BUU, Alm.del - 2011-12 - Bilag 265: Udvalgets studietur til Ontario den 9.-14. september (program og deltagerliste)

Building Leadership CapacityAcross 5000 Schools in OntarioBuilding Leadership CapacitySeptember 13, 2012Across 5000 Schools1

2 million students27% of studentsborn outside Canada4,000 elementary schools900 secondary schools72 school boards (12 French-language)115,000 teachers7,300 principals and vice-principals400 supervisory officers

International ResultsOntario students areamong the best in theworld in science, readingand mathematics

McKinsey Report“Prescribe Adequacy – Unleash Greatness”Poor to FairFocus on achieving the basics ofliteracy and numeracy (instruction,interventions, supports)Focus on establishing systemfoundations for curriculum,pedagogy, data, organization andfinancesFocus on building professionalcapacity

Ontario Education StrategyGoalsIncrease studentachievement•Reduce gaps•Increase publicconfidence•Per Cent Reaching Target9080706050403020100834567900203040506070809/2201001/0/0/0/0/0/0/0/11

Why Leadership?Leadership is a lever weare using to supportlarge scale systemimprovement toenhance achievementand well-being for our2 million students in 5000schools6

Leadership Challenges1. Attrition:•On average, principals in Ontarioare 45-50 years of age•As of 2008, 37% of elementaryschool principals and 50% ofsecondary principals were eligibleto retire•From 2009-2017, 10% – 15% ofprincipals will be eligible to retireover each successive 3-yearperiod2. Transition into the role3. Challenges in the role (IEL, 2008)

Leading Student Achievement: networkedlearning for principalsStudent Success LeadersLeading Education, New Supports for Principals andVice-Principals in Ontario Publicly Funded Schools(2005)Pilot programs in mentoring andappraisalLaunch of the Institute for Education Leadership8

Provides a robust researchfoundation on which to base theelements of the Ontario LeadershipStrategyHelps ensure that Ontarioleadership practices and resourcessupport the key goals of improvingstudent achievement and well-beingProvides a common language forleaders to engage in discussionsabout effective practice9

Attractthe right people to leadership rolesDevelop personal leadership resourcesinindividuals andpromote effective leadershippracticesto support improved studentachievement and well-beingDevelop leadership capacity and coherencein organizationsto strengthen their abilityto deliver on education priorities

Theory of ActionThe theory of action driving the OLS is that significantprogress towards the province’s three core prioritiescan be accomplished by paying attention to threebroad goals:•Supporting districtsin developing, implementing, andmeasuring impact of their leadership development strategies•Inviting and facilitating theinfluence of partnersto advance thegoals of the OLS•Championing the development of initiatives that will enhancethecoherence of leaders’ workacross the province12

Partnership- build on networks in placeIndividual and organizational development–promote professional learning for leaders and districtsAlignment– engage all partners in learning from eachother; align ministry initiativesCommunication– engage in dialogue that supportseffective practiceResearch– ensure OLS initiatives are evidence-based13

What We Know So FarHigh level of customersatisfaction•Increasing evidence ofimplementation across allboards•Strong evidence of ministry-wide alignment•Gaps in evidence aboutdeep impact* [new surveysunderway to close gaps]•

Ontario Leadership StrategyElementOntario Leadership Frameworksuccessful leadership practices and identifiesleadership attributes called Personal Leadership Resources-Describes

ResultsWidely used across the sector (and in ministry)Foundation for OLS initiativesUsed in P/VP and SO selection/appraisalSupports 8100 school and system leadersStrengthens connectivity across leadership initiativesPositions leadership as part of HR management

performance appraisal, succession planning and talentdevelopment, terms and conditions of employment ofprincipals and vice-principals, and other district-ledleadership activities

Leading Student AchievementNetworksBuilds instructional leadership capacity in literacy andnumeracy among school leaders-

2000 school leaders involvedBuilds greater understanding of how leadershipsupports good teaching and learningImproves instructional leadership practice15

Distributes ownership of leadership to sectorPromotes ministry vision of leadership developmentPromotes evidence-based practice/manages dissent1200 school/system leaders over four yearsUncovers tacit knowledge of expert leadersMobilizes collective knowledge200 district leaders in executive programs to date360 district leaders have been mentored to dateBuilds capacity to support effective district leadership

Ontario Leadership Congress-Brings together 300 school and system leaders annuallyto share knowledge of how to improve student outcomes intheir schools and districts

Supports for District Leadersspecific executive development change managementprogram for SOs and Directors of Education--Mentoring program for SOs and Directors-Role

What next?Embedding the OLF 2012in allleadership development activities•Initiate a research project with Dr.Leithwood to explore alternativestrategies forbuilding parent engagementfor struggling students•Pilot asupervisory officer appraisalsystem•Provideadditional resourcesfor districtsto support leadership development; e.g.video clips that illustrate effectiveleadership to improve math outcomes•