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2 Principal’s Qualification Program – Module 8
EXPECTATIONS
Develop strategies to manage all of the resources in the school
Discuss various change theories and processes
Be familiar with various research methods used to obtain data
Understand how Equity, Inclusive Education and Diversity are considered in school budget
development
Understand the funding formula and its impact on board budgeting
Understand the board budget process and the implications at the school level
Understand effective school budgeting procedures and the impact on student learning
Develop an understanding of the financing of education in Ontario
Understand how to maximize maintenance planning for the school site
Review the issue of accountability for public funds Identify potential community resources and
partnerships Understand the use of community resources and partnerships in enhancing school
resources
L I N K T O STANDARDS
Facilitate the development of students as contributing citizens of Canadian society
Uphold the principals of the ethical standards in learning communities
Inform professional practice via experience, research, collaboration and knowledge
Apply professional knowledge to practice
L I N K TO ETHICS
Honour honesty, reliability, moral action, human dignity, emotional wellness and cognitive
development
Express commitment to students’ learning
L I N K TO T H E O N TA R I O L E A D E R S H I P F R A M E W O R K
Use the framework to reflect on your own leadership practices
Recognize the relationship between practices and competencies
Integrate a common leadership language
3 Principal’s Qualification Program – Module 8
S T R AT E G I E S / A C T I V I T I E S
Using the pre-course assignment, discuss the writing, reading and interpretation of a
cover letter
Hiring Practices presented by HR representative from local board to discuss hiring
procedures and policies
o Teaching Staff: Selection and Development from OPC's Handbook for School
Leaders
o Review of Regulation 274
o Review Reg. 274/12
o Q & A Reg. 274/12 OSSTF
o Understanding Reg. 274/12
New Teacher Induction Program - Candidates will review resource handbook for
principals. Review the roles and responsibilities of the principal and the D.S.B. for the
New Teacher Induction program
Explore hiring the right teachers
o The Essence of Professional Capital
https://www.youtube.com/watch?v=aNPDTXTutMY
o Human, Social and Decisional Capital
https://www.youtube.com/watch?v=49Rfxzgi6FM
Instructor will share their school’s staff development plan and make connections to the
Board Improvement Plan and School Improvement Plan – discuss the role of the
principal and link to the OLF, and human, social and decisional capital.
The instructor will explain student focused funding and connect it to the school budget.
The instructor will share a school budget and how funds in the school are allocated.
Instructor will demonstrate the use of technology to track and manage financial resources
and discuss the implications
Instructor will facilitate the discussion of the process of allocating staff and include a
simulation exercise
4 Principal’s Qualification Program – Module 8
Discuss dilemmas in budgeting
In groups, candidates will design a school budget, present their rationale for their
allocations and discuss guiding principles. Groups will also share how Equity and
Inclusive Education and Diversity was considered in budget development
Candidates will participate in a “walk-about” exercise to identify the complexities of
maintenance and physical plant issues including health and safety. They will explore
issues regarding inspection and priorities
Candidates will role-play “The Principal on the Hot Seat”
Candidates will discuss Ken Leithwoods video comparing leadership and management
Collaborative Inquiry presentation - Managing Resources
Book Talk - Leader of Challenging Conversations
Candidates to complete the on-line EQ-I Instrument
A S S E S S M E N T
Reflective journal
E-Learning
E - L E A R N I N G
View Antiracism and Antiracist Education. Post a response to the following:
What is being done in your school to address the issue of race?
Discuss the intersection of race and racism and special education, discipline and the
achievement gap.
Post a question before next module that will be sent to the Equity guest presenter.
5 Principal’s Qualification Program – Module 8
SCHOOL BUDGET GROUP EXERCISE
Step 1
Each group will create the general profile of a school by identifying:
a. FDELK – 6 : FDELK – 8 : 7 & 8 : 9 – 12
b. Number of students
c. Social – economic situation
d. School initiatives
e. Special programs, courses, classes?
f. Parent involvement
g. Staff strengths, needs, commitments
h. Other pertinent information
Step 2
Calculate your total school budget – based on number of students X $100.00
Step 3
Design your budget keeping in mind:
Photocopying
Consumables
Subject allocations
Text books
Paper
Principal’s allocation
OTHER
Step 4
Be prepared to present your budget providing the rationale for all allocations
6 Principal’s Qualification Program – Module 8
A L L O C A T I O N O F H U M A N R E S O U R C E S S I M U L A T I O N –
E L E M E N T A R Y
T A S K S
1. Using the Classroom Organization form, your SO has asked you to prepare a number of
possible scenarios for allocating the teaching staff at your school. Given ministry rules
around class size requirements, you will have three units of kindergarten, seven classes of
grades one through three and ten classes of grades four through eight. Given this
breakdown, you can organize the school into three subgroups of FDLK, 1-3 and 4-8.
Prepare the following combinations
a) Two possible FDLK models (total 1.5 teachers)
b) Three possible grade 1-3 models (total 7.0 teachers)
c) Three possible grade 4-8 models (total 10.0 teachers)
2. Identify the key issues that emerged as you tried to staff the school by divisions.
3. Indicate who, in your school, would be included in the process of determining the
classroom organization in your school.
4. Outline how you would share this information with staff.
5. Define the role of the union in the process of classroom organization.
R U L E S
1. The Ministry of Education primary class size caps are 20 students for all FDLK to grade
3 classes
2. The Ministry will allow some exemptions up to 23 students maximum in any FDLK to
grade 3 class
7 Principal’s Qualification Program – Module 8
3. Only 10% of all FDLK to grade 3 classes in the board are allowed to have exemptions to
23 students
4. Schools may opt to have a grade ¾ combined class which will not count in the 10% of
classes designated for exemptions
5. Exemptions are determined centrally by Family of Schools Superintendent
6. Your superintendent has allocated one exemption for your school in the FDLK area; you
have been assigned 3 FDLK units
7. You have been assigned 7 classes for students in grades one through three
8. The board class average for grades 4-8 is 25.0 students but the board uses a divisor of
27.5 to get to that average because of the congregated ESL classes that are part of the
grade 4-8 staffing allocation
9. If you have combined classes, you must have a minimum of 4 students in either side of
the combined class
A S S U M P T I O N S
1. The principal, vice principal, teacher-librarian, ESL/ELL teacher, special education
congregated and special education resource classes are all staffed separately
2. The preparation time allotment for your school is identical to what you will need for your
allotment of classes and is provided separately. You do not need to consider this for the
assignment.
3. There is a qualified teacher available at each grade level.
4. Your school has the following number of students:
FDLK – 63 Grade 5 – 60
Grade 1 – 43 Grade 6 – 68
Grade 2 – 38 Grade 7 – 60
Grade 3 – 56 Grade 8 – 47
Grade 4 – 42
8 Principal’s Qualification Program – Module 8
C L AS S RO O M O R GA NI Z ATI ON FO R M
R O B I N S O N P U B L I C S C H O O L - E N R O L M E N T : F D L K – 8 F T E = 4 4 6
18.5 teachers 17.5 teachers 16.5 teachers 16.5 teachers
FDLK
32
FDLK
32
Grade One
43
Grade Two
38
Grade Three
56
Grade Four
42
Grade Five
60
Grade Six
68
Grade Seven
60
Grade Eight
47
9 Principal’s Qualification Program – Module 8
C L AS S RO O M O R GA NI Z ATI ON FO R M – ROB I NSO N P. S
Enrolment: FDLK-8 FTE = 445.5
Enrolment FDLK-8 Head Count = 477
Classroom FDLK FDLK 1 2 3 4 5 6 7 8 Total Students
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Total Students
32 43 38 56 42 60 68 60 47 477
10 Principal’s Qualification Program – Module 8
CLASSROOM ORGANIZATION FORM – ROBINSON P.S
GENERAL INSTRUCTIONS
1. Under the classroom column, simply use one line per classroom (this is usually where the
teacher’s name is entered once the organization has been finalized and the teaching assignments have
been given)
2. Place the number of students in the appropriate column (e.g. if class 1 has 20 FDLK students then
put 20 on line one so that it is under the FDLK column)
Place that number directly across in the total students column at the far right
Add the total number of students in each grade column and place the sum total at the bottom of each
grade column where there is a ‘Total Students’ row
3. When you are using a combined class, place the corresponding number of students from each
grade the appropriate column (e.g. if class 1 has 10 grade 2 students and 10 grade 3 students, then put 10
under the grade 2 column and 10 under the grade 3 column for line one)
Place that number directly across in the total students column at the far right
Add the total number of students in each grade column and place the sum total at the bottom of each
grade column where there is a ‘Total Students’ row
11 Principal’s Qualification Program – Module 8
C L AS S RO O M O R GA NI Z ATI ON FO R M - RO BI N SO N
P U BL I C S C HOO L – I N S T R U CTO R EX A MP LE A
Enrolment: FDLK-8 FTE = 445.5
Enrolment FDLK-8 Head Count = 477
GRADES
Classroom FDLK FDLK 1 2 3 4 5 6 7 8 Total Students
1. 20 (JK)
20
2. 11(SK) 9(JK) 20
3. 23 (SK)
23
4. 20 20
5. 13 7 20
6. 10 10 20
7. 11 9 20
8. 10 10 20
9. 19 19
10. 18 18
11. 27 27
12. 15 10 25
13. 25 25
14. 25 25
15. 23 23
16. 23 23
17. 22 22
18. 30 30
19. 30 30
20. 47 47
21.
Total Students
31 32 43 38 56 42 60 68 60 47 477
12 Principal’s Qualification Program – Module 8
C L AS S RO O M O R GA NI Z ATI ON FO R M - RO BI N SO N
P U BL I C S C HOO L – I N S T R U CTO R EX A MP LE B
Enrolment: FDLK-8 FTE = 445.5
Enrolment FDLK-8 Head Count = 477
GRADES
Classroom FDLK FDLK 1 2 3 4 5 6 7 8 Total Students
1. 10 (JK) 10(JK) 20
2. 21 (SK) 22 (SK) 20
3. 23
4. 10 9 19 5. 11 9 20 6. 11 8 19 7. 11 8 19
8. 4 16 20 9. 20 20
10. 20 20 11. 29 29
12. 13 14 27 13. 29 29
14. 17 12 29
15. 28 28 16. 28 28 17. 30 30
18. 30 30 19. 24 24
20. 23 23 21.
Total Students
31 32 43 38 56 42 60 68 60 47 477
13 Principal’s Qualification Program – Module 8
A L L O C AT I O N O F H U M A N R E S O U R C E S S I M U L AT I O N
S E C O N D A R Y
TASKS
1. Allocate teaching staff for each course based on the numbers of student selections as
indicated – this will be your “first draft”.
2. Determine other information that you need to gather in order to refine your “first draft
decisions”.
3. Outline the processes that you will seek to implement before the allocations are finalized.
4. Based on your “first draft allocations”, identify the more significant issues that will need
to be resolved in those processes.
5. Discuss the role of the union in this process.
RULES
The following maximum class sizes are required by the collective agreement.
Applied (P) 24 Grade 11/12 Open (O) 28
Grade 9/10 Open (O) 27 University (U) 33
Academic (D) 30 University/College (M) 33
Workplace (E) 23 Tech Studies Courses 22
College (C) 28
ASSUMPTIONS
1. There is a qualified teacher available for each course section that you allocate.
2. The allocations for administration guidance, special services, learning strategies, library,
cooperative education and credit recovery have already been provided for – i.e. disregard these
for this assignment.
14 Principal’s Qualification Program – Module 8
Staffing Information
Benson Collegiate Institute
NUMBER OF TEACHING SECTIONS TO BE ALLOCATED: 160
COURSE NAME & TYPE CODE STUDENT
SELECTIONS
ALLOCATION
OF SECTIONS
COMMENTS
GRADE 9
Music – Open AMV1O 45
Visual Arts – Open AVI1O 47
Business Information-Communication
BTT1O 49
Canadian Geography – Academic
CGC1D 46
Canadian Geography – Applied
CGC1P 48
English – Academic ENG1D 53
English – Locally developed ENG1L 6
English – Applied ENG1P 40
French – Academic FSF1D 42
French – Applied FSF1P 47
Spanish – Level 1 – Open LWS1O 37
Food & Nutrition – Open HFN1O 29
Principles of Math – Academic
MPM1D
49
Foundations of Math – Applied
MFM1P 47
Math – Locally developed MAT1L 11
Physical Education – Coed – Open
PPL1O 95
Science – Academic SNC1D 47
Science – Applied SNC1P 50
Science – Locally developed SNC1L 12
Integrated Technologies - Open
TTI1O 45
15 Principal’s Qualification Program – Module 8
GRADE 10
Drama – Open ADA2O 11
Instrumental Music – Open AMU2O 14
Vocal Music – Open AMV2O 12
Guitar Music – Open AMG2O 22
Visual Arts Design – Open AWD2O 19
Drawing & Painting – Open AWM2O
60
Business Info & Communication – Open
BTT2O 16
Introduction to Business – Open
BBI2O 9
Computer & Information Science – Open
TIK2O 12
English – Academic ENG2D 54
English – Applied ENG2P 58
English – Locally Developed ENG2L 17
Food & Nutrition – Open HFN2O 24
Canadian History – Academic
CHC2D 52
Canadian History – Applied CHC2P 70
Career Studies and Civics – Open
CHV2O 105
Principles of Math – Academic
MPM2D
39
Foundations of Math – Applied
MFM2P 69
Math – Locally Developed MAT2L 29
French – Academic FSF2D 19
Spanish – Level 2 Academic LWS2D 3613
Physical Education – Co-ed PPL2O 36
Science – Academic SNC2D 57
Science – Locally Developed SNC2L 18
Science – Applied SNC2P 51
16 Principal’s Qualification Program – Module 8
Communication Tech – Open
TGJ20 64
Construction Tech – Open TCJ2O 36
Manufacturing Tech – Open TMJ2O 23
Technical Design – Open TDJ2O 8
Transportation Tech– Open TTJ2O 49
Hospitality & Tourism Technology – Open
TFJ2O 39
GRADES 11 & 12
Drama (Gr.11) Univ/Coll ADA3M 20
Drama (Gr.12) Univ/Coll ADA4M 2
Drama (Gr.12) - Open ADA4O 1
Music (Gr.11 Guitar) - Open AMG3O 8
Music (Gr.11 Theatre) - Open
AMT3O 2
Music (Gr.11 Instrumental) – Univ/Coll
AMU3M
10
Music (Gr.12 Guitar) – Univ/Coll
AMU4M
5
Music (Gr.11 Vocal) - Open AMV3O 3
Visual Arts (Gr.11) – Open AVI3O 1
Drawing & Painting (Gr.11) – Univ/Coll
AWM3M 21
Design (Gr.11) – Univ/Coll AWD3M 12
Visual Arts (Gr.12) – Univ/Coll
AVI4M 13
Accounting Fundamentals (Gr.11) – Univ/Coll
BAF3M 9
Information Tech (Gr.11) – Open
BTA3O 13
Marketing (Gr.11) - College BMI3C 20
Computer Information Science (Gr.11) – Univ/Coll
ICS3M 15
Accounting Principles (Gr.12) – Univ/Coll
BAT4M 4
Communication/Multimedia (Gr.12) – College
BTX4C 3
Computer Information Science (Gr.12) – Univ/Coll
ICS4M 6
English Media (Gr.11) – Open
EMS3O 21
17 Principal’s Qualification Program – Module 8
English (Gr.11) – Univ ENG3U
ENG3U 36
English (Gr.11) – College ENG3C 56
English (Gr.11) – Workplace ENG3E 21
English (Gr.12) – Univ ENG4U
ENG4U 54
English (Gr.12) – College ENG4C 49
English (Gr.12) – Workplace ENG4E 8
Writer’s Craft (Gr.12) – College
EWC4C 8
Writer’s Craft (Gr.12) – Univ EWC4U 1
Ont. S.S. Literacy Course (Gr.12) - Open
OLC4O 2
Living & Working With Children (Gr.11) - College
HPW3C 25
Living Spaces & Shelter (Gr.11) – Open
HLS3O 16
Intro to Anthropology (Gr.11) – Univ/Coll
HSP3M 28
World Religions (Gr.11) – Univ/Coll
HRT3M 32
Individuals and Families (Gr.12) – Univ/Coll
HHS4M 7
Travel & Tourism (Gr.11) – Open
CGG3O 13
Canadian & World Issues (Gr.12) – Univ
CGW4U 5
World History (Gr.11) – Univ/Coll
CHW3M 28
American History (Gr.11) – Univ
CHA3U 4
Canadian Law (Gr.11) – Univ/Coll
CLU3M 21
World History (Gr.12) – Univ CHY4U 11
Canadian History (Gr.12) – Univ
CHI4U 3
World History (Gr.12) – Univ/Coll
CHY4C 1
Functions (Gr.11) – Univ MCR3U 25
Functions/Applications (Gr.11) – Univ/Coll
MCF3M 4
College Math (Gr.11) – College
MBF3C 47
18 Principal’s Qualification Program – Module 8
Workplace Math (Gr.11) – Workplace
MEL3E 36
College Math (Gr.12) – College
MAP4C 28
Geometry/Algebra (Gr.12) – Univ
MGA4U 23
Data Management (Gr.12) – Univ
MDM4U 8
Advanced Functions (Gr.12) – University
MCB4U 25
Workplace Math (Gr.12) – Workplace
MEL4E 13
French (Gr.11) – University FSF3U 6
French (Gr.12) - University FSF4U 8
Spanish (Gr.11) - Univ LWSCU 10
Spanish (Gr.12) - Univ LWSDU 2
Fitness/Young Women (Gr.11) – Open
PAF3O 20
Healthy Living (Gr.11) – Open
PPL3O 34
Health for Life (Gr.11) – Open
PPZ3O 7
Healthy Living (Gr.12) – Open
PPL4O 18
Exercise Science (Gr.12) - Univ
PSE4U 11
Biology (Gr.11) – Univ SBI3U 20
Biology (Gr.11) – College SBI3C 24
Chemistry (Gr.11) – Univ SCH3U 12
Physics (Gr.11) – Univ SPH3U 18
Science (Gr.11) – Workplace SNC3E 13
Chemistry (Gr.12) – College SCH4C 10
Physics (Gr.12) – College SPH4C 6
Physics (Gr.12) – Univ SPH4U 13
Chemistry (Gr.12) – Univ SCH4U 28
Biology (Gr.12) – Univ SBI4U 19
Horticulture (Gr.12) – Open IDC4O 29
Communications Tech (Gr.11) - Univ/Coll
TGJ3M 40
Construction (Gr.11) -College
TCJ3C 17
19 Principal’s Qualification Program – Module 8
Construction (Gr.11) – Workplace
TCJ3E 7
Transportation (Gr.11) – College
TTJ3C 26
Manufacturing (Gr.11) – College
TMJ3C 6
Manufacturing (Gr.11) – Workplace
TMJ3E 3
Design (Gr.11) – Univ/Coll TDJ3M 4
Hospitality (Gr.11) – College TFT3C 19
Hospitality/Tourism (Gr.11) – Workplace
TFH3E 27
Hospitality/Tourism (Gr.12) – Workplace
TFH4E 15
Communications Tech (Gr.12) – Univ/Coll
TGJ4M 27
Design (Gr.12) – Univ/Coll TDJ4M 7
Construction (Gr.12) – College
TCJ4C 13
Construction (Gr.12) – Workplace
TCJ4E 2
Manufacturing (Gr.12) – College
TMJ4C 7
Transportation (Gr.12) – College
TTJ4C 12
Automotive Electronics (Gr.12) - Open
IPD4O 15
20 Principal’s Qualification Program – Module 8
B U D G ET D ILEMMA S F O R D IS C U S S IO N
Dale Scott, principal at Wayne Gretzky School has been seeking to purchase nine copies of Cue
for Treason for an unusually large English class. While visiting Toronto one weekend, Dale
found them at Chapters Book Store and also found a copy of “Fit for Life” and “Trekking in
Katmandu”. Dale had been seeking to purchase both of these for some time.
Discuss the potential consequences of this purchase.
The administrative assistant who oversees the petty cash process in your school brings to you a
request for reimbursement made by the industrial arts teacher. The item purchased is a two-year
subscription to the magazine “Cottage Life”.
Discuss the steps that you would take as a principal to deal with this issue.
A School Council member shares with you that the community is feeling ‘nickeled and dimed’ to
death by the money requests from the school. They would like some changes made. You
receive this information in the morning and have been asked to address a School Council
meeting that evening.
How will you as principal approach this issue at the meeting?
What follow-up would you anticipate?
You arrive in your new school as principal to discover that the previous principal over spent the
budget by $20,000. This amount has been taken away from your current budget, and central
office will not bail you out claiming that they “will not set a precedent in supporting poor fiscal
management”. Your staff is grumbling because you issued a memo in August requesting that
staff cut down on their photocopying.
21 Principal’s Qualification Program – Module 8
How would you approach this issue with:
a) your staff?
b) your S.O.?
The tradition at school has been to charge all Grade 4-8 student $5.00 for their French cahier
which contains the guided practice to lessons taught. A parent has challenged this cost stating
that "if French is a mandated Ministry curriculum, then Ministry, Board or school budgets should
pick up the cost of basic materials like this".
What is your response?
22 Principal’s Qualification Program – Module 8
Module 8 – At A Glance
Managing School Resources *Candidates are advised that the schedule may be subject to change, at the discretion of the instructor, to accommodate workshop presenters and speakers
Day 1 Day 2 Assignments
Using the pre-course
assignment discuss the
writing, reading and
interpretation of a
cover letter.
HR expert to share
hiring practices and
policies.
Principals role in NTIP
Professional Capital
Student focussed
funding and school
budgets
Create budgets and
staffing plans for
elementary and
secondary
Discuss budget dilemmas
Walk about” – physical
plant issues
The Principal on the “Hot
Seat”
Ken Leithwood comparing
leadership and
management
Collaborative Inquiry –
Management of
Resources
Book Talk – Leader of
Challenging
Conversations
Reflective Journal Collaborative
Inquiry
E-Learning Miscellaneous
Reflect on the competing roles of leader and manager. Refer to at least one digital resource (i.e. Blog) in your reflection. Refer to the OLF.
Management of
Resources
View Antiracism and Antiracist
Education
https://www.principals.ca/strea
m/video/launchVid.aspx?vidID
=61. Post a response to the
following:
What is being done in your
school to address the issue of
race?
Discuss the intersection of
race and racism and special
education, discipline and the
achievement gap.
Post a question before next
module that will be sent to the
Equity guest presenter
Complete the on-line EQ-I
Instrument
Edited cover
letter submitted
to instructor
Module Evaluation