Core Leadership Capacity
Domains, competencies, and related practices with links to EduGAINS resources and suggested uses of these resources in developing and practicing these practices.
1. Planning Mathematics Instruction that Blends Effective Curriculum, Teaching, and Learning Approaches
Applies professional knowledge and experience to promote student learning by:
Leadership in Learning Communities
Promotes and participates in the creation of collaborative and supportive learning communities by:
2. Assessing and Evaluating Learning of Students and Self
Uses appropriate assessment and evaluation in planning for and responding to the needs of individual students and learning communities such as:
Understands and reflects on learning theory, and educational research as outlined in the following frameworks:
3. Using learning tools and technologies
Uses appropriate resources and technology in planning for and responding to the needs of individual students and learning communities:
Strives to be current in their professional knowledge and recognize its realtionship to practice by viewing:
4. Demonstrating Commitment to Equity
Commitment to Students and Student Learning
Treats students equitably and with respect and is sensitive to factors that influence individual students learning by:
Leadership in Learning Communities
Recognizes their shared responsibility and leadership role in facilitating student success by:
5. Learning Professionally
Professional practice and self-directed learning are informed by research including:
Strives to be current in their professional knowledge and recognize its relationship to practice by analyzing/viewing and discussing:
Core Leadership Capacity
Sample domains and related practices of the Ontario Leadership Framework. Links to EduGAINS resources and suggested uses of these resources in developing and refining these practices
1. Setting Goals
Ensures the vision is clearly articulated, shared, understood and acted upon by all.
Leading the Instructional Program
Fosters a commitment to equity of outcome and to closing the achievement gap.
Aligns school targets with board and provincial targets.
2. Aligning Resources with Priorities
Ensures creativity, innovation and the use of appropriate technologies to achieve excellence.
Leading the Instructional Program
Ensures learning is at the centre of planning and resource management.
Makes connections to ministry goals to strengthen commitment to school improvement efforts.
3. Promoting Collaborative Learning Cultures
Building Relationships and Developing People
Acknowledges and celebrates the achievement of individuals and teams.
Builds a collaborative learning culture within the school and actively engages with other schools to build effective learning communities.
Leading the Instructional Program
Develops professional learning communities to support school improvement.
4. Using Data
Works within the school community to translate the vision into agreed objectives and operational plans which promote and sustain school improvement.
Leading the Instructional Program
Ensures a consistent and continuous school-wide focus on student achievement using system and school data to monitor progress.
Develops and presents a coherent, understandable, accurate and transparent account of the school's performance to a range of audiences.
5. Engaging in Courageous Conversations
Building Relationships and Developing People
Encourages colleagues to take intellectual risks.
Uses professional appraisal to foster professional growth, and challenges the thinking and learning of staff to further develop professional practice.
Ensures individual staff accountabilities are clearly understood, agreed to, and subject to rigorous review and evaluation.
Core Leadership Capacity
Sample domains and related practices of the Ontario Leadership Framework. Links to EduGAINS resources and suggested uses of these resources in developing and practicing these practices.
1. Setting Goals
Ensures the vision is clearly articulated, shared, understood and acted upon by all.
Leading the Instructural Program
Fosters a commitment to equity of outcome and to closing the achievement gap.
Works with Principals to align school targets with board and provincial targets.
2. Aligning Resources with Priorities
Ensures creativity, innovation and the use of appropriate technologies to achieve excellence.
Leading the Instructural Program
Ensures learning is at the centre of planning and resource management.
Makes connections to ministry goals to strengthen commitment to board improvement efforts.
3. Promoting Collaborative Learning Cultures
Building Relationships and Developing People
Acknowledges and celebrates the achievement of individuals and teams.
Builds a collaborative learning culture within the board and fosters the same in schools.
Leading the Instructional Program
Develops professional learning communities to support school improvement.
4. Using Data
Works within the board and across school communities to translate the vision into agreed objectives and operational plans which promote and sustain school improvement.
Leading the Instructural Program
Ensures a consistent and continuous board-wide focus on student achievement using system and school data to monitor progress, and supports and encourages the same for schools.
Developes and presents a coherent, understandable, accurate and transparent account of board and school performance to a range of audiences (e.g., ministry, board, parents, community).
5. Engaging in Courageous Conversations
Building Relationships and Developing People
Encourages colleagues to take intellectual risks.
Uses professional appraisal to foster professional growth, and challenges the thinking and learning of staff to further develop professional practice.
Ensures individual staff accountabilities are clearly defined, agreed to and subject to rigorous review and evaluation.
Digital Research Papers are an exciting and concise way to provide educators with connections between research and practice.
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