Shared and Committed Leadership
Area of Focus 2
As an administrator I use effective and specific data to identify demographics of office referrals.
As an administrator I identify and liaise with pertinent community partners to invite consultation with regard to real or perceived barriers.
First phase : Emerging Practice
The administrator :
establishes equity/safe school team with regular opportunities to meet;
establishes and reviews data collection opportunities with an equity lens and to determine barriers (e.g. school climate survey, Graduate Exit Survey, Special Needs Student Audit, Newcomer Assessment Centre Information, Survey of Satisfaction, Walk Abouts, Equity Audit, The Equity Continuum from OISE, consultation with community members).
Second phase : Embedded Practice
As an administrator I lead, review and assess specific and targeted strategies to address identified barriers.
As an administrator I actively pursue the involvement of a wide range of members that accurately reflect the demographics of the school community.
The administrator, with consultation from the school team and the community:
uses varied structures to facilitate contribution and participation ( i.e. social media, multiple entry points, varied times of scheduled meetings, opportunities for feedback, communication);
ensures a shared vision of evident equitable practices and structures are in place to sustain, collaborate and network successful practices ( through social media, communications, sharing with other school communities).
Third phase : Integration and Renewal
The school culture is established in which community members are instrumental to the ongoing identification and articulation of barriers (perceived biases and privilege), and active in co-creating strategies to address them;
The school culture is established in which the input of all community members is encouraged and valued.
The administrator, with consultation from the school team :
ensures professional learning teams are in place and identify, consider and purposefully address identified barriers;
conducts a consistent administrative team review, monitoring efforts to address identified barriers both formally and informally.
1. Students and staff participate regularly in welcoming and restorative circles involving varied parties.
2. Students, staff, and social workers participate in the “Resiliency Bicycle” activity, in which they seek out hidden resiliency messages and learn lessons about reducing stress.
Ontario Leadership Framework (OLF)
Alignment with the Ontario Leadership Framework (OLF) :
Setting Direction (Building a shared vision);
Building Relationships and Developing People (Building trusting relationships with and among staff, students and parents (and community));
Personal Leadership Resources (Problem-solving).
2.6 In what ways are EIE principles, strategies, and initiatives reflected in board teams, school committees, and student activities and clubs?
2.7 How are we building leadership capacity to foster shared responsibility for safe, inclusive, and accepting schools across our schools and board?
2.1 How effectively do we value all voices and reach out to and work with all parents and community groups?
2.5 How effectively do we make use of the expertise of the board/school EIE contact person and EIE networks?
2.4 How do we provide all students with a voice and leadership opportunities to help ensure that their perspectives are reflected in the school’s EIE initiatives?
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