Principal Certification Courses and E-Learning Modules 2014-2016

Course Dates Community

2014-2015 ED 509 Transformational Leadership

Nov 15-20, 2014 Iqaluit

ED 511 Proactive Leadership

Feb 14-19, 2015 Baker Lake

E-Learning Module 1 Student Information System

Term 2 On-line, facilitated

2015-2016

ED 509 Transformational Leadership

October 24-29 Iqaluit

ED 511 Proactive Leadership

February 13-18 (PI Week)

Rankin Inlet

E-Learning Module 1 Student Information System

Sept/Oct 2015

On-line, facilitated

E-Learning Module 2 Hiring Practices

March/Apr 2016 On-line, facilitated

New Principals and Vice-Principals have three years to complete the requirements for principal certification (two university courses on leadership) and application (suite of e-learning modules on key operational requirements) ED 509 – Transformational Leadership in Nunavut Education - CELN course offered through UPEI ED 511 – Proactive Leadership in Nunavut Communities – CELN course offered through UPEI E-Learning Module 1 – Student Information System – facilitated by Department of Education E-Learning Module 2 – Hiring Practices – facilitated by Department of Education E-Learning Module 3 – Inclusive Education – facilitated by Department of Education (proposed, to be offered in 2016-17)

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509 Foundations of Transformational Leadership in Nunavut Education

A. Certificate of Educational Leadership in Nunavut (CELN) Formal Calendar Description of Course

This course reviews the history and worldview of the Inuit, with particular emphasis on culture, educational

history, struggles with power and privilege, beliefs, values, and principles relevant to Nunavut. Traditional and

contemporary views on leadership are studied as participants develop a deeper understanding of the cultural

context in which they live and work as educational leaders. Participants examine the direction and philosophies

established in Nunavut, including ties to the environment and practices that facilitate transformational

educational leadership. (3 semester hours of credit)

B. Delivery of Course (November 2014)

This is a 36-hour course. It starts with 6 hours of individual work (e.g., readings, a small assignment, etc.). The face-

to-face component includes 30 hours of class time, plus additional readings and assignments.

C. Outcomes of Course

The learner will be able to:

1. Understand the concepts of power and privilege and identify how his/her core values, professional beliefs,

and culture practices influence education in Nunavut

2. Understand the historical, cultural, and educational environment of Nunavut and how the Inuk sense of place

influences and affects the roles and responsibilities of Nunavut educational leaders

3. Based on knowledge of Indigenous and non-Indigenous worldviews and the needs of Nunavut students,

articulate his/her vision of educational change.

4. Understand various leadership types/traits and describe how these styles compares and/or contrasts with

self values, beliefs, and cultural and professional practices

5. Create a leadership plan of action to embellish and maintain a culturally-responsive school

6. Create a leadership plan of action to embellish positive, effective working relationships with students, staff,

students’ parents, community members, the District Education Authority, and other education stakeholders

D. Text Suggestions

National Committee on Inuit Education. (2011). First Canadians, Canadians first: National Strategy on Inuit Education 2011. Ottawa, ON: Inuit Tapiriit Kanatami.

Northouse, P. G. (2012).). Introduction to leadership: Concepts and practice (2nd ed.).Los Angeles, CA: Sage. Nunavut Department of Education, Curriculum and School Services Divisions. (2007a). Educational framework:

Inuit Qaujimajatuqangit for Nunavut curriculum. Iqaluit, Nunavut: Author. Nunavut Department of Education. (2009). Staking the claim: Dreams, democracy, and Canadian Inuit.

Curriculum and School Services, Nunavut Department of Education.

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511 Proactive Instructional Leadership in Nunavut Communities

A. Certificate of Educational Leadership in Nunavut (CELN) Formal Calendar Description of Course

The responsibilities, roles, and tasks of principals and other educational leaders are explored as they relate to

the creation of a positive, inclusive, collaborative, and culturally responsive school community. The role of

leadership in teaching and learning and building positive relationship, both in and outside school, is examines as

a key factor in facilitating the academic achievement and well-being of learners. A variety of culturally

appropriate facilitation strategies are introduced as participants analyze the legal, moral, ethical, and policy

rights of learners and educators in maintaining and strengthening culture and language and promoting success

in schools, the local community, and the world beyond. (3 semester hours of credit)

B. Delivery of Course (February 2015)

This is a 36-hour course. It starts with 6 hours of individual work (e.g., readings, a small assignment, etc.). The face-

to-face component includes 30 hours of class time, plus additional readings and assignments.

C. Outcomes of Course

The learner will be able to:

1. Understand the concept of change leadership and articulate key features of how to effectively lead a school

during a time of change.

2. Through a written leadership plan, explain how to model, lead, and provide feedback on effective language

instruction for all staff members in his/her school.

3. Through a written leadership plan, explain how to model, lead, and provide feedback on inclusive education

for all staff members in his/her school.

4. Through a written leadership plan, explain how to model, lead, and provide feedback on dynamic

assessment for all staff members in his/her school.

5. Through a written leadership plan, explain how to model, lead, and provide feedback on critical pedagogy for

all staff members in his/her school.

6. Use effective communicative skills when promoting positive relationships with teachers, Student Support

Teachers [SST], Student Support Assistants [SSA], and Ilinniarvimmi Inuusilirji/School Community

Counsellor [SCCs], and Department of Education personnel.

D. Text Suggestions

Cameron, K. (2013). Practicing positive leadership: Tools and techniques that create extraordinary results. San

Francisco, CA: Berrett-Koehler.

Fullan, M. (2014). The principal three keys to maximizing impact. San Francisco, CA: Jossey-Bass.

Fullan, M., Cuttress, C., & Kilcher, A. (2005). 8 forces for leaders of change. JSD, 26(4), 55–64.

Glanz, J. (2006). What every principal should know about culture leadership. Thousand Oaks, CA: Corwin Press.

Nunavut Department of Education, Curriculum and School Services Divisions. (2008a). Foundations for dynamic

assessment: Ilitaunnikuliriniq as learning in Nunavut schools. Author.

Nunavut Department of Education. (2008b). Foundations for inclusive education: Inuglugijaittuq in Nunavut

schools. Author.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are

high. New York, NY: McGraw Hill.