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Leadership Development and School Support Services
Peel Leadership Framework
Leadership for Learning Climate for Learning and Working Teaching and Learning
WE INSPIRE SUCCESS,
CONFIDENCE & HOPE IN EACH
STUDENT
for Instructional Staff
The Peel Leadership Framework is designed to:
Whether you are an aspiring leader or already in a leadership position, the Peel Leadership Framework provides important insights about building your leadership capacity. It is a valuable tool for self-reflection and self-assessment.
• Facilitateasharedvisionofleadershipinourschoolsanddistrict
• Promoteacommonlanguagethatfostersanunderstandingofleadershipandwhatitmeans to be a school or system leader
• Identifythepractices,actionsandpersonalresourcesthatdescribeeffectiveleadership
• Provideaframeworkforreflectionandmentoring
• Guidethedesignandimplementationofprofessionallearninganddevelopmentforschool and system leaders
• SupportSchoolSuccessPlanning
• Alignperformancebasedassessmentwithevaluationandannualsuccessplanning
• Aidintherecruitment,development,selectionandretentionofschoolandsystemleaders
• Guideanddirectcandidatesthroughthepromotionprocess
Aspartofthereflectivepreparationinvolvedinleadershipdevelopment, you may use this tool as a gap analysis to determine which leadership domains and practices are your areas of strength and which require you to gain more experience or participate in additional training. Used in conjunction with the Peel Leadership StrategyContinuumataGlancedocument,youcan“mapout”yourleadershipdevelopmentjourneyandhelpinformyourAnnualLearningPlan.
AspartofthePromotionProcessApplicationfor Vice-PrincipalandPrincipal, you will use this tool as a leadership readiness self-assessment. Complete the developmentalcontinuumforthePersonalLeadershipResourcesandeachofthefivedomainsidentifiedinthisframeworkunderLeadershipforLearning,ClimateforLearningandWorking,andTeachingandLearning.Providesupportingevidenceofyourleadershipinaction,includingreflectionsandtheimpactofyourleadershiponstudentachievementandwell-beingwithinadiverseschool community as part of your application package.
LeadershipDevelopmentandPreparingfor the Promotion Process
1
• Becomingfamiliarwith
• Limitedopportunitiestoexperience
• Observingandrecognizing
• Acquiringknowledgeabout
• Familiarwithandbeginningtoincorporateintophilosophyandpractice
• Beginningtoapplyknowledgeintoaction
• Someopportunitiestoexperienceandputintopractice
• Reflectingandexperimenting
• Incorporatesintophilosophyandpractice
• Appliesknowledgeandaction
• Manyopportunitiestoexperienceandpractice
• Routineuse
• Consultative
• PhilosophyandpracticeareembeddedinSchoolSuccessPlanning
• Automaticandsophisticatedknowledgeandaction
• Anintegralpartofexperienceandpractice
• Intuitive,intentionalandsituational
Developmental Continuum
Thistoolhasbeendesignedto:• linkandalignSchoolSuccessPlanning
andleadershipdevelopment• honourthedevelopmentalcontinuum
ofleadershipgrowth• promotereflectionofleadership
development• identifywithinthefivedomains,
areasofstrengthandnextsteps• provideacommonlanguagefor
conversationanddescriptivefeedback
ThroughSchoolSuccessPlanning,schools set measurable goals based on their school’s areas of greatest need and implement success strategies to increase student achievementandwell-beingwithinadiverseschoolcommunity.ThePeelLeadership Framework and School Success Planning share a common focusonLeadershipforLearning, ClimateforLearningandWorking,and Teaching and Learning.
PersonalAwareness
Stage
BeginningApplication
Stage
ApplicationStage
IntegrationStage
Thefivedomainsare:
School Success Planning “One Plan, One Place”
Leadership for Learning: 1 settIng DIreCtIons 2 seCurIng aCCountabILIty
Climate for Learning and Working: 3 buILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
Teaching and Learning: 4 DeveLoPIng the organIzatIon to suPPort DesIreD PraCtICes 5 ImProvIng the InstruCtIonaL Program
Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes
2
Cognitive resources Problem-solving expertise•Understanding/interpretingproblems
•Identifyinggoals
•Articulatingprinciplesandvalues
•Identifyingconstraints
•Developingsolutionprocesses
•Maintainingcalm/confidenceinthefaceofchallengingproblems
Knowledge about school and classroom conditions with direct effects on student learning•Technical/rationalconditions
•Emotionalconditions
•Organizationalconditions
•Familyconditions
systems thinking•Beingabletounderstandthedense,complexandreciprocalconnectionsamongdifferentelementsoftheorganization
•Havingforesighttoengagetheorganizationinlikelyfuturesandconsequencesforaction
social resources Perceiving emotions•Recognizingourownemotionalresponses
•Discerningemotionalresponsesinothersthroughverbalandnon-verbalcues
managing emotions •Reflectingonourownemotionalresponsesandtheirpotentialconsequences
•Persuadingotherstolikewisereflectontheirresponses
acting in emotionally appropriate ways•Beingabletoexercisecontroloverwhichemotionsguideouractions
•Beingabletohelpothersactonemotionsthatservetheirbestinterests
Psychological resources optimism•Habituallyexpectingpositiveresultsfromourefforts
•Recognizingwherewehaveanddonothaveopportunitiesfordirectinfluenceandcontrol
•Takingpositiverisks
self-efficacy•Believinginourownabilitytoperformataskorachieveagoal
•Asaresultofpositiveself-efficacy,takingresponsiblerisks,expendingsubstantialeffortandpersistinginthefaceofinitialfailure
resilience•Beingabletorecoverfromoradjusteasilytochangeormisfortune
•Beingabletothriveinchallengingcircumstances
Proactivity•Beingabletostimulateandeffectivelymanagechangeonalargescaleundercomplexcircumstances
•Showinginitiativeandperseveranceinbringingaboutmeaningfulchange
Effectiveleaderstendtopossessasmallbutcriticalnumberofpersonalleadershipresourcesthattheydrawuponwhenenactingtheleadershippracticesidentifiedinthisframework.Theseresourcesareappliedbyeffective schoolleadersasneededacrosseachofthefivedomainsunderLeadershipforLearning,ClimateforLearningandWorking,andTeachingandLearning,playingakeyroleinconsideringreadinessforpromotion.
3
Leadership for LearningClimate for Learning and WorkingTeaching and LearningPersonaL LeaDershIP resourCes
Cognitive resources
Problem-solving expertise
Knowledge about school and classroom conditions with direct effects on student learning
systems thinking
social resources
Perceiving emotions
managing emotions
acting in emotionally appropriate ways
Psychological resources
optimism
self-efficacy
resilience
Proactivity
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
these essential resources are applied as needed across each of the five domains under Leadership for Learning, Climate for Learning and Working, and teaching and Learning, within the appropriate context of a diverse school community. evidence of the Personal Leadership resources in action should be clear throughout the “evidence/reflections/Impact on student achievement and Personal Leadership within a Diverse school Community” section for each of the five domains.
4
building a shared vision•Establishwithstaff,studentsandotherstakeholdersanoverallsenseofpurposeorvisionforworkintheirschoolstowhichtheyareallstronglycommittedthroughthedevelopmentofanalignedSchoolSuccessPlanrespectfulofadiverseschoolcommunity
•Buildanunderstandingofthespecificimplicationsoftheschool’svisionforitsprogramsandthenatureofclassroominstruction
•Helpstaffandotherstakeholderstounderstandtherelationshipbetweentheirschool’svisionandboardandprovincialpolicyinitiativesandpriorities
•Encouragethedevelopmentoforganizationalnormsthatsupportopennesstochangeinthedirectionofthatpurposeorvision
Identifying specific, shared, short-term goals•Facilitatestakeholderengagementinprocessesthatensureallvoicesareheardforidentifyingspecificschoolgoals
•Ensurethegoalsareclearlyandeffectivelycommunicatedtoallstakeholders
•Regularlyencouragestafftoevaluatetheirprogresstowardachievingschoolgoals
•Makefrequentexplicitreferenceto(anduseof)theSchoolSuccessPlanandtheschool’sgoalswhenengagedindecisionsaboutschoolprogramsanddirections
•Buildconsensusamongstudents,staffandotherstakeholdersfortheschool’sgoalsandprioritiesensuringallvoicesareheard
•Encouragestafftodevelopandperiodicallyreviewindividualprofessionalgrowthgoals,aswellastherelationshipbetweentheirindividualgoalsandtheschool’sgoals
Creating high performance expectations•Makeone’sexpectationsknownthroughwordsandactions
•Havehighexpectationsforteachers,forstudentsandforoneself
•Devoteadditionalefforttocreatinghighexpectationsamongstafffortheachievementofstudentswhohavetraditionallystruggledtobesuccessfulatschool
•Encouragestafftobeinnovativeinachievingthoseexpectations
•Encouragestafftoassumeresponsibilityforachievingtheschool’svisionandgoalswithallstudents
Communicating the vision and goals•Usemanydifferentformalandinformalopportunitiestoexplaintheoverallvisionandgoalsestablishedfortheschooltostakeholders
•Demonstratetoallstakeholderswhattheschool’svisionandgoalsmeaninpractice
•Regularlyinvitedifferentstakeholdergroupstodescribehowtheirworkfurtherstheschool’svisionandgoals
Effectiveleadersusethissetofleadershippracticestoensurethatameaningfulvisionand relevantgoalsrootedinhighexpectationsforallmembersoftheschoolcommunityareidentified, communicatedandenactedupon.Empoweringstakeholdersinthisprocessbetterserves theneedsofadiversestudentpopulation,includingEnglishlanguagelearnersandstudentswith specialneeds,anddevelopsmoreinclusiveandeffectiveschools.
Leadership for LearningsettIng DIreCtIons
building a shared vision
Identifying specific, shared, short-term goals
Creating high performance expectations
Communicating the vision and goals
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Leadership for LearningsettIng DIreCtIons
5
Leadership for LearningsettIng DIreCtIons
6
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
7
building staff members’ sense of internal accountability•Regularlyengagestaffintheanalysisofevidenceaboutthelearningprogressofallstudents
•Promotecollectiveresponsibilityandaccountabilityforstudentachievementandwell-being
•Participateactivelyinone’sownperformanceappraisalandmakeadjustmentstobettermeetexpectationsandgoals
•Insistontheuseofevidencethatisofhighquality(reliable,valid,usingsystematiccollectionprocesses,availableinoriginalform,subjecttocollaborativeinterpretation)
•Helpstaffmakeconnectionsbetweenschool,districtandministrygoalsinordertostrengthencommitmenttoschoolimprovementeffortsandtheSchoolSuccessPlan
•Assessone’sowncontributionstoschoolachievementsandtakeaccountoffeedbackfromothers
meeting the demands for external accountability•Clearlydefineindividualstaffaccountabilitiesintermsthatareunderstood,agreedtoandcanberigorouslyreviewedandevaluated
•Measureandmonitorteacherandleadereffectivenessusingevidenceaboutchangesinstudentachievement
•Alignschooltargetswithboardandprovincialtargets
•Provideanaccurateandtransparentaccountoftheschool’sperformancetoallschoolstakeholders(e.g.,ministry,board,parents,community)
•Createanorganizationalstructurewhichreflectstheschool’svaluesandenablesmanagementsystems,structuresandprocessestoworkwithinlegalrequirements
Withtheaimofon-goingschoolimprovementandsustainingpublicconfidenceintheschool, effectiveleadershelpbuildasenseofinternalaccountabilityforachievingschoolgoalsonthepart ofstakeholders,aswellasmeetingtheexternalconditionsforaccountability.
Leadership for LearningseCurIng aCCountabILIty
8
building staff members’ sense of internal accountability
meeting the demands for external accountability
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Leadership for LearningseCurIng aCCountabILIty
9
Leadership for LearningseCurIng aCCountabILIty
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
10
Buildingnotonlytheknowledgeandskillsstaffneedtoaccomplishorganizationgoals,butalsothedispositionstopersistinapplyingthesearepowerfulsourcesofefficacy.Effectiveleadersinformallyandformallycontributetotheprofessionalandleadershipdevelopmentofstafffromdiversecommunities,backgroundsandidentities.Buildinghealthy,trustingandproductiverelationshipswithallstakeholdersandwithinadiverseschoolcommunityisessential.
Providing support and demonstrating consideration for individual staff members•Recognizeindividualstaffmemberaccomplishments
•Considerstaffmembers’opinionswheninitiatingactionsthataffecttheirwork
•Builduponandrespondtoindividualstaffmembers’uniqueneedsandexpertise
•Treatindividualsandgroupsequitably
stimulating growth in the professional capacities of staff•Encouragestafftoreflectonwhattheyaretryingtoachievewithstudentsandhowtheyaredoingit
•Challengestafftore-examinetheextenttowhichtheirpracticesengagestudentvoiceandcontributetotheauthenticlearningofalloftheirstudents
•Facilitateopportunitiesforstafftolearnwithandfromeachother
•Suggestnewideasforstafflearning
•Leaddiscussionsabouttherelativemeritsofcurrentandalternativepractices
•Encouragestafftopursuetheirowngoalsforprofessionallearning
•Encouragestafftodevelopandreviewtheirownprofessionalgrowthgoalsandtheirrelationshiptoschoolgoalsandpriorities
•Encouragestafftotrynewpracticesconsistentwiththeirowninterestsandschoolgoals
modelling the school’s values and practices•Behighlyvisibleinone’sschool
•Beeasilyaccessibletostaff,parentsandstudents
•Havefrequent,meaningful,interactionswithteachers,studentsandparentsthatfurthertheschoolgoalsandbuildaclimateforinclusivesharedresponsibility,capacityandleadership
•Exemplifythroughone’sownactionstheschool’scorevaluesanditsdesiredpracticesincludingequityandinclusion
•Demonstratetheimportanceofreflectivepracticeandcontinuouslearningthroughvisibleengagementinone’sownprofessionallearning
building trusting relationships with and among staff, students and parents•Actinwaysthatconsistentlyreflecttheschool’scorevaluesandprioritiesandsupportanequitableandinclusiveenvironment
•Demonstraterespectforthediversityofstaff,studentsandparentsbylisteningtotheirideas,beingopentothoseideasandgenuinelyconsideringtheirvalue
•Encouragestaff,studentsandparentstolistentooneanother’sideasandgenuinelyconsidertheirvaluewithinanequitableandinclusivelearningcommunity
•Createnormsintheschoolwhichvalueconstructivedebateaboutbestpractices
•Demonstraterespect,careandpersonalregardforallstudents,staffandparents
•Encouragestaff,studentsandparentstodemonstraterespect,careandpersonalregardforoneanother
•Demonstratecompetencewhencarryingouttasks
establishing productive working relationships with teacher federation representatives•Includefederationrepresentatives(alongwithstaffmoregenerally)inprocessesforestablishinggoalsforschoolimprovement
•Encouragefederationrepresentativestokeeptheirmemberswell-informedabouttheirworkwithschoolleaders
•Encouragefederationrepresentativestocollaborateindetermininghowtoimplementlabourcontractprovisionssothattheysupportschoolimprovementwork
Climate for Learning and WorkingbuILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
Providing support and demonstrating consideration for individual staff members
stimulating growth in the professional capacities of staff
modelling the school’s values and practices
building trusting relationships with and among staff, students and parents
establishing productive working relationships with teacher federation representatives
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Climate for Learning and WorkingbuILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
11
Climate for Learning and WorkingbuILDIng reLatIonshIPs anD DeveLoPIng PeoPLe
12
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
13
building collaborative cultures and distributing leadership•Helpdeveloptheshareddeterminationofgroupprocessesandoutcomes
•Helpdevelopclarityaboutgoalsandrolesforcollaboration
•Fosteropenandfluentcommunicationamongcollaborators
•Provideadequateandconsistentresourcestosupportcollaborativework
•Involvestaffinthedesignandimplementationofimportantschooldecisionsandpolicies
•Providestaffwithleadershipopportunitiesandsupportthemastheytakeontheseopportunities
•Encourageawillingnesstocompromiseamongcollaborators
•Modelcollaborationintheconductofone’sownwork
•Nurtureinclusivity,mutualrespectandtrustamongthoseinvolvedincollaborating
structuring the organization to facilitate collaboration
•Createtimetablesforteachingthatmaximizetimeontasksforstudents
•Provideregularopportunitiesandstructurestomonitorandencourageteacherstoworktogetheroninstructionalimprovement
•Participatewithstaffintheircollectiveinstructionalimprovementwork
•Engageteachersinmakingdecisionsthataffecttheirinstructionalwork
•Establishteamandgroupstructuresforproblemsolving
•Distributeleadershipforselectedtasks
allocating resources in support of the school’s vision and goals•Enactefficientbudgetaryprocesses
•Securesufficientresourcesofalltypesneededtocarryouttheinstructionalworkoftheschool
•Providesustainedfundingfortheschool’simprovementpriorities
•Distributeresourcesofalltypesinwaysthatarecloselyalignedwiththeschool’simprovementprioritiesandtheSchoolSuccessPlan
•Revisitandrealignthenature,amountandalignmentofresourcesasprioritiesforschoolimprovementchange
building productive relationships with families and communities
•Createaschoolenvironmentinwhichparentsarewelcomed,respected,valuedandincludedaspartnersintheirchildren’slearning
•Demonstrateleadershipwhichparentstrust(confident,systematicandattentive)
•Helpdevelopstaffcommitmenttoengagingparentsintheschool
•Workwithstafftoprovidedirectassistancetodiversefamiliesthatwillhelpthemprovidetheirchildrenwithsupportinthehomethatwillcontributetotheirsuccessatschool
•Encouragestafftoadoptabroad,equitableandinclusiveviewofparentengagementthatencouragesmoreparentstobeinvolved
•Helpconnectfamiliestothewidernetworkofsocialservicestheymayneed
•Assiststafftobetterusethesocialandintellectualcapitalofstudentsfromdiversefamilybackgroundsforinstructionalpurposesintheirclassrooms
Connecting the school to its wider environment
•Developandmaintainconnectionswithotherexpertschoolanddistrictleaders,thoseknowledgeableaboutpolicyandmembersoftheeducationalresearchcommunity
maintaining a safe and healthy environment
•Securetheschool’sphysicalfacilitiesfromunwantedintrusionsandintruders
•Maintainthephysicalfacilityinasafe,healthyandattractivecondition
•Communicatestandardsfornon-violentbehaviourandupholdthosestandardsinanequitablemanner
•Empoweradultsintheschooltoplayaleadershiproleinpromotingapositive,inclusiveschoolclimateforlearningandworking,andmodelappropriatebehaviour
•Implementandmonitortheuseofappropriatedisciplinepracticesnotonlyinclassroomsbutinallotherlocationswithintheschool
•Developtheprocesseswithstaffandstudentstoidentifyandresolveconflictsquicklyandeffectivelytore-engage,repair,rebuildandrestorerelationships,asenseofsafetyandinclusionasneeded
•Provideopportunitiesforstaffandstudentstolearnabouteffectiveconflictresolutionandproblem-solvingstrategiesthatcansupportsocialjusticeandfosterequityineducationpracticesandprocedures
Workingtobuildaschoolcultureofcollaborationrequiresattentiontoorganizationalstructures, physicalandemotionalsafety,communitypartnershipsandtheallocationofresourcesinlightofthe SchoolSuccessPlan.Leveragingeachoftheseintheinterestofstudentachievementandwell-being withinadiverseschoolcommunityisthetaskofaneffectiveleader.
Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICes
14
building collaborative cultures and distributing leadership
structuring the organization to facilitate collaboration
allocating resources in support of the school’s vision and goals
building productive relationships with families and communities
Connecting the school to its wider environment
maintaining a safe and healthy environment
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICes
15
Teaching and LearningDeveLoPIng the organIzatIon to suPPort DesIreD PraCtICes
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
16
staffing the instructional program•Recruitandselectqualifiedteacherswiththeinterestandcapacitytofurthertheschool’sefforts,adheringtoboardpolicies,proceduresandpracticesrelatedtorecruitment,hiringandassignmentofstafftomeetprogramneeds,performanceappraisal,leavesofabsenceandhumanrights
•Recruitandselectqualifiedstaffwhowillfosterthesuccessofourdiversestudentpopulation
•Retainskilledteachersbyprovidingsupportandtimeforcollaboration,sharingleadership,creatingasharedvisionforinstructionandbuildingtrustingrelationships
Providing instructional support•Activelyoverseetheinstructionalprogramsothatallstudentsbelongingtoadiverseschoolcommunitycanbesuccessful
•Coordinatewhatistaughtacrosssubjectsandgradestoavoidunnecessaryoverlapwhileprovidingneededreinforcementandextensionoflearninggoals
•Provideadequatepreparationtimeforteachers
•Observeinclassroomsandprovideconstructivefeedbackthatisusefultoteachersandsupportslearningforall
•Provideadvicetoteachersabouthowtosolveclassroomproblems
•Engageteachersinobservingeffectiveinstructionalpracticesamongcolleaguesintheirownschoolaswellasinotherschools
•Participatewithstaffintheirinstructionalimprovementwork
monitoring student learning and school improvement progress•Provideconditionsforteacherstousedataeffectively(time,support,partnershipswithexperts,dataculture)
•Giveprioritytoidentifyingstudentsmostinneedofadditionalsupport
•Assiststaffinunderstandingtheimportanceofstudentassessment“for,of,andaslearning”
•Collaboratewithstaffduringtheprocessofdatainterpretation
•Usemultiplesourcesofevidencewhendiagnosingstudentprogress
•Incorporateexplicitdatauseinalmostalldecisionsaboutstudentlearningandschoolimprovement
•Examinetrendsinstudentachievementovertime(oneormoreyears),ratherthanjustatonepointintime,whenassessingstudentlearning
•Collectandusedataaboutthestatusofthoseclassroomandschoolconditionsservingasthefocusoftheirschoolimprovementefforts
buffering staff from distractions to their work•Implementasystematicprocedurefordecidinghowbesttorespondtoinitiativesfromoutsidetheschool
•Developguidelineswithstafftogoverntheamountoftimeteachersspendonnon-instructionalandout-of-schoolactivities
•Regularlyassessthecontributionofallout-of-classroomactivitiestothelearningprioritiesofstudents
•Createandenforceconsistent,school-widedisciplinepolicies
•Minimizedailydisruptionstoclassroominstructionaltime
Effectiveleaderscanguideandmonitorstudentlearningandschoolimprovementbyprovidingboth indirectanddirectsupporttostaffwithinapositiveandhealthylearningenvironmentthatleadsto highqualityinstruction.Effectiveuseofdatainguidingcollaborativedecisionmakingenablesthe realization of School Success goals.
Teaching and LearningImProvIng the InstruCtIonaL Program
17
staffing the instructional program
Providing instructional support
monitoring student learning and school improvement progress
buffering staff from distractions to their work
Personalawareness
stage
beginningapplication
stage
applicationstage
Integrationstage
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community:
Core Leadership Practices and how each is enacted by effective school leaders:
Teaching and LearningImProvIng the InstruCtIonaL Program
18
Teaching and LearningImProvIng the InstruCtIonaL Program
evidence/reflections/Impact on student achievement and personal leadership within a diverse school community (continued):
Leadership Development and School Support ServicesRevisedMarch2014