induction program handbook - cass.ab.ca

Induction Program

Handbook

Revised August 2020

CASS Induction Program Handbook

Acknowledgements

The material that comprises this College of Alberta School Superintendents (CASS) Induction Program Handbook was authored by CASS Life Member Lyle Lorenz during the spring of 2010. The document is based upon the best available evidence about the nature of successful induction programs at the senior school system level combined with the practical wisdom of practicing and former CASS members.

During the course of the Handbook’s development, Mr. Lorenz and Dr. Jim Brandon consulted with participants in the inaugural New Superintendent Induction Program initiated during the 2009-2010

school year as an important component of the CASS Moving and Improving Initiative. The views, perspectives and experiences of CASS members who were new to their Superintendent/Chief Executive Officer positions and their more experienced mentors continue to be influential in the development of the CASS Induction Program Handbook. Our members’ contributions to our understanding of the challenges and opportunities associated with evidence informed system educational leadership are acknowledged and appreciated.

The CASS Induction Program Handbook was approved by the College of Alberta School Superintendents at its June 11, 2010 Executive Meeting in Edmonton and is revised yearly.

As a result of the implementation of the Superintendent Leadership Quality Standard, significant revision has taken place for September 2018 as part of the Professional Practice Standards Implementation work lead by Directors of Leadership Learning: Dr. Naomi Johnson, Elizabeth Gouthro and Val Olekshy. The handbook is revised yearly to reflect changes in governance, policy, research, and practice. CASS also acknowledges the outstanding guidance of retired Director, Dr. Del Litke in the mentorship and induction program.

Dr. Norman Yanitski Director of Leadership - Mentorship College of Alberta School Superintendents

Table of Contents

4 Introduction

Purpose of the CASS Induction Program

Components of the CASS Induction Program

5 New Members’ Academy/ Mentorship Training

Cohort Learning Experiences

6 Mentorship Program

7 Intended Outcomes of the Mentorship Program

Characteristics and Skills of Quality Mentors

9 Responsibilities of the Mentee

Closing Comments

10 References

11 Appendix A: Superintendent Leadership Quality Standard (SLQS)

19 Appendix A.1: System Education Leader Quality Framework (SELQF)

29 Appendix B: The Superintendent and System Education Leader Practice Profile Comparison Chart

31 Appendix B.1: Practice Profiles Printable and Fillable Documents

32 Appendix C: CASS Code of Professional Conduct

35 Appendix D: Mentor-Mentee Expectations Agreement

CASS Induction Program Handbook |

INTRODUCTION

Historically, the College of Alberta School Superintendents (CASS) has consistently and successfully supported its members by serving as a resource for networking and professional development. This has been accomplished on both an informal and formal basis through the CASS zone and provincial structures, committees, annual conferences, summer workshops, issues forums, symposiums, and new member orientations. In the 2009-10 school year, CASS expanded its support services by implementing an induction program for CASS members new to the position of Superintendent of Schools/Chief Executive Officer. Further expansion of the induction program occurred in 2010-11 with a mentorship training program and extending participation to all CASS members in new system education leadership positions. The purpose of this handbook is to describe the induction program as well as serve as a resource to CASS members.

PURPOSE OF THE CASS INDUCTION PROGRAM

School system leadership positions carry an extremely broad range of responsibilities associated with the increasingly complex nature of system education leadership, including public and governmental expectations and for accountability and student achievement. The purpose of the CASS Induction Program is to provide its members new to system leadership positions with a systematic structure of support, helping them successfully address the immediate and demanding challenges they face within the responsibilities in their new roles. This support is intended to be practical, immediate, collaborative, interactive and within the context of the Superintendent Leadership Quality Standard, CASS Code of Professional Conduct and CASS's ongoing review of the research on systemic improvement.

COMPONENTS OF THE CASS INDUCTION PROGRAM

The CASS Induction Program consists of three components:

1.New Members’ Academy/Mentorship Training 2.Cohort Learning Experiences 3.Mentorship Program


Induction Component 1: New Members’ Academy/Mentorship Training

Since 1999, CASS has sponsored a highly successful Start Right Short Course for newly-appointed administrators and leadership trainees at the school level. The short course has typically been offered over a multi-day period during the first or second week in July.

Building on the successes of Start Right, CASS launched its 1st Annual Summer Academy in July

2010 for system education leaders in new roles as well as educators who aspire to leadership at the system level.

The Summer Academy was moved to September in 2011 and was renamed the New Members’ Academy. In Sept. 2015, Mentorship Training, which was in the past offered as a separate session, was embedded with the context of the New Members Academy Orientation in response to a need to reduce the demands on busy CASS members. The program serves the dual purpose of preparing mentors for the formal mentor-mentee relationship as well as assisting them to work with colleagues new to leadership positions in their own school system.

New Members’ Academy/Mentorship Training is designed to include opportunities for:

•active, in-depth consideration of the Superintendent Leadership Quality, CASS Code of Professional Conduct (see Appendix II), research on system improvement, and related leadership issues;

•interaction with other participants in small-group settings; •establishing future networks with other participants; •personal growth and development; •interaction with education partners such as Alberta Education plus the Alberta Teachers’

Association, and

•learning from a variety of resource personnel including current and retired CASS members.

Induction Component 2: Cohort Learning Experiences

Individuals new to system leadership roles benefit from interacting with peers and resource people as the school year progresses. Consequently, the CASS Induction Program goes beyond the New Members’ Academy to include opportunities for new system leaders to engage in scheduled cohort learning experiences throughout the school year. This typically includes three sessions that are aligned with other CASS events such as the CASS Fall Conference, the CASS/Alberta Education Spring Annual Conference, and the CASS/ASBOA Summer Conference. The sessions provide opportunities to engage in open dialogue and share varying perspectives in a safe setting.


Induction Component 3: Mentorship Program

CASS initially only organized formal mentorship for new Superintendents/CEO’s; however, increasing demands to address systemic capacity saw the program expand to both to all CASS members who are new to their positions (eg. moving from Director to Ass’t Supt) in addition to new CASS members. New Superintendents/CEO’s have access to additional support via the current mentorship program.

In our CASS Mentorship program, each pair has designed their own model based on the needs of the individual. Some models have weekly discussions; others provide “as needed” support. To lesson demands on members, formal mentorship sessions are scheduled three times per year in conjunction with the New Member Academy and annual CASS events, but CASS members can opt for mentorship without attending these sessions.

One important note: the best mentorships exist where regular time is allotted to build relationships. Thus, CASS encourages that when participants design in their mentorship, they should include regular time to collaborate. A successful mentorship program is one where a trusting relationship is established. Our experiences lead us to conclude that trusting relationships are not built on a “call if you need me basis”. Ultimately, an exemplary mentorship causes both participants to move forward in their practice.

Finally, during the course of the year the Director of Leadership coordinating the Mentorship Program sends out articles and advice to maintain contact and promote continuous discussion with the mentorship pairings. A culminating activity in June called “Mentor Appreciation Day” provides the Mentees an opportunity to thank their Mentor for the support during the past year.

3.1 Intended Outcomes of the Mentorship Program1

Create a partnership where the mentee is comfortable asking for help and support.

Adults learn best when they have access to people and their knowledge. This is the heart of the mentor-mentee partnership – access to a knowledgeable, experienced colleague who is trustworthy, caring and understanding.

Regularly apply the skills of communicating for understanding.

One of the most powerful human experiences is feeling connected and understood. Within the mentor-mentee relationship, communicating for understanding may be the most powerful competency a mentor and mentee can demonstrate. Conducting dialogue at this level requires each person to understand, not just listen politely at a superficial level.

Regularly apply the skills of questioning for insight.

Questioning for insight is a key element to understanding the situation and the other person’s (whether mentor or mentee) perspective. This skill is also one of the best strategies for engaging adult learners because it taps into the natural curiosity everyone has. Questions have the wonderful ability to increase curiosity, which in turn increases the ability to reflect on experience and to bring new insights into a conversation.

1 Texas Association of School Business Officials (2004). School Business Officials Mentoring Program. Systemic Leadership LLC


Regularly apply the skills of offering feedback as a gift.

Feedback, offered under certain conditions, is a gift. The ability to provide and receive feedback is important because it forms a fundamental building block for growth and development. Additionally, mentees enter into a mentor-mentee relationship in order to gain the benefits afforded through honest, constructive feedback. Playing it safe by declining to offer mentees honest feedback will not contribute to growth and change. Similarly, declining to absorb and use the feedback received from the mentors will not contribute to the mentee’s growth and change.

Regularly apply the skills of supporting and self-managing.

The mentor-mentee partnership is built on the goal of contributing to another person’s development, which includes, as a core component, building the self-confidence and self-esteem of the mentee. The importance of providing encouragement, support and building self-esteem is such that any weakness in this area could undermine other elements that contribute to the mentee’s growth and development. Internalized self-esteem requires self-management. There is an important balancing act that each mentor-mentee partnership needs to navigate – providing and accepting support without creating a dependency cycle that, over the long run, will undermine self-confidence.

Regularly model the standards of professional practice and code of professional practice.

All mentors need to demonstrate the highest standards of conduct and professional ethics. The foundation values for effective mentor-mentee relationships include respect, honesty, trust, and integrity within a context of a confidential relationship. As a resource for others, mentors are advocates for and role models of the standards of professional practice and code of professional conduct.

3.2 Characteristics and Skills of Quality Mentors2

Relating

The development of a positive, trusting relationship is the hallmark of a successful mentorship. The mentor must utilize a variety of interpersonal skills to nurture the relationship, establish trust, and reflect a positive and caring attitude. Only after the establishment of a positive relationship will a mentor and mentee progress to the level of confidentiality and risk necessary for an effective mentorship.

Communicating

The ability to listen and communicate effectively with others is paramount. This is one of the most difficult traits to execute successfully on a consistent basis. Constant effort must be made to keep the lines of communication open and vibrant; consequently, the mentor must commit to being available and accessible in both a structured and informal manner for the mentee. A Mentor-Mentee Expectation Agreement (see Appendix C) can provide the framework for effective mentor-mentee communication.

2 Wisconsin Association of School Business Officials (April 2003). Mentorship Program. Madison, Wisconsin.


Collaborating

Collaboration includes the sharing of ideas and expertise. Collaborators are approachable, flexible and supportive. A mentor approaches the mentorship as an interactive enterprise where he/she will gain as much as the mentee from the partnership.

Educating and Guiding

Mentors are the professionals who are committed to sharing their knowledge and expertise. They need to recognize the needs of others and know when to offer support, direct assistance or promote independence. Mentors are dedicated to the profession and reflect a high level of integrity, competence and responsibility.

The mentor must be able to provide insightful observations and constructive feedback that help the mentee attain insight into unproductive behaviors. The guiding skill of the mentor is to ask the right questions the right way, and at the right time – questions that encourage the mentee to reflect on his or her decisions. Guiding behaviors stimulate the mentees creative and critical thinking, empower them to envision future situations, encourage them to take informed risks, and help them build the capacity to make perceptive decisions and take appropriate actions.

Modeling

Mentors need to share life experiences with mentees to personalize and enrich the relationship. The mentor as “role model” can help motivate mentees to take necessary risks, to make decisions and take actions without the certainty of successful results, and to overcome difficulties in the journey toward professional and personal growth.

Young, Sheets and Knight3 further suggest that effective mentors:

•Respect the needs of the mentee. •Are open and clearly communicate expectations. •Are generous with their time. •Accept their differences with the mentee and maintain focus on the objectives and outcomes of the

partnership. •Are trustworthy and maintain confidences. •Provide straightforward feedback and, when necessary, can be brutally frank. •Are compassionate and understanding. •Openly share their extensive professional network with their mentee. •Exemplify the best of administrative abilities, positive attitude, and aspirations.

3 Young, Paul, Jeromy Sheets, and Knight, Dustin (2005). Mentoring Principals. Thousand Oaks, California: Corwin Press, Inc.


3.3 Responsibilities of the Mentee4

CASS mentees are expected to be:

•Receptive to the guidance of a more experienced professional and willing to learn. •Willing to provide information and materials that will introduce him/her to the mentor. •Honest, open and willing to share thoughts. •Committed to personal growth, continuous learning and excellence in the profession. •Willing to accept advice and feedback on what works and what does not work. •Aware of and affirming the profession’s code of ethics. •Committed to following agreed-upon channels of communication (e.g. scheduled meetings, e-

mail).

CLOSING COMMENTS

Newcomers to system leadership positions face a steep learning curve during their first critical year of service. Their success depends on the ability to meet external expectations, develop interpersonal relationships, turn obstacles into goals and positive outcomes, and maintain self-confidence and a sense of job satisfaction in the work they do. As adult learners, their success is enhanced through exposure to multiple insights into the nature of quality education leadership. The CASS Induction Program described in this handbook provides these important “multiple insights”.

To borrow from John Daresh5, an induction program is all about “leaders helping leaders”. It is not in the best interest of anyone to assume that only the strongest and most self-reliant should survive as leaders in school jurisdictions. For that reason, CASS encourages all its members who assume new system leadership positions to learn from other leaders and each other by participating in the CASS Induction Program.

4 Wisconsin Association of School Business Officials (April 2003). Mentorship Program. Madison, Wisconsin.

5 Daresh, John C. (2001). Leaders Helping Leaders: A Practical Guide to Administrative Mentoring (Second Edition). Thousand Oaks,

California: Crown Press Inc.


References

Bjork, Lars, and Theodore Kowalski, eds (2005). The Contemporary Superintendent: Preparation, Practice, and Development. Thousand Oaks, California: Corwin Press.

Daresh, John C. (2001). Leaders Helping Leaders: A Practical Guide to Administrative Mentoring (Second Edition). Thousand Oaks, California: Corwin Press, Inc.

Hoyle, J., Bjork, L., Collier, V., & Glass, T. (2005). The Superintendent as CEO: Standards-Based Performance. Thousand Oaks, California: Corwin Press, Inc.

Jonson, Kathleen (2002). Being an Effective Mentor: How to Help Beginning Teachers Succeed. Thousand Oaks, California: Corwin Press, Inc. Knight, Jim, Editor (2009). Coaching: Approaches and Perspectives. Thousand Oaks, California: Corwin Press, Inc.

Manitoba Association of School Superintendents and Manitoba School Boards Association (undated). The Superintendency: A Resource Document to Guide Shared Leadership by School Boards and Superintendents.

Portner, Hal (2003). Mentoring New Teachers (Updated Edition). Thousand Oaks, California: Corwin Press, Inc.

Texas Association of School Business Officials (2004). School Business Officials Mentoring Program: The Mentor’s Workshop. Systemic Leadership LLC.

Texas Association of School Business Officials (2004). School Business Officials Mentoring Program: The Protégé’s Workshop. Systemic Leadership LLC.

Townsend, R., Johnston, G., Gross, G., Lynch, P., Garcy, L., Roberts, B., & Novotney, P. (2007). Effective Superintendent-School Board Practices: Strategies for Developing and Maintaining Good Relationships With Your Board. Thousand Oaks, California: Corwin Press, Inc.

Wisconsin Association of School Business Officials (April, 2003). Mentorship Program. Madison, Wisconsin.

Young, Paul, Jeromy Sheets, and Knight, Dustin (2005). Mentoring Principals. Thousand Oaks, California: Corwin Press, Inc.


Appendix A Superintendent Leadership Quality Standard

Alberta Education

Superintendent Leadership Quality

Standard

Superintendent Leadership Quality Standard

Whereas Alberta’s teachers, students, parents, educational leaders,

and members of the public have a strong will to ensure

all Alberta students have access to quality learning

experiences that enable their achievement of the

learning outcomes outlined in programs of study.

Whereas the success of all members of the school community

in their respective roles requires inclusive environments

in which diversity is embraced and its members are

welcomed, safe, cared for and respected.

Whereas superintendents play a fundamental role in establishing

and supporting the conditions under which the learning

aspirations and the potential of First Nations, Métis

and Inuit students are realized.

Whereas quality leadership occurs best when superintendents

collaborate with teachers, principals, school jurisdiction

leaders, school councils and parents in enabling all

students to achieve their potential.

Whereas the professional practice of teachers, principals, school

jurisdiction leaders and superintendents must be informed

by current, relevant educational research, with a focus on

career-long improvement.

Whereas it is important to recognize the value of a consistent

standard of professional practice for all superintendents

in the province.

Alberta Education 2

1. In the context of this document:

(a) “board”, in this document, means the governing

body of a public school authority, separate school

authority, Francophone regional authority or charter

school operator;

(b) “competency” means an interrelated set of

knowledge, skills, and attitudes developed over

time and drawn upon and applied to a particular

leadership context in order to support quality

leadership, teaching and optimum learning as

required by the Superintendent Leadership Quality

Standard;

(c) “indicators” means actions that are likely to lead

to the achievement of the competency and which,

together with the competency, are measurable and

observable;

(d) “local community” means community members

residing in or near the school authority who have

an interest in education and school authority

operations, including neighbouring Métis

settlements, First Nations and other members of the

public;

(e) “principal” means, for the purposes of this

standard, principal as defined in the School Act,

assistant principal, associate principal, or vice

principal;

(f) ) “reconciliation” means the process and goal of

creating societal change through a fundamental shift

in thinking and attitudes, increasing inter-cultural

understanding to build a better society through

learning about First Nations, Métis and Inuit

perspectives and experiences, including residential

schools and treaties;

(g) “school authority” means a public school board,

separate school board, Francophone Regional

Authority or charter school operator;

(h) “school community” means the staff of the school

authority, along with students, parents/guardians

and school council members;

(i) “school council” means a school council established

under the School Act;

(j) “school jurisdiction leader” means a central office

staff member in a school authority, other than the

superintendent or chief deputy superintendent,

required by their leadership position to hold an

Alberta teaching certificate;

(k) “staff” means all certificated and non-certificated

persons whose role in the school authority is

to provide educational and support services to

students;

(l) “student” means, for the purposes of this standard,

an individual enrolled in a school or required by law

to attend, and includes a child younger than 6 years

of age who is enrolled in an early childhood services

program;

(m) “superintendent” means a superintendent

appointed by a board pursuant to the School Act

and the chief deputy superintendent, if any, as

referred to in the Teaching Profession Act; and,

(n) “teacher” means an individual who holds a

certificate of qualification as a teacher issued

under the School Act.

2. The Superintendent Leadership Quality Standard:

Quality superintendent leadership occurs when the superintendent’s ongoing analysis of the context,

and the superintendent’s decisions about what leadership knowledge and abilities to apply, result in quality

school leadership, quality teaching and optimum learning for all students in the school authority.

Alberta Education 3

Superintendent Leadership

Quality Standard

3. The Superintendent Leadership Quality Standard applies to superintendents. All superintendents

are expected to meet the Superintendent Leadership Quality Standard throughout their careers. The

superintendent of schools as referred to in the School Act is accountable for the demonstration of all of

the competencies identified in the Superintendent Leadership Quality Standard. The chief deputy

superintendent is accountable for the demonstration

of all of the competencies directly related to

their assigned role(s) under the direction of the

superintendent of schools. In any given context,

reasoned professional judgment must be used to

determine whether the Superintendent Leadership

Quality Standard is being met.

4. The Superintendent Leadership Quality Standard

is described by the following competencies

and indicators:

Building Effective

Relationships

1. A superintendent establishes a welcoming, caring,

respectful and safe learning environment by

building positive and productive relationships

with members of the school community and

the local community.

Achievement of this competency is demonstrated

by indicators such as:

(a) collaborating with community and provincial

agencies to address the needs of students and

their families;

(b) employing team-building strategies and using

solution-focused processes to resolve challenges;

(c) building and sustaining relationships with First

Nations, Métis and Inuit parents/guardians,

Elders, local leaders and community members;

(d) modeling ethical leadership practices, based

on integrity and objectivity;

(e) establishing constructive relationships with students,

staff, school councils, parents/guardians, employee

organizations, the education ministry and other

stakeholder organizations; and

(f) ) facilitating the meaningful participation of

members of the school community and local

community

in decision-making.

Modeling Commitment

to Professional Learning

2. A superintendent engages in career-long

professional learning and ongoing critical

reflection, identifying and acting on research-

informed opportunities for enhancing

leadership, teaching, and learning.



(a) communicating a philosophy of education that

is student-centered and based on sound principles

of effective teaching and leadership;

(b) collaborating with teachers, principals, school

jurisdiction leaders and other superintendents

to build professional capacities and expertise;

(c) actively seeking out feedback and information from

a variety of sources to enhance leadership practice;

(d) seeking and critically-reviewing educational

research and applying it to decisions and practices,

as appropriate;

(e) providing leadership to support school authority

research initiatives, where appropriate; and

(f) ) engaging teachers, principals, school

jurisdiction leaders, school community and local

community members to establish a shared

understanding

of current trends and priorities in the education

system.

Alberta Education 4


Quality Standard

Visionary Leadership

3. A superintendent engages with the school

community in implementing a vision of a

preferred future for student success, based

on common values and beliefs.



(a) ensuring that the vision is informed by research

on effective learning, teaching and leadership;

(b) promoting innovation and continuous improvement

by building structures and developing strategies

to support staff in professional collaboration;

(c) promoting in the school community a common

understanding of and support for the school

authority’s goals, priorities, and strategic

initiatives; and

(d) ensuring that the vision expressed in the school

authority’s education plan is responsive to

the ongoing review of the school authority’s

achievements, meets all requirements identified

in provincial legislation, and incorporates the

school community’s perspectives.

Leading Learning

4. A superintendent establishes and sustains a

learning culture in the school community that

promotes ongoing critical reflection on practice,

shared responsibility for student success and

continuous improvement.



(a) fostering in the school community equality and

respect with regard to rights as provided for in the

Alberta Human Rights Act and the Canadian Charter

of Rights and Freedoms;

(b) providing learning opportunities, based on research-

informed principles of effective teaching, learning

and leadership, to support building the capacity of

all members of the school community to fulfill their

educational roles;

(c) ensuring that all instruction in the school authority

addresses learning outcomes outlined in programs

of study;

(d) promoting collegial relations, collaboration, critical

thinking and innovation in the school community;

(e) ensuring that staff have access to resources, programs

and expertise to support them in meeting their

professional responsibilities and in addressing the

learning needs of all students;

(f) ) building principals’ and school jurisdiction

leaders’ capacities and holding them accountable

for providing instructional leadership through

effective support, supervision and evaluation

practices; and

(g) ensuring school authority student assessment

and evaluation procedures are fair, appropriate,

evidence-informed and used to enhance learning,

teaching and leadership.

Alberta Education 5


Quality Standard

Ensuring First Nations,

Métis and Inuit Education

for All Students

5. A superintendent establishes the structures and

provides the resources necessary for the school

community to acquire and apply foundational

knowledge about First Nations, Métis and Inuit

for the benefit of all students.



(a) supporting staff in accessing the professional

learning and capacity-building needed to meet

the learning needs of First Nations, Métis, Inuit

and all other students;

(b) engaging and collaborating with neighbouring

First Nations and Métis leaders, organizations

and communities to optimize learning success

and development of First Nations, Métis, Inuit

and all other students;

(c) understanding historical, social, economic,

and political implications of:

• treaties and agreements with First Nations;

• legislation and agreements negotiated with

Métis; and

• residential schools and their legacy;

(d) aligning school authority resources and building

organizational capacity to support First Nations,

Métis and Inuit student achievement; and

(e) pursuing opportunities and engaging in practices

to facilitate reconciliation within the school

community.

School Authority

Operations and Resources

6. A superintendent directs school authority

operations and strategically allocates resources in

the interests of all students and in alignment with

the school authority’s goals and priorities.



(a) providing direction on fiscal and resource

management in accordance with all statutory,

regulatory and school authority requirements;

(b) ensuring effective alignment of the school authority’s

human resources to achieve the school authority’s

education plan;

(c) delegating responsibility to staff, where appropriate,

to enhance operational efficiency and effectiveness;

(d) providing for the support, ongoing supervision and

evaluation of all staff members in relation to their

respective professional responsibilities;

(e) establishing data-informed strategic planning

and decision-making processes that are responsive

to changing contexts;

(f) ) respecting cultural diversity and

appreciating differing perspectives expressed

in the school community;

(g) recognizing student and staff accomplishments; and

(h) implementing programs and procedures for the

effective management of human resources in support

of mentorship, capacity-building and succession

planning.

Alberta Education 6


Quality Standard

Supporting Effective

Governance

7. A superintendent of schools as referred to in

the School Act, as chief executive officer of the

board and chief education officer of the school

authority, provides the board with information,

advice and support required for the fulfillment of

its governance role, and reports to the Minister

on all matters required of the superintendent as

identified in the School Act and other provincial

legislation.



(a) establishing and sustaining a productive working

relationship with the board, based on mutual trust,

respect and integrity;

(b) ensuring that all students and staff are provided

with a welcoming, caring, respectful and safe

learning environment that respects diversity and

fosters a sense of belonging;

(c) ensuring that all students in the school authority

have the opportunity to meet the standards of

education set by the Minister of Education;

(d) ensuring that the board’s plans, resource allocations,

strategies and procedures lead to the achievement

of its goals and priorities;

(e) ensuring that the board’s fiscal and resource

management is in accordance with all statutory,

regulatory and board requirements;

(f) ) supporting the board in the

fulfilment of its governance functions in the

fiduciary, strategic and generative realms;

(g) implementing board policies and supporting

the regular review and evaluation of their impact;

(h) ensuring the support, ongoing supervision and



(i) facilitating collaboration among the board, staff and

First Nations, Métis and Inuit leaders, organizations

and communities to establish strategic policy

directions in support of First Nations, Métis and

Inuit student achievement and development;

(j) building the capacity of the board and staff to

predict, communicate and respond to emergent

circumstances, including emergency readiness

and crisis management, and to political, social,

economic, legal and cultural contexts and trends;

(k) supporting the board in its engagement with the

school community to develop a vision of a preferred

future for student success;

(l) facilitating ongoing public communication about

the board’s operations and the achievement of its

goals and priorities; and

(m) promoting constructive relations between the

board and staff, as well as provincial authorities,

post-secondary institutions and education

stakeholder organizations.

Alberta Education 7

Alberta Education, Office of the Registrar

2nd Floor, 44 Capital Boulevard Building

10044 - 108 Street

Edmonton, Alberta T5J 5E6

(780) 427-2045

Appendix A.1 System Education Leader Quality Framework

System Education Leader Quality

FRAMEWORK

2


FRAMEWORK

CASS was involved, with other education stakeholders, in the

creation of the professional practice standard documents.

Based on advice from the CASS Board and CASS members,

a System Education Leader Quality Framework was developed

to represent the valuable role of a system education leader’s

practice (i.e., a central office staff member in a school authority

other than the superintendent or chief deputy superintendent).

The framework is a blend of the Superintendent Leadership

Quality Standard and the Leadership Quality Standard as

identified by Alberta Education.

The System Education Leader Quality Framework is designed

by the College of Alberta School Superintendents as a

framework for growth, reflecting the unique work of system

leaders. All system leaders would be responsible for the

demonstration of those competencies directly related to their

assigned role. In any given context, reasoned professional

judgment would be applied to determine whether the System

Education Leader Quality Framework is being met. All system

leaders are encouraged to meet the System Education Leader

Quality Framework throughout their careers.

CASS supports for implementation of the professional practice

standard are available at: www.cassalberta.ca.

Alberta Education professional practice standard documents

and information are available at:

https://education.alberta.ca/professional-practice-standards/.

http://www.cassalberta.ca/

3


FRAMEWORK

Whereas Alberta’s teachers, students, parents, educational

leaders and members of the public have a strong

will to ensure all Alberta students have access to

quality learning experiences that enable their

achievement of the learning outcomes outlined in

programs of study.

Whereas the success of all members of the school

community in their respective roles requires

inclusive environments in which diversity is

embraced and its members are welcomed, cared

for, respected and safe.

Whereas system leaders play a fundamental role in

establishing and supporting the conditions under

which the learning aspirations and the potential of

First Nations, Métis and Inuit students will be

realized.

Whereas quality leadership occurs best when system

leaders collaborate with teachers, principals,

superintendents, school councils and parents in

enabling all students to achieve their potential.

Whereas the professional practice of teachers, principals,

system leaders and superintendents must be

informed by current, relevant educational

research, with a focus on career-long

improvement.

Whereas it is important to recognize the value of a

consistent framework of professional practice for

all system leaders in the province.

System Education Leader Quality Framework 4

1 In the context of this document,

(a) “board”, in this document, means the governing body of a public-school authority, separate school

authority, Francophone regional authority or

charter school operator;

(b) “competency” means an interrelated set of

knowledge, skills and attitudes developed over

time and drawn upon and applied to a particular

leadership context in order to support quality

leadership, teaching and optimum learning as

suggested by the System Education Leader Quality

Framework;

(c) “indicators” means actions that are likely to lead

to the achievement of the competency and which,

together with the competency, are measurable and

observable;

(d) “local community” means community members

residing in or near the school authority who have an

interest in education and school authority

operations, including neighbouring Métis

settlements, First Nations and other members of

the public;

(e) “inclusive learning environment” means a

classroom, school, on-line learning environment or

other educational setting structured to anticipate,

value and respond to the diverse strengths and

needs of all learners.

(f) “principal” means, for the purposes of this

standard, principal as defined in the School Act,

assistant principal, associate principal, or vice

principal;

(g) “reconciliation” means the process and goal

of creating societal change through a

fundamental shift in thinking and attitudes,

increasing inter- cultural understanding to build

a better society through learning about First

Nations, Métis and

Inuit perspectives and experiences, including residential schools and treaties;

(h) “school authority” means a public school

board, separate school board, Francophone

Regional Authority, charter school operator;

(i) “school community” means the staff of the

school authority, along with students,

parents/guardians and school council members;

(j) “school council” means a school

council established under the School Act;

(k) “system leader” or “system education

leader” means a central office staff member in a

school authority other than the superintendent

or chief deputy superintendent, required by

their leadership position to hold an Alberta

teaching certificate and designated by the

school board to an administrative, supervisory or

consultative position;

(l) “staff” means all certificated and non-

certificated persons whose role in the school

authority is to provide educational and support

services to students;

(m) “student” means, for the purposes of this

standard, an individual enrolled in a school or

required by law to attend, and includes a child

younger than 6 years of age who is enrolled in an

early childhood services program;

(n) “superintendent” means a superintendent

appointed by a board pursuant to the School Act

and the chief deputy superintendent, if any, as

referred to in the Teaching Profession Act; and,

(o) “teacher” means an individual who holds a

certificate of qualification as a teacher issued under

the School Act.


System Education Leader Quality Framework Statement

The System Education Leader Quality

Framework is designed by the College of

Alberta School Superintendents as a

framework for growth for system

education leaders, reflecting the unique

work of those leaders.

Quality system education leadership occurs when the

system education leader’s ongoing analysis of the

context, and their decisions about what leadership

knowledge and abilities to apply, result in quality

school leadership, quality teaching and optimum

learning for all students in the school authority.

All system education leaders would be responsible for

the demonstration of those competencies directly

related to their assigned role. In any given context,

reasoned professional judgment would be applied to

determine whether the System Education Leader

Quality Framework is being met. All system education

leaders are encouraged to meet the System Education

Leader Quality Framework throughout their careers.

The System Education Leader

Quality Framework is described by

the following competencies and

indicators: 4

2

3

System Education Leader Quality Framework

Building Effective Relationships

A system education leader establishes a welcoming, caring, respectful and safe learning

environment by building positive and productive

relationships with members of the school

community and the local community.

Achievement of this competency is demonstrated by

indicators such as:

(a) collaborating with community and provincial

agencies to address the needs of students and their

families;

(b) employing team-building strategies and using

solution-focused processes to resolve challenges;

(c) building and sustaining relationships with First

Nations, Métis and Inuit parents/guardians, Elders,

local leaders and community members;

(d) modeling ethical leadership practices, based on

integrity and objectivity;

(e) establishing constructive relationships with

students, staff, school councils, parents/guardians,

employee organizations, the education ministry

and other stakeholder organizations; and

(f) facilitating the meaningful participation of

members of the school community and local

community in decision-making.

6

Modeling Commitment to Professional Learning

A system education leader engages in career-

long professional learning and ongoing critical

reflection, identifying and acting on research-

informed opportunities for enhancing

leadership, teaching and learning.

Achievement of this competency is demonstrated by a

number of indicators such as:

(a) communicating a philosophy of education that is

student-centered and based on sound principles of

effective teaching and leadership;

(b) collaborating with teachers, principals,

superintendents and other system leaders to build

professional capacities and expertise;

(c) actively seeking out feedback and information from

a variety of sources to enhance leadership practice;

(d) seeking and critically reviewing educational

research and applying it to decisions and practices,

as appropriate;

(e) providing leadership to support school authority

research initiatives, where appropriate; and

(f) engaging the members of the school authority to

establish a shared understanding of current trends

and priorities in the education system.

1 2


3 Visionary Leadership

The system education leader supports the school community in implementing a vision of a

preferred future for student success, based on

common values and beliefs.


indicators such as:

(a) ensuring that the vision is informed by research

on effective learning, teaching and leadership;

(b) promoting innovation and continuous

improvement by building structures and

developing strategies to support staff in

professional collaboration;

(c) promoting in the school community a common

understanding of and support for the school

authority’s goals, priorities, and strategic

initiatives; and

(d) ensuring that the vision expressed in the school

authority’s education plan is responsive to the

ongoing review of the school authority’s

achievements, meets all requirements identified

in provincial legislation, and incorporates the

school community’s perspectives.

Leading Learning

The system education leader facilitates and

sustains a learning culture in the school

community that promotes ongoing critical

reflection on practice, shared responsibility for

student success and continuous improvement.


indicators such as:

(a) fostering in the school community equality and

respect with respect to age, ethnicity, culture,

religious belief, gender, gender identity, gender

expression, physical ability, cognitive ability, family

status and sexual orientation;

(b) providing learning opportunities, based on

research-informed principles of effective teaching,

learning and leadership, to support building the

capacity of all members of the school community to

fulfill their educational roles;

(c) ensuring that all instruction in the school authority

addresses learning outcomes outlined in programs

of study;

(d) promoting collegial relations, collaboration, critical

thinking and innovation in the school community;

(e) ensuring that staff have access to resources,

programs and expertise to support them in meeting

their professional responsibilities and in addressing

the learning needs of all students; and

(f) supporting the implementation of fair, appropriate,

and evidence-informed assessment and evaluation

procedures in the school authority to enhance

learning, teaching and leadership.

4


Supporting First Nations, Métis and Inuit Education for All Students

A system education leader supports the school

community in acquiring and applying

foundational knowledge about First Nations,

Métis and Inuit for the benefit of all students.


indicators such as:

(a) supporting staff in accessing the professional

learning and capacity-building needed to meet the

learning needs of First Nations, Métis, Inuit and all

other students;

(b) engaging and collaborating with neighbouring First

Nations and Métis leaders, organizations and

communities to optimize learning success and

development of First Nations, Métis, Inuit and all

other students;

(c) understanding historical, social, economic, and

political implications of:

(d) treaties and agreements with First Nations;

(e) legislation and agreements negotiated with Métis;

and

(f) residential schools and their legacy;

(g) aligning school authority resources and building

organizational capacity to support First Nations,

Métis and Inuit student achievement; and

(h) pursuing opportunities and engaging in practices

to facilitate reconciliation within the school

community.

Sustaining Effective Instructional Leadership

A system education leader ensures that every student has access to quality teaching and

optimum learning experiences.


indicators such as:

(a) building the capacity of teachers, principals and

other system leaders to respond to the learning

needs of all students;

(b) facilitating authority-wide professional growth,

supervision and evaluation processes to ensure

that all teachers, principals and other system

leaders meet their respective professional practice

standards;

(c) facilitating mentorship and induction supports for

teachers, principals and other system leaders in the

school authority as required;

(d) supporting principals, other system leaders and

superintendents in providing opportunities for

members of the school community to develop

leadership capacity;

(e) demonstrating a strong understanding of effective

pedagogy and curriculum;

(f) developing authority-wide supports that facilitate

the use of a variety of technologies to support

learning for all students;

(g) ensuring a wide range of data is utilized to inform

school and school authority practice and enable

success for all students;

(h) facilitating access to resources, agencies and

experts within and outside each school community

to enhance student learning and development; and

(i) promoting a school authority-wide culture of

collaboration, excellence and professionalism.

5 6


School Authority Operations and Resources

A system education leader supports the

superintendent in managing the school authority

operations and strategically allocating resources in the

interests of all students and in alignment with the

school authority’s goals and priorities.


indicators such as:

(a) providing direction on fiscal and resource

management in accordance with all statutory,

regulatory and school authority requirements;

(b) ensuring effective alignment of the school

authority’s human resources to achieve the school

authority’s education plan;

(c) delegating responsibility to staff, where

appropriate, to enhance operational efficiency

and effectiveness;

(d) providing for the support, ongoing supervision and



(e) establishing data-informed strategic planning and

decision-making processes that are responsive to

changing contexts;

(f) respecting cultural diversity and appreciating

differing perspectives expressed in the school

community;

(g) recognizing student and staff accomplishments;

and

(h) implementing programs and procedures for the

effective management of human resources in

support of mentorship, capacity-building and

succession planning.

7

#1200 9925 109 Street Edmonton, AB T5K 2J8 Phone 780.451.7126 www.cass.ab.ca

June 2018

http://www.cass.ab.ca/

Appendix B The Superintendent and System Education Leader Practice Profile Comparison Chart

Competencies

Building Effective Relationships A superintendent establishes a welcoming, caring,

respectful and safe learning environment by building

positive and productive relationships with members of

the school community and the local community.

Building Effective Relationships A system education leader establishes a welcoming,

caring, respectful and safe learning environment by

building positive and productive relationships with

members of the school community and the local

community.

Modeling Commitment to Professional Learning A superintendent engages in career-long professional

learning and ongoing critical reflection, identifying and

acting on research-informed opportunities for enhancing

leadership, teaching, and learning.

Modeling Commitment to Professional Learning A system education leader engages in career-long

professional learning and ongoing critical reflection,

identifying and acting on research-informed

opportunities for enhancing leadership, teaching

and learning.

The Superintendent LeadershipQuality StandardPractice Profile Quality superintendent leadership occurs when

the superintendent’s ongoing analysis of the

context, and the superintendent’s decisions about

what leadership knowledge and abilities to apply,

result in quality school leadership, quality

teaching and optimum learning for all students in

the school authority.

Alberta Education February 2018

The System Education LeaderPractice Profile Quality system education leadership occurs

when the system education leader’s ongoing

analysis of the context, and their decisions about

what leadership knowledge and abilities to

apply, result in quality school leadership, quality

teaching and optimum learning for all students

in the school authority.

CASS August 2018

Visionary Leadership A superintendent engages with the school community in

implementing a vision of a preferred future for student

success, based on common values and beliefs.

Visionary Leadership The system education leader supports the school

community in implementing a vision of a preferred

future for student success, based on common values

and beliefs.

Leading Learning A superintendent establishes and sustains a learning

culture in the school community that promotes ongoing

critical reflection on practice, shared responsibility for

student success and continuous improvement.

Leading Learning The system education leader facilitates and sustains a

learning culture in the school community that promotes

ongoing critical reflection on practice, shared

responsibility for student success and continuous

improvement.

Ensuring First Nations Métis and Inuit Education for all Students A superintendent establishes the structures and

provides the resources necessary for the school

community to acquire and apply foundational

knowledge about First Nations, Métis and Inuit for the

benefit of all students.

Supporting First Nations Métis and Inuit Education for All Students A system education leader supports the school

community in acquiring and applying foundational

knowledge about First Nations, Métis and Inuit for the

benefit of all students.

Sustaining Effective Instructional Leadership A system education leader ensures that every student

has access to quality teaching and optimum learning

experiences.

School Authority Operations and Resources A superintendent directs school authority operations

and strategically allocates resources in the interests of

all students and in alignment with the school authority’s

goals and priorities.

School Authority Operations and Resources A system education leader supports the

superintendent in managing the school authority

operations and strategically allocating resources in the

interests of all students and in alignment with the school

authority’s goals and priorities.

Supporting Effective Governance A superintendent of schools as referred to in the School

Act, as chief executive officer of the board and chief

education officer of the school authority, provides the

board with information, advice and support required for

the fulfillment of its governance role, and reports to the

Minister on all matters required of the superintendent as

identified in the School Act and other provincial

legislation.

Appendix B.1

Practice Profiles Printable and Fillable Documents

https://cassalberta.ca/resources/practice-profile/

https://cassalberta.ca/resources/practice-profile/

Appendix C

CASS Code of Professional Conduct Background

The College of Alberta School Superintendents requires high standards of conduct from its members to maintain the honour and dignity of the profession. It is acknowledged that the actions of CASS members will be viewed and appraised by professional colleagues, trustees, staff members, students, parents, guardians and the community-at-large. Therefore, the College of Alberta School Superintendents has established a Code of Professional Conduct that makes explicit the principles and obligations of the profession. Violation of the Code may constitute an independent basis for investigation and possible disciplinary action by the College of Alberta School Superintendents.

PRINCIPLES

1. Protection of the Public Interest

A distinguishing feature of a profession is acceptance of its responsibility to the public and its commitment to serve and honor the public interest. The public interest, for the purpose of this Code, is defined as the collective well-being of the communities of people served by members of the College of Alberta School Superintendents. Membership in the College of Alberta School Superintendents requires a commitment to protect the public interest. CASS members must place the public interest above their own at all times.

2. Integrity

Integrity is the fundamental quality from which the public trust derives. CASS members are employed in positions of trust; therefore, integrity must be an element of character of every individual who seeks to practice as a member of the College of Alberta School Superintendents.

CASS members must exemplify high standards of integrity in all interpersonal relationships and in the discharge of professional responsibilities. The trustworthiness of a CASS member must never be in question.

3. Objectivity

Objectivity is a quality that enhances integrity and helps safeguard the public interest. It requires CASS members to be impartial and free from conflicts between their private interests and professional responsibilities.

CASS Induction Program Handbook | Page 11

OBLIGATIONS

The principles of the public interest, integrity and objectivity impose the following obligations on each member of the College of Alberta School Superintendents:

1. Falsification or Misrepresentation

The CASS member SHALL refrain from engaging in conduct involving falsification or deliberate misrepresentation, including omission or concealment, of a material fact.

2. Discrimination

The CASS member SHALL respect the requirements of human rights and constitutional laws in force in Canada. Except where differential treatment is permitted by law, the CASS member SHALL NOT discriminate in professional dealings with any person on grounds including, but not limited to, a person’s ancestry, colour, perceived race, nationality, national origin, ethnic background or origin, language, religion, creed or religious belief, religious association or activities, age, gender, physical characteristics, pregnancy, sexual orientation, marital or family status, source of income, political belief/association/activities, or physical or mental disability.

3. Sexual Harassment and Harassment

The CASS member SHALL refrain from engaging in vexatious comments or conduct that is known or reasonably to be known to constitute sexual harassment or harassment. Harassment – sexual or otherwise – includes any improper, abusive, or unwelcome conduct that offends, embarrasses, humiliates, or degrades another person.

4. Confidentiality

The CASS member SHALL comply with provincial and school system requirements relating to the confidentiality of student, staff and parent/guardian information.

5. Personal Interests and Private Gain

The CASS member SHALL refrain from acting in a professional capacity when personal interests or relationships might reasonably be expected to result in private gain or impair objectivity or effectiveness in the discharge of professional responsibilities.

6. Fundamental JUSTICE

The CASS member SHALL comply with the principles of fundamental justice in all staff performance issues.

7. Contractual Matters

The CASS member SHALL fulfill all of the terms and obligations in his/her employment contract with the Board of Trustees, for the duration of the contract. Furthermore, the CASS member SHALL honour all terms and obligations in the employment contracts of other school system staff.


8. Conduct of a Criminal Nature

The CASS member SHALL refrain from engaging in conduct that may lead to being convicted in a court of law of a criminal offense which, in the opinion of the Professional Conduct Committee of CASS, represents serious misconduct relevant to the individual’s suitability as a member of the profession.

9. Conduct of CASS Colleagues

When concerns arise regarding the professional conduct of a CASS colleague, the CASS member SHALL first advise the colleague of the concern and subsequently attempt to resolve the matter collegially and in a confidential manner. If these attempts at resolution are unsuccessful, the CASS member SHALL file a formal complaint with the College of Alberta School Superintendents. However, the CASS member SHALL refrain from initiating, participating in, or encouraging the filing of complaints that are malicious, unwarranted or without basis in fact. Furthermore, the CASS member SHALL refrain from knowingly assisting or inducing a colleague to contravene the Code of Professional Conduct.

10. Complaint Proceedings

The CASS member SHALL assist in the process of enforcing the Code of Professional Conduct by cooperating with investigations, participating in proceedings, and complying with directives from the College of Alberta School Superintendents.

Reference: Canadian Bar Association (2006). Code of Professional Conduct. Ottawa, Ontario.


Appendix D

Mentor-Mentee Expectation Agreement

Mentor: Mentee:

Development Areas: What are the key areas that the mentee would like to focus on in order to advance his/her leadership expertise and knowledge?

Beginning the Partnership: What are the initial steps we are going to take?

Measuring Progress: How will we measure how well the partnership is working?

Boundaries: What will we do to ensure that we don’t impose on each other?

Confidentiality: How will we ensure that we recognize sensitive issues and maintain appropriate confidentiality?

Contact Information: How and when will we contact each other? How will we communicate changes?

Other: What else do we need to cover?

Date: Initials &


Notes


For more information, please contact:

Norman Yanitski, Director of Leadership Learning [email protected]

August 2019


mailto:[email protected]