application package for the positions of · their five-minute presentation at the start of the...

GREATER ESSEX COUNTY DISTRICT SCHOOL BOARD APPLICATION PACKAGE FOR THE POSITIONS OF

ELEMENTARY VICE-PRINCIPAL ELEMENTARY PRINCIPAL

SECONDARY VICE-PRINCIPAL SECONDARY PRINCIPAL

APPLICATION PACKAGE REQUIREMENTS Applications due Thursday, September 10th, 2020 by 4:00 p.m.

Be certain to indicate the position applied for and provide a separate set of an application package for each position. APPLICANTS MUST HOLD FULL QUALIFICATIONS BY SEPTEMBER 2021.

THE PACKAGE CONTAINS • The Policy, the Regulation, the Administrative Procedure, a diagrammatic overview of the process, the posting, a blank copy of the

application form, self-reflection form. Electronic copies are available under the “Careers” link on the Board webpage (publicboard.ca) for the application and self–reflection form.

CHANGES TO THE PROCESS FOR 2020-2021 • Application package(s) will be submitted electronically as one pdf file to [email protected]

SUPPLEMENTARY INFORMATION FOR INTERVIEW AND IN-BASKET PROCESS Candidates will write an in-basket exercise during a half-hour period before the interview. No reference material will be permitted during the in-basket activity. A computer and printer will be provided for the in-basket exercise only. This in-basket activity will simulate tasks a Principal/Vice-Principal may encounter on a daily basis. Candidates will be expected to prioritize the tasks and complete their written responses, notes, correspondence etc. to the tasks found in the in-basket. The in-basket activity will be collected at the end of the thirty minutes. There is a fifteen-minute break between the end of the in-basket until the beginning of the interview.

All candidates will have five minutes at the beginning of the forty-five minute interview to provide the committee with the rationale for the choices they made during the in-basket activity. The notes submitted at the end of the in-basket will be returned to the candidate for use in their five-minute presentation at the start of the interview. Following the presentation, the interview questions will be read to each candidate and will be available on a sheet of paper on the table. The committee may ask clarifying questions based on the candidates’ responses. At the end of the interview, candidates will have three minutes to summarize or bring any matter relevant to their candidacy to the attention of the Interview Committee. Interviews are verbal presentations hence technology, props, reference material, and/or handouts are excluded. Candidates may have notes for their closing but are discouraged from preparing a scripted closing presentation. SCHEDULE OF DATES

Posting Issued – Monday, August 10th, 2020

Promotion Process Overview – Thursday, August 27th, 2020, at Tecumseh Vista, 3:00 p.m.

Inform Supervising Principal/Supervisor intent to apply – by Wednesday, September 2nd, 2020

Applications Due – by Thursday, September 10th, 2020 at 4:00 p.m.

Screening – Tuesday, October 6th to Friday, October 23rd, 2020

Notice of Screening Results– by Wednesday, October 28th, 2020

Interviews – Wednesday, November 4th, 2020 to Thursday, November 19th, 2020

Promotion Decisions – at Director’s Council on Monday, November 23rd, 2020 (alternate date Monday, November 30th, 2020)

Announcement of Placement in the Pool – Wednesday, December 2nd, 2020 (alternate date Wednesday, December 9th, 2020)

Applications should be addressed to: Vicki Houston

Superintendent of Human Resources Please submit application by email only to:

[email protected] Please submit application package as one pdf file Do not copy or e-mail any other person or mailbox.

Applications must be received as one pdf file on or before Thursday, September 10th, 2020 at 4:00 p.m. to the above email address.

Building Tomorrow Together – every learner, every day

mailto:[email protected]

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PERSONAL LEADERSHIP RESOURCESLeaders draw upon the personal leadership resources to effectively enact leadership practices

Cognitive Resources

• Problem-solving expertise• Knowledge of effective school and classroom practices that directly affect student learning• Systems Thinking*

*Especially important for system leaders

Social Resources

• Perceiving emotions• Managing emotions• Acting in emotionally appropriate ways

Psychological Resources

• Optimism• Self-efficacy• Resilience• Proactivity*

*Especially important for system leaders

SCHOOL-LEVEL LEADERSHIPLeadership is the exercise of influence on organizational members and diverse stakeholders toward the identification and achievement of the organization’s vision and goals.

Setting Directions

Building a shared vision

School leaders:• establish, in collaboration with staff, students, and

other stakeholders, an overall sense of purpose or vision for work in their schools to which they are all strongly committed

• build understanding of the specific implications of the school’s vision for its programs and the nature of classroom instruction

• encourage the development of organizational norms that support openness to change in the direction of the school’s vision

• help staff and diverse stakeholders understand the relationship between the school’s vision and board and provincial policy initiatives and priorities

Identifying specific, shared short-term goals

School leaders:• facilitate stakeholder engagement in processes for

identifying specific school goals• build consensus among students, staff, and diverse

stakeholders about the school’s goals• ensure the goals are clearly communicated to all

stakeholders• regularly encourage staff to evaluate their progress

toward achieving the school’s goals• encourage staff to develop and periodically review

individual goals for professional growth, as well as the relationship between their individual goals and the school’s goals

• refer frequently to the school’s goals when engagedin decision making about school programs and directions

Creating high expectations

School leaders:• have high expectations for teachers, students and

themselves• devote additional effort to creating high expectations

among staff for the achievement of students who have traditionally struggled to be successful at school

• encourage staff to be innovative in helping students meet those expectations

• encourage staff to assume responsibility for achieving the school’s vision and goals for all students

• make their expectations known through words and actions

Communicating the vision and goals

School leaders:• use many different formal and informal

opportunities to explain to stakeholders the overall vision and goals established for the school

• demonstrate to all stakeholders the use of the school’svision and goals in day-to-day actions and decision making

• regularly invite different stakeholder groups to discuss how their work furthers the school’s vision and goals

Building Relationships and Developing People

Providing support and demonstrating consideration for individual staff members

School leaders:• recognize the accomplishments of individual staff members• consider staff members’ opinions when initiating actions that affect their work• build upon and respond to individual staff members’ unique needs and expertise• treat individuals and groups among staff equitably

Stimulating growth in the professional capacities of staff

School leaders:• encourage staff to reflect on what they are trying to achieve with students and

how they are doing it • lead discussions about the relative merits of current and alternative practices • challenge staff to continually re-examine the extent to which their practices

support the learning of all their students• facilitate opportunities for staff to learn from each other• suggest new ideas for staff learning• encourage staff to develop and review their own goals for professional growth

and the relationship of those goals to school goals and priorities• encourage staff to try new practices that are consistent with both their

interests and school goals

Modelling the school’s values and practices

School leaders:• are highly visible in their schools• are easily accessible to staff, parents and students• have frequent, meaningful interactions with teachers, students and parents in

order to further the school goals• demonstrate the importance of continuous learning through visible engagement

in their own professional learning• exemplify, through their actions, the school’s core values and its desired

practices

Building trusting relationships with and among staff, students and parents

School leaders:• model responsibility, integrity and thoroughness in carrying out tasks• act in ways that consistently reflect the school’s core values and priorities in

order to establish trust• demonstrate respect for staff, students and parents by listening to their ideas,

being open to those ideas, and genuinely considering their value • encourage staff, students and parents to listen to one another’s ideas and

genuinely consider their value• establish norms in the school that demonstrate appreciation for constructive

debate about best practices• demonstrate respect, care and personal regard for students, staff and parents• encourage staff, students and parents to demonstrate respect, care and

personal regard for one another

Establishing productive working relationships with teacher federation representatives

School leaders:• include federation representatives in processes for establishing goals for school

improvement• encourage federation representatives to keep their members well informed

about their work with school leaders• encourage federation representatives to collaborate in determining how to

implement labour contract provisions in ways that support school improvement work

Developing the Organization to Support Desired Practices

Building collaborative cultures and distributing leadership

School leaders:• model collaboration in their own work• foster mutual respect and trust among those involved in collaboration • encourage the collaborative development of group processes and outcomes• help develop clarity about goals and roles related to collaborative work• encourage a willingness to compromise among collaborators• foster open and fluent communication toward building and sustaining professional learning communities• provide adequate and consistently available resources to support collaborative work• involve staff in the design and implementation of important school decisions and policies• provide staff with leadership opportunities and support them as they take on these opportunities

Structuring the organization to facilitate collaboration

School leaders: • create timetables for teaching that maximize time on task for students • provide regular opportunities and structures that support teachers in working together on instructional improvement,

and establish a system for monitoring their collaborative work• establish a structure of teams and groups that work together on problem solving• distribute leadership on selected tasks• engage teachers in making decisions that affect their instructional work

Building productive relationships with families and the community

School leaders:• create a school environment in which parents are welcomed, respected and valued as partners in their children’s

learning• demonstrate the type of leadership that parents can trust – confident, systematic and attentive• help develop staff commitment to engaging parents in the school• work, with staff, directly with families of diverse backgrounds to help them provide their children with support in the

home that will contribute to their success at school• encourage staff to reach out to students with diverse viewpoints and experiences to enrich the classroom experience

and help all students feel included• encourage staff to adopt a broad view of parental engagement and encourage more parents to be involved • help connect families to the wider network of social services as needed

Connecting the school to the wider environment

School leaders:• develop and maintain connections with other expert school and district leaders, policy experts, outreach groups,

organizations and members of the educational research community

Maintaining a safe and healthy environment

School leaders:• take measures to secure the school’s physical facilities against intruders • ensure that the physical facility is maintained in a safe, healthy and attractive condition• communicate standards for non-violent behaviour and uphold those standards in an equitable manner• empower staff in the school to play a leadership role in promoting a positive school climate and modelling appropriate

behaviour• implement and monitor the use of appropriate disciplinary practices in classrooms and throughout the school• develop, with the input of staff and students, processes to identify and resolve conflicts quickly and effectively• provide opportunities for staff and students to learn about effective conflict resolution strategies

Allocating resources in support of the school’s vision and goals

School leaders:• manage efficient budgetary processes• distribute resources in ways that are closely aligned with the school’s improvement priorities• ensure that sustained funding is directed to the school’s improvement priorities• secure resources as needed to support the instructional work of the school• revisit and adjust as needed the nature, amount and alignment of resources as priorities for school improvement change• ensure effective oversight and accountability of resources to support priorities

Improving the Instructional Program

Staffing the instructional program

School leaders:• recruit and select teachers who have the interest and

capacity to further the school’s vision and goals • retain skilled teachers by providing support and time for

collaboration, sharing leadership, creating a shared vision and building trusting relationships

Providing instructional support

School leaders:• actively oversee the instructional program• coordinate what is taught across subjects and grades

to avoid unnecessary overlap while providing needed reinforcement and extension of learning goals

• observe classroom instruction and provide constructive feedback to teachers

• provide adequate preparation time for teachers• provide advice to teachers about how to solve classroom

problems• provide teachers with the opportunity to observe effective

instructional practices among colleagues in their own school as well as in other schools

• participate with staff in their instructional improvement work

Monitoring progress in student learning and school improvement

School leaders:• assist staff in understanding the importance of student

assessment for, of, and as learning• collaborate with staff during the process of data

interpretation• use multiple sources of evidence when analysing student

progress • give priority to identifying those students most in need of

additional support• incorporate the explicit use of data when making decisions

that relate to student learning and school improvement• examine trends in student achievement over time (one or

more years), rather than just at one point in time, when analysing student learning

• collect and use data about the status of those classroom and school conditions that are the focus of the school improvement efforts

• provide conditions for teachers to use data effectively (time, support, partnerships with experts, a culture in which the use of data is valued)

Buffering staff from distractions to their work

School leaders:• create and enforce consistent, school-wide discipline

policies• minimize daily disruptions to classroom instructional time• implement a systematic procedure for deciding how best to

respond to initiatives from outside the school• develop, with staff, guidelines to govern the amount of

time teachers spend on non-instructional and out-of-schoolactivities

• regularly assess the contribution of all out-of-classroom activities to the learning priorities of students

Securing Accountability

Building staff members’ sense of internal accountability

School leaders:• regularly engage staff in analyzing data on

the learning progress of all students• insist on the use of data that is of high

quality (reliable, valid, collected using systematic collection processes, available in its original form, and has been subjected to collaborative interpretation

• promote collective responsibility and accountability for student achievement and well-being

• help staff make connections between school goals and ministry goals in order to strengthen commitment to school improvement efforts

• assess their own contributions to school achievements and take into account feedback from others on their performance

• participate actively in their own performance appraisal and make adjustments to better meet expectations and goals

Meeting the demands for external accountability

School leaders:• clearly define accountability for individual

staff in terms that are mutually understood and agreed to and that can be rigorously reviewed and evaluated

• measure and monitor teacher and leader effectiveness using data about changes in student achievement

• align school targets with board and provincial targets

• provide an accurate and transparent account of the school’s performance to all school stakeholders (e.g., ministry, board, parents, community)

• create an organizational structure that reflects the school’s values and enables management systems, structures and processes to work effectively within legal requirements

12 13For more information visit www.education-leadership-ontario.ca

R-HR-01 Selection of a Principal and Vice-Principal Appendix B Page 1 of 1

The Profile of a Principal

A summary of leadership practices required to influence organizational members and diverse

stakeholders in achieving the GECDSB’s vision and goals.

SETTING DIRECTION

BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE

DEVELOPING THE ORGANIZATION TO SUPPORT DESIRED PRACTICES

IMPROVING THE INSTRUCTIONAL PROGRAM

SECURING ACCOUNTABILITY

PERSONAL LEADERSHIP RESOURCES

GREATER ESSEX COUNTY DISTRICT SCHOOL BOARD ADMINISTRATIVE PROCEDURE: Selection of Principal and Vice-Principal REFERENCE NO: AP-HR-01

Page 1 of 6 Policy: P-HR-01 Effective Date: 1998 02 04 Regulation: R-HR-01 Last Revision Date: 2020 07 08 Review Date: 2020 07 08 Next Review Year: 2024-25

The goal is to select only those candidates who are ready and to include

all candidates who are ready.

1. The selection process shall be initiated by the Director of Education as required.

2. The GECDSB is committed to equity and inclusion, and encourages applicants from a broad range of cultural diversities to apply.

3. The selection process shall be consistent with AODA guidelines.

4. The process for application, screening for short-listing, interviewing and selection shall be as

outlined below.

5. A candidate may withdraw from the process at any time upon indicating so in writing to the Director of Education.

6. Selection shall mean placement in an unranked pool of successful candidates awaiting

appointment anywhere in the system as follows:

a. Candidates selected for placement in a pool shall be notified confidentially immediately following selection, and by letter following publication of the names of successful candidates.

b. Candidates who are unqualified must proceed continuously toward qualification by the

required date in the posting as a condition of remaining in the pool or in an appointment.

c. Candidates who decline a system appointment may be withdrawn from the pool.

d. A candidate who has been placed in a pool may withdraw from the respective pool at

any time upon indicating so in writing to the Director of Education.

e. Candidates who are unqualified and are appointed shall be referred to as being “Interim” and such appointments shall be subject to the Board being able to obtain a Temporary Letter of Approval.

ADMINISTRATIVE PROCEDURE: Selection of Principal and Vice-Principal REFERENCE NO: AP-HR-01

Page 2 of 6

Policy: P-HR-01 Effective Date: 1998 02 04 Regulation: R-HR-01 Last Revision Date: 2020 07 08 Review Date: 2020 07 08 Next Review Year: 2024-25

7. Temporary appointments to the position of Interim Vice-Principal and Interim Principal may

be made by the Director of Education at any time.

8. The Supervising Principal shall be the candidate’s current Principal/Supervisor. If the site Principal/Supervisor has not supervised the candidate for at least a one year period, both the current and previous (where possible) Principal/Supervisor will be present to discuss the candidate’s readiness as described below in #5 of the Screening Process. Principals who will provide input should be listed on the Self-Reflection cover sheet.

Application Process The application process is to identify interested candidates.

1. A posting will be issued by the Director of Education as appropriate.

2. An application package is available to any interested person and shall include:

• the Policy, Regulations and Administrative Procedures: Selection of Principals and Vice-Principals,

• blank copies of required forms, • any revisions to the process, • a schedule of the steps in the process. (The dates may be amended later, on notice.)

3. Internal Candidates for the position of Principal (current Vice Principals in the GECDSB) and Vice-Principal (current teachers in the GECDSB) shall submit by the date specified, an application package as one pdf file consisting of the following:

a completed application form,

a cover letter,

a detailed resume,

a copy of the most recent Principal Performance Appraisal or Teacher Performance Appraisal and,

a completed anecdotal self-reflection based on the Ontario Leadership Framework (Appendix A).

4. External Candidates for the position of Principal and Vice-Principal shall submit by the date

specified, an application package as one pdf file consisting of the following:

a completed application form,

a cover letter,

a detailed resume,


Page 3 of 6


a copy of their most recent Principal Performance Appraisal or Teacher Performance Appraisal,

a completed anecdotal self-reflection based on the Ontario Leadership Framework (Appendix A) and,

• three letters of reference which may include the supervising principal, but exclude principals, supervisory officers, the Trustees of the Greater Essex County District School Board and other participants in the selection process,

5. Applications across panels:

GECDSB Teachers wishing to apply to a Vice-Principal/Principal position in the alternate panel (e.g. secondary to elementary) should follow this application process as outlined in 3 above.

GECDSB Vice-Principals wishing to apply to a Principal position in the alternate panel (e.g. elementary to secondary) should follow this application process as outlined in 3 above.

6. Incomplete or late packages will be withdrawn and not presented to the screening

committee.

Screening Process

The screening process recommends candidates to go forward in the process from those who apply.

1. The Screening Committee for Internal Principal and Vice-Principal Candidates shall be

appointed by the Director of Education and shall include:

The Director of Education (when possible);

two superintendents, one of whom shall be the Screening Process Team Leader Chair, and

two principals* from the same panel. The panel shall be balanced with respect to sex.

* Upon confirmation of the selection teams, committee members will be published.

2. The Screening Committee for External Principal and Vice-Principal Candidates shall be

appointed by the Director of Education and shall include:

two superintendents, one of whom shall be the Screening Process Team Leader Chair, and

two principals* from the same panel.


Page 4 of 6


The panel shall be balanced with respect to sex.

* In the case of secondary vice-principal selection it may be necessary to have one vice-principal

and one principal to achieve the appropriate composition.


3. An information session will be held for the members of the Screening Process Committee

prior to their work so that members will be aware of the provision of the Ontario Human Rights Code, diversity considerations, and the need for confidentiality and the voting and selection procedures. This session will be lead by the Screening Process Chair.

4. The Screening Committee shall discuss each candidate and their match to the Ontario

Leadership Framework for Principals and Vice-Principals.

5. For Internal Principal and Vice-Principal Candidates, the Supervising Principal(s) will meet with the Screening Committee to discuss the candidate’s readiness for the role of Principal/Vice-Principal including the candidate’s areas of strength and growth.

6. From the discussions of the Screening Committee, the Screening Process Chair will take a list of the candidates recommended to go forward in the selection process to the Director of Education.

7. The candidates shall be notified immediately and subsequently by letter of the decision from the Screening Committee process.

8. Debriefing by the Screening Process Chair or a designate will be available to any candidate in

the process following a written request to the Selection Committee Chair received no later than 30 days following the date of the letter informing the candidate.

Interview Process

The interview process evaluates the candidate’s match in the in-basket exercise and interview to the Ontario Leadership Framework.

1. Candidates for interview will write an “in-basket” exercise immediately before the

candidate’s interview. The Internet is not to be accessed during the in-basket.

2. The Interview Team will be appointed by the Director of Education. The Interview Team shall include a minimum of:


Page 5 of 6


• two superintendents, one of whom shall be the Interview Process Chair, and • two principals* from the same panel.

The panel shall be balanced with respect to sex.

* In the case of secondary vice-principal selection it may be necessary to have one vice-principal

and one principal to achieve the appropriate composition.


3. An information session will be held for the members of the Interview Process Committee

prior to their work so that members will be aware of the provision of the Ontario Human Rights Code, diversity considerations, the need for confidentiality and the voting and selection procedures. This session will be lead by the Interview Process Chair.

4. The interview committee is permitted to ask clarifying question(s) to candidates to gain clarity about information raised by the candidate in their response to the interview questions.

5. The Interview Process Committee shall evaluate the candidate’s interview and in-basket

exercise and their match to the Ontario Leadership Framework for Principals and Vice-Principals and report the results through the Interview Process Team Leader, or designate, to Director’s Council.

Selection Process

The selection process is to evaluate all the evidence available and decide on the readiness of the candidate to

assume the role of principal or vice-principal.

1. The Director’s Council shall meet and consider the following information as evidence of each candidate’s readiness to fulfill the Profile of the Principal and be placed in the pool:

• the application package, • the results of the screening process, • the results from the interview process and the in-basket exercise, • the self-reflection form relative to the Ontario Leadership Framework, and • other knowledge of the candidate.

2. Director’s Council shall have final determination on the readiness of each candidate.


Page 6 of 6


3. The candidates shall be notified immediately and subsequently by letter of the results of the Selection Process.

4. Debriefing by an assigned member of the Selection Team or designate will be available to

any candidate in this part of the process following written request to the Selection Committee Chair received no later than 30 days following the date of the letter informing the candidate.

GREATER ESSEX COUNTY DISTRICT SCHOOL BOARD

Simplified Diagrammatic Overview of the Promotion Process

Posting • Newspapers • OPC Website • Schools and other Board Locations • GECDSB Website • Apply to Education

Application Package Sent To • Those who download them • Principals and Vice-Principals (electronically) • Director’s Council Members (electronically)

Application Received

• Application components o As per the Administrative Procedure:

Selection of Principal and Vice-Principal

Administrative Review for Qualifications/Plan to become qualified

Director’s Council

Screening Team Members

Meeting Notification

Yes No Debriefing

Development, Preparation, Observation

Interview and In-Basket Other Information

Selection by Director’s Council

Yes No Debriefing

Debriefing Pool

The Greater Essex County District School Board invites applications both internally and externally for addition to our pool of qualified candidates for:

Elementary Vice-Principal

Elementary Principal Secondary Vice-Principal

Secondary Principal Applicants must hold full qualifications by September 2021.

Enjoy the best of many worlds in the dynamic, friendly and culturally diverse region of Windsor and Essex County. Business, industry, the arts and agriculture all thrive in the mild climate of Canada’s South, along with an unrivalled social conscience. Windsor and its surrounding area also offers major entertainment, professional sports and fine dining. Windsor is an international border city with deep historical roots. The Greater Essex County District School Board currently has 55 elementary schools, 15 secondary schools, in addition to adult education and agency schools.

As part of our commitment to diversity and inclusion the Greater Essex County District School Board welcomes and encourages applicants from a broad range of cultural, ethnic, racial and gender identities, as well as from people with disabilities to apply and self-identify. We will make the necessary accommodations for applicants to support all aspects of the recruitment process under AODA. Please contact the Human Resources Department if you require assistance with any accommodations.

Application packages are available for download under the “Careers” tab at publicboard.ca.

Applications, as described in the application package, must be received electronically as one pdf file on or before 4:00 p.m. on Thursday, September 10, 2020.

Ron LeClair Building Tomorrow Together - every learner, every day Erin Kelly Chairperson Director of Education


publicboard.ca

GREATER ESSEX COUNTY DISTRICT SCHOOL BOARD APPLICATION FORM 2020-2021 Position Applying For:

Last Name:

Usual First Name:

Ontario College of Teachers Registry Number:

Current School Board:

Supervising Principal (Internal Candidates):

Area Superintendent (Internal Candidates):

Principal Qualifications: (please circle) Principal Course Part I Yes No

Principal Course Part II Yes No

Teacher Qualifications: (list one per line) 1.

2.

3.

4.

5.

6. Qualification Plan: (if not fully qualified as a Vice Principal or Principal at time of application)

Course Name

Location

Date of the Course

Educational Institute

Experience:

a) F.T.E. Teaching Experience to 2020 06 30 (not including admin time)

b) Experience as a Vice-Principal to 2020 06 30

c) Experience as a Principal to 2020 06 30

Number of schools at which you were assigned: (Itinerant teachers please count only your home school)

Divisions taught in: (please circle) Early Years / Primary/ Junior/ Intermediate/ Senior

My signature confirms that all enclosed information is accurate. ______________________________________ ______________________ SIGNATURE DATE

Building Tomorrow Together – every learner, every day!


Self-Reflection Form

PURPOSE The document outlines the Self-Reflection Form to be included with the application package for Principal/Vice-Principal. SCOPE The Self-Reflection is required as a component of the application process for internal candidates to a position of Principal/Vice-Principal in the Greater Essex County District School Board. A mere completion of this document does not guarantee or promise a promotion. More importantly, the content of the document plus on the honest perspective of the Principal/Supervisor (internal candidates only) during the screening process provides valuable input to the selection committee as to the readiness, calibre and ability of candidates. PROCESS

1. The Supervising Principal shall be the candidates current Principal/Supervisor. If the site Principal/Supervisor has not supervised the candidate for at least a one year period, both the current and previous (where possible) Principal/Supervisor will be present for the screening process. Principal(s) who provide input should be listed on the Self-Reflection cover sheet.

2. Interested applicants must inform their Supervising Principal of their intent to apply by September 2nd, 2020 to ensure availability to meet with the screening committee.

3. Internal Principal/Vice-Principal applicants shall submit their Self-Reflection on the same date as the application deadline as part of their application package.


SELF-REFLECTION FORM (Appendix A)

CONFIDENTIAL FOR COMPLETION BY THE APPLICANT

Name:

Current School/Assignment:

I am applying for the position of:

I believe that I am: (please circle)

Ready Now Ready Soon Not Ready

If the site Principal/Supervisor has not supervised the candidate for at least a one year period, please list the most recent, previous Principal/Supervisor.

Current Principal / Supervisor Name (Please print): __________________________________________ How many years has your current Principal / Supervisor supervised you? (if first year, indicate 0) ___ I (current Principal/current Supervisor) have been provided a completed copy of this self-reflection form. Principal / Supervisor Signature: _________________________________________________ Previous Principal / Supervisor (if you indicated 0 years above): Name(s) (Please print): ________________________________________________________ How many years did your previous Principal(s) / Supervisor supervise you? __________________ Candidate’s Name (Please print): _____________________________________________________ Candidate’s Signature: _____________________________________________________________ Date: ____________________________________


CONFIDENTIAL

FOR COMPLETION BY PRINCIPAL/VICE-PRINCIPAL CANDIDATES

ANECDOTAL SELF-REFLECTION BASED ON THE ONTARIO LEADERSHIP FRAMEWORK (Appendix A)

Using the template below, in three to four pages, please provide specific examples and comments in each of the five practices and competencies of the Ontario Leadership Framework. Paragraph and/or point form are welcome.

Setting Directions Building Relationships and Developing People Developing the Organization Leading Instructional Program Securing Accountability Personal Leadership Resources

Appendix A Ontario Leadership Framework www.ontario.ca/eduleadership

application package for the positions of · their five-minute presentation at the start of the...

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