Principal as an Instructional Leader

On Saturday, our PQP2 class listened to an LNS presentation by Anne Macdonald on the key leadership functions of a principal. These functions included: Building Culture; Leading Change and Managing Complexity. Interestingly, the Ontario Leadership Framework mimics some of these ideas as well. The idea of the principal as an Instructional leader in the framework was echoed throughout the presentation in various ways. The idea of a principal as co-learner with teachers was presented. Though a principal has certain knowledge and competencies, he/she does not know everything. Anne Macdonald included a great quote which summarized it nicely: “The expert in the room depends on the question being asked.”

So it begs the question: “Can the Principal be the Instructional Leader and a co-learner at the same time?” Despite the apparent contradiction, I believe that the answer unequivocally is: “Yes!” One of the competencies of the Framework state that a principal demonstrates “effective teaching and learning.” As a teacher, it is imperative to demonstrate to kids that though we may be teachers, there are many things that we don’t know. In effect, teachers can be co-learners in the classroom too.

According to the LNS, a good classroom instructional task is “connected to the world, has intellectual rigor, involves substantive conversation and multiple entry points.” The role of the principal as an instructional leader according to the framework is to develop professional learning communities for school improvement. In order to do so, a principal needs to incite shared collaboration and ask questions to facilitate discussion. Those questions should be “connected to the world, have intellectual rigor and involve substantive conversation and multiple entry points.”

Therefore, in terms of being an instructional leader in the school, the principal mimics the role of a teacher in a classroom as a co-learner, asking probing questions and facilitating discussion and reflection.

Supervision & Safety of a school

The importance of knowing the policies regarding supervision, safety and suspension became very clear in this module. According to Education Act, it is the duty of principals to supervise performance and behaviour of all board employees. Principals must act therefore, in a very deliberate manner to supervise employees, and maintain safety of the premises and people.

In class, we learned that legal issues may arise from time to time involving a teacher or principal. Being aware of what we could be held responsible for, therefore, is important. It is also important to document all that we do in our role as principal and to keep that documentation for a period of 7 years. A case can arise at any time, and by doing our due diligence, we can avoid any unfavourable outcomes.

In the online video for this module we learned that all board employees have a positive duty to report any action that could be subject to suspension or expulsion to the principal using form 1 under new legislation for the Safe Schools Act section 175. The principal, teacher or educational assistants also have a duty to respond and/or intervene when they see students engaging in behaviour that is affecting the school in a negative manner. It is important to note that even if this behaviour is not on school property, the student can still receive consequences from the school.

In class, we also examined the legitimacy of a court order in custody cases and releasing of information. It is integral that we do not release ANY personal information on a student to anyone. Only teachers, the principal and vice principal are subject to having access to this information.

According to the Family Services Act, teachers and principals have a duty to inform Children’s Aid Services (CAS) in the event of physical, sexual, verbal, psychological or emotional abuse. It is important that the principal make this clear to staff from the onset. Teachers and Principals are bound by the standards of practice: care, honesty, integrity & respect towards all students.

Not only are our obligations rooted deeply in our morals, school leaders must also rely on policy to dictate their response to a situation. Our moral imperatives may guide us, but following policies and procedure will have the best possible outcome for our success in this role.

Educational Leader - Friend or Foe?

Reflection on the Dual Role of a Leader: Supervisor & Team Builder
The apparent contradiction in the role of a principal as both a supervisor and team builder is in fact, not a contradiction at all. Just as a teacher teaches, supervises and fosters co-operative learning in a classroom, a principal does the same in a school context, but on a larger scale. In my current role as department head, I do supervise programs and ‘informally’ supervise the members of my department. As a principal of a school, those supervisory responsibilities are definitely intensified. The Ontario Leadership Framework succinctly addresses this dual role under the categories of: Building Relationships and Developing People &; Developing the Organization.

It is important that a principal ‘develop, empower and sustain individuals and teams’ (p.10, OLF). A principal can do so by implementing a process that shifts responsibility and accountability onto the shoulders of staff members. For instance, including staff or department heads in developing the School Plan for Continuous Improvement, implicates their own efforts to collectively pursue these objectives. The process of Differentiated Leadership involves knowing the strengths and personality styles of your members and allowing them to take a lead in areas which suit their interests and talents best. In doing so, you can form a team of teachers who take initiative and make it work.

A principal is one who ‘supervises staff effectively’ (page 11, OLF). Supervising staff means knowing and “befriending” respective collective agreements. A principal should be familiar with teacher, support staff & OT collective agreements. A principal is also responsible for the Teacher Evaluation Process (TPA). If staff professional development has been a collaborative and shared responsibility, it will inform the practice of teachers thereby leading to more successful TPAs. A good relationship with the union representative can also improve teamwork and collaboration amongst staff. It is important to consult with the union representative and your superintendant when in doubt on matters pertaining to grievances, arbitration, discipline or collective agreements.

In all, many of the pitfalls of the supervisory role of leadership can be successful avoided through effective collaboration and team building amongst staff. It is important to be knowledgeable of all the policies and procedures of your board and governing bodies. By organizing and encouraging staff to come together, many sensitive issues can be avoided. A principal doesn’t have to be a friend or a foe. He/She can lead by empowering others to be leaders of their own right.