Professional Growth Plan

The following is a summary of the Leadership Standards for Principals and Vice principals in School District No. 43 (Coquitlam), with five domains which contain a total of nine standards within them.

It is my belief that as part of my professional growth plan, I am perpetually in beta. The standards are a resource for ongoing professional learning and development. Although I will link to evidence to support my development in meeting these standards, the evidence serves only as an example at a specific time, with specific circumstances. As such, my contextualizing of these examples as part of my learning, is in itself a reflective learning opportunity.

Each Standard below links to a page where I share examples and links to evidence of my thinking and learning in relationship to the Standards. While this page serves as a static framework, the Standards pages are live documents that will change over time (once I get them going).

Domain 1: Moral Stewardship
Standard 1: Values, Vision and Mission

Domain 2: Instructional Leadership
Standard 2: Leadership for Learning
Standard 3: Supervision for Learning
Standard 4: Curriculum, Instruction, and Assessment

Domain 3: Organizational Capacity
Standard 5: Learning Culture and Community
Standard 6: Community Building

Domain 4: Administration and Management
Standard 7: Management

Domain 5: Relationships
Standard 8: Intrapersonal Capacity
Standard 9: Interpersonal Capacity

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Format below: “Each domain includes a belief statement and articulates one or more standards of leadership. Each leadership standard has a corresponding belief statement and sample illustrative actions that describe the expectations for quality leadership practice.” ~ SD43 Leadership Standards for Principles and VPs

Domain 1: Moral Stewardship

The Moral Stewardship domain focuses on the principal’s and vice principal’s role in setting and sustaining a sense of moral purpose or direction within schools.

Belief Statement:
Principals and vice principals ensure that there is a clear and consistent alignment between moral purpose of education and the school’s values, vision, mission and goals.

Standard 1: Values, Vision and Mission

Principals and vice principals guide the development and implementation of shared values, vision, mission and goals to support each student’s engagement, learning and development.

• Developing Shared Values and Shared Vision
• Developing a School Plan

Domain 2: Instructional Leadership

The Instructional Leadership domain emphasizes the principal’s and vice principal’s role in improving the quality of teaching and learning for students.

Belief Statement:
Principals and vice principals play an integral role in creating and maintaining an environment that supports the intellectual, human, and social and career development of all students.

Standard 2: Leadership for Learning

Principals and vice principals foster the highest quality of teaching and learning opportunities to support student engagement, learning and development.

• Application of Child, Adolescent and Adult Learning and Development
• Application of Principles of Learning
• Essentials of Brain-based Learning Research
• Teacher Expectations and Student Motivation, Engagement, Learning and Development
• Change Theory and Processes
• Parent Support for Student Learning

Standard 3: Supervision for Learning

Principals and vice principals create a system and structures for effective supervision focused on instructional and assessment practices that maximize student engagement, learning and development.

• Supervisory Models, Processes and Structures
• Learning Team Processes: Facilitation of Collaborative Data Processes, Goal Setting and Planning
• Staff Evaluation Criteria, Procedures and Reports
• Use of Instructional Time

Standard 4: Curriculum, Instruction, and Assessment

Principals and vice principals are knowledgeable and provide guidance regarding current curricula, instructional and assessment practices, and their impact on student engagement, learning and development.

• Principles and Practices of Curriculum and Program Planning, Implementation and Evaluation
• Research-based Instructional Practices
• Assessment Literacy
• Differentiated Approaches to Curriculum Planning, Instruction and Assessment

Domain 3: Organizational Capacity

The Organizational Capacity domain focuses on the principal’s and vice principal’s role in strengthening the culture, and building organizational learning and collaborative processes.

Belief Statement:
Principals and vice principals play an integral role in maximizing organizational capacity to support student and adult engagement, learning and development.

Standard 5: Learning Culture and Community

Principals and vice principals develop and sustain a learning culture and climate linked to student and adult engagement, learning and development.

• Developing a Safe, Orderly, Caring and Healthy School
• School Codes of Conduct and School Safety
• Valuing and Supporting Equity, Diversity and Inclusion
• Developing and Enhancing a Collaborative Professional Learning Community
• Cultivating Distributed Leadership
• Designing Continuous Inquiry and Professional Learning
• Acknowledging and Celebrating Achievement

Standard 6: Community Building

Principals and vice principals build positive and effective interdependencies between schools, families and the community.

• Principles and Strategies for Parent and Family Involvement
• Principles and Strategies for Community Development
• Building Lateral Capacity
• Early Learning Purposes and Initiatives
• Impact of Local and Global Issues and Trends in Education

Domain 4: Administration and Management

The Administration and Management domain emphasizes the principal’s and vice principal’s role in strategically planning and managing systems.

Belief Statement:
Effective and efficient management practices must underpin quality leadership. Leadership and management are co-existent, mutually supportive and interdependent.

Standard 7: Management

Principals and vice principals strategically plan and manage to strengthen the school’s capacity to support student engagement, learning and development.

• Systems Thinking and Planning
• Legal and Contractual Mandates
• Human Resources
• Health, Safety and Security
• School Organization
• School Finances and Budget Planning
• Learning Resources Management
• Time Management
• School Operations and Facilities
• Data Collection and Management
• Emerging Technologies
• Special Education/ESL/Aboriginal Resources

Domain 5: Relationships

The Relationships domain describes the importance of emotional intelligence and how the principal’s and vice principal’s intrapersonal and interpersonal competencies influence relationships to support student learning and achievement.

Belief Statement:
Sound intrapersonal and interpersonal knowledge and skills are fundamental to effective leadership. The leader is responsible for effectively influencing relationships to support student learning and achievement.

Standard 8: Intrapersonal Capacity

Principals and vice principals demonstrate self-knowledge and personal qualities that support positive relationships and build cultures of integrity.

• Emotional Intelligences Dimensions
• Leadership Styles and Roles
• Personal Professional Growth Planning and Processes and Reflective Practice

Standard 9: Interpersonal Capacity

Principals and vice principals build, support and sustain positive, effective working relationships within the school and community.

• Relationship Building
• Facilitation and Team Building Skills
• Decision Making Models
• Communication Systems
• Conflict Management
• Coaching and Mentoring Others
• Ethical Values and Practices

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