HomeMy WebLinkAboutP 082 HR - Selec. Train. Placement. Apprais for P and VP
POLICY P.082.HR
TITLE: SELECTION, TRAINING, PLACEMENT AND APPRAISAL OF STAFF
FOR THE POSITIONS OF PRINCIPAL AND VICE-PRINCIPAL
Date issued: June 1999
Last Revised: 14 November 2006
Authorization: Board: 25 May 1999
1.0 OBJECTIVE
To ensure the effective selection, training, placement and appraisal of qualified and competent
staff for the positions of principal and vice-principal.
2.0 POLICY
2.1 The Board recognizes that the employment and retention of qualified staff in the
positions of principal and vice-principal are essential to the success of the education
system and to the delivery of high quality programs and success to students. Personnel
policies and procedures shall be designed to achieve this objective through:
a) active recruitment and rigorous selection procedures
b) effective training of new and experienced principals and vice -principals
c) regular and systematic appraisal of both
d) appropriate deployment of both
2.2 The Director of Education is authorized to establish the necessary staff positions and
arrange for the selection, training, appraisal and deployment of staff within the limits of
the Board’s local budget and the provincial funding model.
2.3 The Board recognizes the role of school councils, and the need to include both principal
profiles and school profiles in the effective selection, training and placement of
principals and vice-principals.
2.4 Candidates applying for the positions of principal and vice-principal will be assessed on
the following corporate leadership values:
Advocacy for Learners Loyalty
Caring Resilience
Fairness Respect
Honesty Trustworthiness
Integrity Vision
2.5 Candidates applying for the positions of principal and vice-principal will be assessed on
their readiness to assume the position based on their demonstrated skills and
experience under the following four leadership pillars (see Attachment 1):
a) Instructional leadership
b) Personal leadership
c) Interpersonal leadership
d) Operational leadership
2.6 In accordance with OCDSB Policy P.006.HR, all appointments to the position of
principal shall be submitted to the Board for approval.
3.0 SPECIFIC DIRECTIVES
3.1 The Director shall develop:
a) selection procedures for principalships and vice-principalships;
b) in-house mandatory training for all candidates who have been successful in the
competitions and have had their names placed on intern lists for principals and
vice-principals;
c) appraisal procedures for personnel in both positions; and
d) procedures for the deployment of principals that include consultation with school
councils and trustees.
e) procedures for the deployment of principals that include review of principal
profiles developed by school councils with the school council chair, and
discussion of area needs with individual trustees, prior to staff decisions on
deployment.
4.0 APPENDICES
Attachment 1: OCDSB LEADERSHIP PROFILE
5.0 REFERENCE DOCUMENTS
The Education Act, 1998, ss. 265, 287 and Ontario Regulation 298
The Municipal Freedom of Information and Protection of Privacy Act
The Ontario Human Rights Code
Board Policy P.006.HR: Delegation of Authority - Human Resources
Board Procedure PR.578.HR: Placement of Principals and Vice-Principals
Board Procedure PR.579.HR: Training of Principal and Vice-Principal Interns
PR.082.HR
Attachment 1
OCDSB LEADERSHIP PROFILE
INSTRUCTIONAL PERSONAL INTERPERSONAL OPERATIONAL
Works collegially with
students, staff and
community to improve
student achievement
Provides opportunities for
student involvement and
responsibility
Leads the implementation of
current teaching, learning
and assessment strategies
Supports and models
differentiation in curriculum,
instruction, and evaluation
to meet the needs of all
students
Ensures that assessment,
evaluation and reporting
reflects Ministry and Board
policies and procedures
Demonstrates knowledge of
curriculum
Provides opportunities for
professional development
for all staff
Promotes excellence in staff
and student achievement in
a strong professional
learning community
Involves School Council,
teachers, students and
community in the school
improvement planning
Models and promotes life
and work balance
Develops and articulates a
personal vision
Initiates, sustains and
models lifelong learning
Acts decisively and makes
sound judgements
Identifies priorities and
implements action plans to
address them
Sets goals for professional
and personal growth based
on realistic self-assessment
Takes calculated risks to
move initiatives forward
Uses critical, flexible and
creative thinking
Exhibits highest standard of
professional behaviour
Applies the principles of
effective time management
Employs all forms of
communication, including
active listening, effectively
Creates an environment
where all staff feel supported
and empowered
Works to create an inclusive,
positive and collaborative
learning and working
environment
Creates a mentoring culture
for all staff
Fosters a safe and equitably
diverse and caring
environment
Motivates and leads others to
achieve shared vision
Utilizes effective processes
for resolving conflicts
Develops and maintains
positive partnerships in
seeking support for the
school, its programs and
services
Consults as appropriate with
stakeholders including
students, staff and school
council in the decision-
making process
Creates and maintains an
inviting and accessible
atmosphere
Manages financial and other
school resources effectively
Aligns school improvement
plans and resource
allocations with the Board’s
strategic goals and priorities
Assesses, initiates and
facilitates change process at
both the school and system
levels, and fosters a positive
attitude toward change
Uses current technology
and methods of data
collection and reporting to
support decision- making
Demonstrates awareness of
regulations, policies,
procedures, and guidelines
relevant to school
operations
Manages, implements, and
supports school, Board, and
Ministry initiatives
Recognizes the importance
of supervision of staff as a
critical activity for an
instructional leader
PR.082.HR
Attachment 1
INSTRUCTIONAL PERSONAL INTERPERSONAL OPERATIONAL
process
Demonstrates excellent
classroom teaching
practices
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