core values and support a culture of equity and

inclusion in all learning communities

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

Leadership for Learning

ESTABLISH BROADLY SHARED MISSION, VISION AND GOALS BASED ON

ASPIRATIONAL IMAGES OF THE EDUCATED PERSON

Effective system leaders work collaboratively to establish broadly shared

mission, vision and goals through a strategic planning process: The Report Card

for Student Success.

Leadership for Learning

ESTABLISH BROADLY SHARED MISSION, VISION AND GOALS BASED ON

ASPIRATIONAL IMAGES OF THE EDUCATED PERSON

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Ensure that School Success Plans/service department plans

are evidence-informed

Ensure that School Success Plans/service department plans are

aligned with board-wide goals in the areas of Leadership for

Learning, Teaching & Learning and Climate for Learning & Working

Ensure that School Success Plans/service department plans are

site-based and reﬂect the individual needs of the learning

community that they serve

Support Principals/Managers to ensure that school-level and

service department-level planning encourages regular, reciprocal

and extended deliberations about improvement progress

Participate in system-level planning processes to ensure

consistency of approach based on the goals of The Report Card

for Student Success

Support Principals & Managers to monitor and reﬁne the

implementation of School Success Plans/service department plans

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

Leadership for Learning

CREATE LEARNING-ORIENTED ORGANIZATIONAL IMPROVEMENT PROCESSES

System leaders use a coherent approach to system improvement based on a small

number of key improvement goals. Leaders ensure that new initiatives are integrated

into existing routines and practices ensuring continuity.

Leadership for Learning

CREATE LEARNING-ORIENTED ORGANIZATIONAL IMPROVEMENT PROCESSES

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Align the allocation of resources, personnel, policies and

procedures with available data such as the SRI, The Report Card

for Student Success and School Success Plans/service

department plans

Align superintendency/service department structures with The

Report Card for Student Success and School Success Plans/service

department plans

Assist schools/service departments to allocate resources equitably

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

Leadership for Learning

ALIGN BUDGETS, TIME AND PERSONNEL/PRACTICES WITH DISTRICT

MISSION, VISION AND GOALS

System leaders allocate resources to align with the district focus on improving

instruction and student achievement as well as differentiating supports.

Leadership for Learning

ALIGN BUDGETS, TIME AND PERSONNEL/PRACTICES WITH DISTRICT

MISSION, VISION AND GOALS

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Use the Peel Leadership Framework in combination with Ministry

of Education appraisal systems as key sources of criteria used for

recruiting & selecting school and service department leaders

Use the Peel Leadership Framework in combination with Ministry

of Education appraisal systems and 360° feedback as key sources of

criteria used for appraising system leaders

Match the capacities of leaders with the needs of

schools/service departments

Provide aspiring and existing leaders with extended opportunities

to further develop their leadership capacities

Work with the senior team to develop plans for

leadership succession

Encourage the distribution of leadership opportunities in

schools/service departments

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

Leadership for Learning

USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL

AND DISTRICT LEADERSHIP DEVELOPMENT

System leaders develop and support leadership, with the aim of supporting ongoing

system/school improvement and succession planning.

Leadership for Learning

USE A COMPREHENSIVE PERFORMANCE MANAGEMENT SYSTEM FOR SCHOOL

AND DISTRICT LEADERSHIP DEVELOPMENT

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Align curricular goals, assessment instruments, instructional

practices and teaching resources

Ensure that all aspects of the educational program embed the

principles of equity and inclusion

Ensure that evidence-based instructional strategies form the core

of teaching & learning practices

Actively monitor the instructional program so that all students

belonging to the diverse school community are successful

Encourage schools to be innovative in support of the goals

outlined in The Report Card for Student Success

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

System leaders encourage all staff to be innovative in their instructional practices.

System leaders ensure collaboration through the School Success Planning process

aligned with The Report Card for Student Success.

Teaching and Learning

PROVIDE COHERENT INSTRUCTIONAL GUIDANCE

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Teaching and Learning

PROVIDE COHERENT INSTRUCTIONAL GUIDANCE

Use a variety of data sources, including SRI data, to assist

decision making on behalf of students

Use the best available research and other systematically-collected

evidence to inform decisions wherever possible

Encourage collaboration in the interpretation and uses of data

Model evidence-informed decision making

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

System leaders use research and data to guide policy planning, development and

implementation. System leaders monitor the implementation of School Success Plans/

service department plans with a focus on instructional practices and student success.

Teaching and Learning

BUILD DISTRICT AND SCHOOL CAPACITIES AND COMMITMENTS TO

MAKE INFORMED DECISIONS

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Teaching and Learning

BUILD DISTRICT AND SCHOOL CAPACITIES AND COMMITMENTS TO

MAKE INFORMED DECISIONS

Support administrators and managers to provide professional

development opportunities for all staff aligned with The Report Card

for Student Success

Ensure alignment of professional development with the needs

articulated in School Success Plans/service department plans

Encourage alignment of individual staff growth plans (i.e ALPs)

with The Report Card for Student Success and/or School Success

Plans/service department plans

Support Principals and Managers by monitoring the implementation

of School Success Plans/service department plans and track

this implementation

Align initiatives, practices and budget allocation to the improvement

of student achievement

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

System leaders align professional learning with The Report Card for Student Success

and School Success Plans/service department plans.

Teaching and Learning

PROVIDE JOB-EMBEDDED PROFESSIONAL LEARNING

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Teaching and Learning

PROVIDE JOB-EMBEDDED PROFESSIONAL LEARNING

Work collaboratively with Trustees to develop Peel District School

Board policy and support The Report Card for Student Success

Regularly report to Trustees progress in achieving the goals of

The Report Card for Student Success and School Success Plans/

service department plans

Work collaboratively with Trustees to support the work of schools,

with a particular focus on supporting student success

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

System leaders are focused on the alignment of The Report Card for Student Success

with the work of schools and service departments that supports student achievement

and well-being.

Climate for Learning and Working

ADVOCATE FOR AND SUPPORT A POLICY-GOVERNANCE APPROACH

TO BOARD OF TRUSTEE PRACTICES

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Climate for Learning and Working

ADVOCATE FOR AND SUPPORT A POLICY-GOVERNANCE APPROACH

TO BOARD OF TRUSTEE PRACTICES

Personal

Awareness

Stage

Beginning

Application

Stage

Application

Stage

Integration

Stage

Core Leadership Practices and how each is

enacted by effective district leaders:

System leaders support strong relationships and regularly communicate and

collaborate with all staff and stakeholders.

Internal district and school staffs

• Adopt a service orientation toward schools;

• Develop communication systems and processes to

keep staff informed;

• Develop open, accessible and collaborative relationships

with staff, with a particular focus on union and employee

groups;

• Promote high levels of interaction among school/service

department leaders;

• Buffer schools/service departments from distractors that

detract from The Report Card for Student Success and

School Success Plans/service department plans;

• Demonstrate respect for the diversity of staff and students

by listening to their ideas, being open to those ideas and

genuinely considering their value;

• Develop and maintain safe, caring and respectful climates

for learning and working;

• Demonstrate and inspire others to demonstrate leadership

based on a culture of equity and inclusion.

Local Community Groups

• Routinely consult with community groups on decisions

affecting the community as required;

• Demonstrate the importance the Peel District School Board

attaches to its community connections;

• Build trusting and positive relationships with all

community stakeholders.

Ministry of Education

• Make ﬂexible, adaptive use of provincial initiatives and

frameworks, ensuring that they contribute to, rather than

detract from, accomplishing the goals and priorities

articulated in The Report Card for Student Success and

School Success Plans/service department plans;

• Develop and maintain engagement with the provincial

Ministry of Education.

Climate for Learning and Working

NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH

STAFF AND STAKEHOLDERS

Support Internal district and school staffs

Engage Local Community Groups

Encourage Parents

Align with Ministry of Education

Parents

• Support and encourage schools to develop productive

working relationships with parents;

• Inﬂuence the work of schools toward fostering improved

educational cultures in the home environments of their

students;

• Communicate with parents in a positive manner;

• Demonstrate respect for the diversity of parents by

listening to their ideas, being open to those ideas and

genuinely considering their value;

• Encourage Principals/Managers to adopt a broad,

equitable and inclusive view of stakeholder engagement

that encourages genuine input and involvement in the

learning process.

Climate for Learning and Working

NURTURE PRODUCTIVE WORKING RELATIONSHIPS WITH

STAFF AND STAKEHOLDERS

Evidence/Reﬂections/Impact on student achievement and personal leadership within a diverse district:

Leadership Development and School Support ServicesRevised April 2015

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