Induction Program
Handbook
Revised August 2020
CASS Induction Program Handbook
Acknowledgements
The material that comprises this College of Alberta School Superintendents (CASS) Induction Program Handbook was authored by CASS Life Member Lyle Lorenz during the spring of 2010. The document is based upon the best available evidence about the nature of successful induction programs at the senior school system level combined with the practical wisdom of practicing and former CASS members.
During the course of the Handbook’s development, Mr. Lorenz and Dr. Jim Brandon consulted with participants in the inaugural New Superintendent Induction Program initiated during the 2009-2010
school year as an important component of the CASS Moving and Improving Initiative. The views, perspectives and experiences of CASS members who were new to their Superintendent/Chief Executive Officer positions and their more experienced mentors continue to be influential in the development of the CASS Induction Program Handbook. Our members’ contributions to our understanding of the challenges and opportunities associated with evidence informed system educational leadership are acknowledged and appreciated.
The CASS Induction Program Handbook was approved by the College of Alberta School Superintendents at its June 11, 2010 Executive Meeting in Edmonton and is revised yearly.
As a result of the implementation of the Superintendent Leadership Quality Standard, significant revision has taken place for September 2018 as part of the Professional Practice Standards Implementation work lead by Directors of Leadership Learning: Dr. Naomi Johnson, Elizabeth Gouthro and Val Olekshy. The handbook is revised yearly to reflect changes in governance, policy, research, and practice. CASS also acknowledges the outstanding guidance of retired Director, Dr. Del Litke in the mentorship and induction program.
Dr. Norman Yanitski Director of Leadership - Mentorship College of Alberta School Superintendents
Table of Contents
4 Introduction
Purpose of the CASS Induction Program
Components of the CASS Induction Program
5 New Members’ Academy/ Mentorship Training
Cohort Learning Experiences
6 Mentorship Program
7 Intended Outcomes of the Mentorship Program
Characteristics and Skills of Quality Mentors
9 Responsibilities of the Mentee
Closing Comments
10 References
11 Appendix A: Superintendent Leadership Quality Standard (SLQS)
19 Appendix A.1: System Education Leader Quality Framework (SELQF)
29 Appendix B: The Superintendent and System Education Leader Practice Profile Comparison Chart
31 Appendix B.1: Practice Profiles Printable and Fillable Documents
32 Appendix C: CASS Code of Professional Conduct
35 Appendix D: Mentor-Mentee Expectations Agreement
CASS Induction Program Handbook | Page 3
INTRODUCTION
Historically, the College of Alberta School Superintendents (CASS) has consistently and successfully supported its members by serving as a resource for networking and professional development. This has been accomplished on both an informal and formal basis through the CASS zone and provincial structures, committees, annual conferences, summer workshops, issues forums, symposiums, and new member orientations. In the 2009-10 school year, CASS expanded its support services by implementing an induction program for CASS members new to the position of Superintendent of Schools/Chief Executive Officer. Further expansion of the induction program occurred in 2010-11 with a mentorship training program and extending participation to all CASS members in new system education leadership positions. The purpose of this handbook is to describe the induction program as well as serve as a resource to CASS members.
PURPOSE OF THE CASS INDUCTION PROGRAM
School system leadership positions carry an extremely broad range of responsibilities associated with the increasingly complex nature of system education leadership, including public and governmental expectations and for accountability and student achievement. The purpose of the CASS Induction Program is to provide its members new to system leadership positions with a systematic structure of support, helping them successfully address the immediate and demanding challenges they face within the responsibilities in their new roles. This support is intended to be practical, immediate, collaborative, interactive and within the context of the Superintendent Leadership Quality Standard, CASS Code of Professional Conduct and CASS's ongoing review of the research on systemic improvement.
COMPONENTS OF THE CASS INDUCTION PROGRAM
The CASS Induction Program consists of three components:
1.New Members’ Academy/Mentorship Training 2.Cohort Learning Experiences 3.Mentorship Program
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Induction Component 1: New Members’ Academy/Mentorship Training
Since 1999, CASS has sponsored a highly successful Start Right Short Course for newly-appointed administrators and leadership trainees at the school level. The short course has typically been offered over a multi-day period during the first or second week in July.
Building on the successes of Start Right, CASS launched its 1st Annual Summer Academy in July
2010 for system education leaders in new roles as well as educators who aspire to leadership at the system level.
The Summer Academy was moved to September in 2011 and was renamed the New Members’ Academy. In Sept. 2015, Mentorship Training, which was in the past offered as a separate session, was embedded with the context of the New Members Academy Orientation in response to a need to reduce the demands on busy CASS members. The program serves the dual purpose of preparing mentors for the formal mentor-mentee relationship as well as assisting them to work with colleagues new to leadership positions in their own school system.
New Members’ Academy/Mentorship Training is designed to include opportunities for:
•active, in-depth consideration of the Superintendent Leadership Quality, CASS Code of Professional Conduct (see Appendix II), research on system improvement, and related leadership issues;
•interaction with other participants in small-group settings; •establishing future networks with other participants; •personal growth and development; •interaction with education partners such as Alberta Education plus the Alberta Teachers’
Association, and
•learning from a variety of resource personnel including current and retired CASS members.
Induction Component 2: Cohort Learning Experiences
Individuals new to system leadership roles benefit from interacting with peers and resource people as the school year progresses. Consequently, the CASS Induction Program goes beyond the New Members’ Academy to include opportunities for new system leaders to engage in scheduled cohort learning experiences throughout the school year. This typically includes three sessions that are aligned with other CASS events such as the CASS Fall Conference, the CASS/Alberta Education Spring Annual Conference, and the CASS/ASBOA Summer Conference. The sessions provide opportunities to engage in open dialogue and share varying perspectives in a safe setting.
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Induction Component 3: Mentorship Program
CASS initially only organized formal mentorship for new Superintendents/CEO’s; however, increasing demands to address systemic capacity saw the program expand to both to all CASS members who are new to their positions (eg. moving from Director to Ass’t Supt) in addition to new CASS members. New Superintendents/CEO’s have access to additional support via the current mentorship program.
In our CASS Mentorship program, each pair has designed their own model based on the needs of the individual. Some models have weekly discussions; others provide “as needed” support. To lesson demands on members, formal mentorship sessions are scheduled three times per year in conjunction with the New Member Academy and annual CASS events, but CASS members can opt for mentorship without attending these sessions.
One important note: the best mentorships exist where regular time is allotted to build relationships. Thus, CASS encourages that when participants design in their mentorship, they should include regular time to collaborate. A successful mentorship program is one where a trusting relationship is established. Our experiences lead us to conclude that trusting relationships are not built on a “call if you need me basis”. Ultimately, an exemplary mentorship causes both participants to move forward in their practice.
Finally, during the course of the year the Director of Leadership coordinating the Mentorship Program sends out articles and advice to maintain contact and promote continuous discussion with the mentorship pairings. A culminating activity in June called “Mentor Appreciation Day” provides the Mentees an opportunity to thank their Mentor for the support during the past year.
3.1 Intended Outcomes of the Mentorship Program1
Create a partnership where the mentee is comfortable asking for help and support.
Adults learn best when they have access to people and their knowledge. This is the heart of the mentor-mentee partnership – access to a knowledgeable, experienced colleague who is trustworthy, caring and understanding.
Regularly apply the skills of communicating for understanding.
One of the most powerful human experiences is feeling connected and understood. Within the mentor-mentee relationship, communicating for understanding may be the most powerful competency a mentor and mentee can demonstrate. Conducting dialogue at this level requires each person to understand, not just listen politely at a superficial level.
Regularly apply the skills of questioning for insight.
Questioning for insight is a key element to understanding the situation and the other person’s (whether mentor or mentee) perspective. This skill is also one of the best strategies for engaging adult learners because it taps into the natural curiosity everyone has. Questions have the wonderful ability to increase curiosity, which in turn increases the ability to reflect on experience and to bring new insights into a conversation.
1 Texas Association of School Business Officials (2004). School Business Officials Mentoring Program. Systemic Leadership LLC
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Regularly apply the skills of offering feedback as a gift.
Feedback, offered under certain conditions, is a gift. The ability to provide and receive feedback is important because it forms a fundamental building block for growth and development. Additionally, mentees enter into a mentor-mentee relationship in order to gain the benefits afforded through honest, constructive feedback. Playing it safe by declining to offer mentees honest feedback will not contribute to growth and change. Similarly, declining to absorb and use the feedback received from the mentors will not contribute to the mentee’s growth and change.
Regularly apply the skills of supporting and self-managing.
The mentor-mentee partnership is built on the goal of contributing to another person’s development, which includes, as a core component, building the self-confidence and self-esteem of the mentee. The importance of providing encouragement, support and building self-esteem is such that any weakness in this area could undermine other elements that contribute to the mentee’s growth and development. Internalized self-esteem requires self-management. There is an important balancing act that each mentor-mentee partnership needs to navigate – providing and accepting support without creating a dependency cycle that, over the long run, will undermine self-confidence.
Regularly model the standards of professional practice and code of professional practice.
All mentors need to demonstrate the highest standards of conduct and professional ethics. The foundation values for effective mentor-mentee relationships include respect, honesty, trust, and integrity within a context of a confidential relationship. As a resource for others, mentors are advocates for and role models of the standards of professional practice and code of professional conduct.
3.2 Characteristics and Skills of Quality Mentors2
Relating
The development of a positive, trusting relationship is the hallmark of a successful mentorship. The mentor must utilize a variety of interpersonal skills to nurture the relationship, establish trust, and reflect a positive and caring attitude. Only after the establishment of a positive relationship will a mentor and mentee progress to the level of confidentiality and risk necessary for an effective mentorship.
Communicating
The ability to listen and communicate effectively with others is paramount. This is one of the most difficult traits to execute successfully on a consistent basis. Constant effort must be made to keep the lines of communication open and vibrant; consequently, the mentor must commit to being available and accessible in both a structured and informal manner for the mentee. A Mentor-Mentee Expectation Agreement (see Appendix C) can provide the framework for effective mentor-mentee communication.
2 Wisconsin Association of School Business Officials (April 2003). Mentorship Program. Madison, Wisconsin.
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Collaborating
Collaboration includes the sharing of ideas and expertise. Collaborators are approachable, flexible and supportive. A mentor approaches the mentorship as an interactive enterprise where he/she will gain as much as the mentee from the partnership.
Educating and Guiding
Mentors are the professionals who are committed to sharing their knowledge and expertise. They need to recognize the needs of others and know when to offer support, direct assistance or promote independence. Mentors are dedicated to the profession and reflect a high level of integrity, competence and responsibility.
The mentor must be able to provide insightful observations and constructive feedback that help the mentee attain insight into unproductive behaviors. The guiding skill of the mentor is to ask the right questions the right way, and at the right time – questions that encourage the mentee to reflect on his or her decisions. Guiding behaviors stimulate the mentees creative and critical thinking, empower them to envision future situations, encourage them to take informed risks, and help them build the capacity to make perceptive decisions and take appropriate actions.
Modeling
Mentors need to share life experiences with mentees to personalize and enrich the relationship. The mentor as “role model” can help motivate mentees to take necessary risks, to make decisions and take actions without the certainty of successful results, and to overcome difficulties in the journey toward professional and personal growth.
Young, Sheets and Knight3 further suggest that effective mentors:
•Respect the needs of the mentee. •Are open and clearly communicate expectations. •Are generous with their time. •Accept their differences with the mentee and maintain focus on the objectives and outcomes of the
partnership. •Are trustworthy and maintain confidences. •Provide straightforward feedback and, when necessary, can be brutally frank. •Are compassionate and understanding. •Openly share their extensive professional network with their mentee. •Exemplify the best of administrative abilities, positive attitude, and aspirations.
3 Young, Paul, Jeromy Sheets, and Knight, Dustin (2005). Mentoring Principals. Thousand Oaks, California: Corwin Press, Inc.
CASS Induction Program Handbook | Page 8
3.3 Responsibilities of the Mentee4
CASS mentees are expected to be:
•Receptive to the guidance of a more experienced professional and willing to learn. •Willing to provide information and materials that will introduce him/her to the mentor. •Honest, open and willing to share thoughts. •Committed to personal growth, continuous learning and excellence in the profession. •Willing to accept advice and feedback on what works and what does not work. •Aware of and affirming the profession’s code of ethics. •Committed to following agreed-upon channels of communication (e.g. scheduled meetings, e-
mail).
CLOSING COMMENTS
Newcomers to system leadership positions face a steep learning curve during their first critical year of service. Their success depends on the ability to meet external expectations, develop interpersonal relationships, turn obstacles into goals and positive outcomes, and maintain self-confidence and a sense of job satisfaction in the work they do. As adult learners, their success is enhanced through exposure to multiple insights into the nature of quality education leadership. The CASS Induction Program described in this handbook provides these important “multiple insights”.
To borrow from John Daresh5, an induction program is all about “leaders helping leaders”. It is not in the best interest of anyone to assume that only the strongest and most self-reliant should survive as leaders in school jurisdictions. For that reason, CASS encourages all its members who assume new system leadership positions to learn from other leaders and each other by participating in the CASS Induction Program.
4 Wisconsin Association of School Business Officials (April 2003). Mentorship Program. Madison, Wisconsin.
5 Daresh, John C. (2001). Leaders Helping Leaders: A Practical Guide to Administrative Mentoring (Second Edition). Thousand Oaks,
California: Crown Press Inc.
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References
Bjork, Lars, and Theodore Kowalski, eds (2005). The Contemporary Superintendent: Preparation, Practice, and Development. Thousand Oaks, California: Corwin Press.
Daresh, John C. (2001). Leaders Helping Leaders: A Practical Guide to Administrative Mentoring (Second Edition). Thousand Oaks, California: Corwin Press, Inc.
Hoyle, J., Bjork, L., Collier, V., & Glass, T. (2005). The Superintendent as CEO: Standards-Based Performance. Thousand Oaks, California: Corwin Press, Inc.
Jonson, Kathleen (2002). Being an Effective Mentor: How to Help Beginning Teachers Succeed. Thousand Oaks, California: Corwin Press, Inc. Knight, Jim, Editor (2009). Coaching: Approaches and Perspectives. Thousand Oaks, California: Corwin Press, Inc.
Manitoba Association of School Superintendents and Manitoba School Boards Association (undated). The Superintendency: A Resource Document to Guide Shared Leadership by School Boards and Superintendents.
Portner, Hal (2003). Mentoring New Teachers (Updated Edition). Thousand Oaks, California: Corwin Press, Inc.
Texas Association of School Business Officials (2004). School Business Officials Mentoring Program: The Mentor’s Workshop. Systemic Leadership LLC.
Texas Association of School Business Officials (2004). School Business Officials Mentoring Program: The Protégé’s Workshop. Systemic Leadership LLC.
Townsend, R., Johnston, G., Gross, G., Lynch, P., Garcy, L., Roberts, B., & Novotney, P. (2007). Effective Superintendent-School Board Practices: Strategies for Developing and Maintaining Good Relationships With Your Board. Thousand Oaks, California: Corwin Press, Inc.
Wisconsin Association of School Business Officials (April, 2003). Mentorship Program. Madison, Wisconsin.
Young, Paul, Jeromy Sheets, and Knight, Dustin (2005). Mentoring Principals. Thousand Oaks, California: Corwin Press, Inc.
CASS Induction Program Handbook | Page 10
Appendix A Superintendent Leadership Quality Standard
Alberta Education
Superintendent Leadership Quality
Standard
Superintendent Leadership Quality Standard
Whereas Alberta’s teachers, students, parents, educational leaders,
and members of the public have a strong will to ensure
all Alberta students have access to quality learning
experiences that enable their achievement of the
learning outcomes outlined in programs of study.
Whereas the success of all members of the school community
in their respective roles requires inclusive environments
in which diversity is embraced and its members are
welcomed, safe, cared for and respected.
Whereas superintendents play a fundamental role in establishing
and supporting the conditions under which the learning
aspirations and the potential of First Nations, Métis
and Inuit students are realized.
Whereas quality leadership occurs best when superintendents
collaborate with teachers, principals, school jurisdiction
leaders, school councils and parents in enabling all
students to achieve their potential.
Whereas the professional practice of teachers, principals, school
jurisdiction leaders and superintendents must be informed
by current, relevant educational research, with a focus on
career-long improvement.
Whereas it is important to recognize the value of a consistent
standard of professional practice for all superintendents
in the province.
Alberta Education 2
1. In the context of this document:
(a) “board”, in this document, means the governing
body of a public school authority, separate school
authority, Francophone regional authority or charter
school operator;
(b) “competency” means an interrelated set of
knowledge, skills, and attitudes developed over
time and drawn upon and applied to a particular
leadership context in order to support quality
leadership, teaching and optimum learning as
required by the Superintendent Leadership Quality
Standard;
(c) “indicators” means actions that are likely to lead
to the achievement of the competency and which,
together with the competency, are measurable and
observable;
(d) “local community” means community members
residing in or near the school authority who have
an interest in education and school authority
operations, including neighbouring Métis
settlements, First Nations and other members of the
public;
(e) “principal” means, for the purposes of this
standard, principal as defined in the School Act,
assistant principal, associate principal, or vice
principal;
(f) ) “reconciliation” means the process and goal of
creating societal change through a fundamental shift
in thinking and attitudes, increasing inter-cultural
understanding to build a better society through
learning about First Nations, Métis and Inuit
perspectives and experiences, including residential
schools and treaties;
(g) “school authority” means a public school board,
separate school board, Francophone Regional
Authority or charter school operator;
(h) “school community” means the staff of the school
authority, along with students, parents/guardians
and school council members;
(i) “school council” means a school council established
under the School Act;
(j) “school jurisdiction leader” means a central office
staff member in a school authority, other than the
superintendent or chief deputy superintendent,
required by their leadership position to hold an
Alberta teaching certificate;
(k) “staff” means all certificated and non-certificated
persons whose role in the school authority is
to provide educational and support services to
students;
(l) “student” means, for the purposes of this standard,
an individual enrolled in a school or required by law
to attend, and includes a child younger than 6 years
of age who is enrolled in an early childhood services
program;
(m) “superintendent” means a superintendent
appointed by a board pursuant to the School Act
and the chief deputy superintendent, if any, as
referred to in the Teaching Profession Act; and,
(n) “teacher” means an individual who holds a
certificate of qualification as a teacher issued
under the School Act.
2. The Superintendent Leadership Quality Standard:
Quality superintendent leadership occurs when the superintendent’s ongoing analysis of the context,
and the superintendent’s decisions about what leadership knowledge and abilities to apply, result in quality
school leadership, quality teaching and optimum learning for all students in the school authority.
Alberta Education 3
Superintendent Leadership
Quality Standard
3. The Superintendent Leadership Quality Standard applies to superintendents. All superintendents
are expected to meet the Superintendent Leadership Quality Standard throughout their careers. The
superintendent of schools as referred to in the School Act is accountable for the demonstration of all of
the competencies identified in the Superintendent Leadership Quality Standard. The chief deputy
superintendent is accountable for the demonstration
of all of the competencies directly related to
their assigned role(s) under the direction of the
superintendent of schools. In any given context,
reasoned professional judgment must be used to
determine whether the Superintendent Leadership
Quality Standard is being met.
4. The Superintendent Leadership Quality Standard
is described by the following competencies
and indicators:
Building Effective
Relationships
1. A superintendent establishes a welcoming, caring,
respectful and safe learning environment by
building positive and productive relationships
with members of the school community and
the local community.
Achievement of this competency is demonstrated
by indicators such as:
(a) collaborating with community and provincial
agencies to address the needs of students and
their families;
(b) employing team-building strategies and using
solution-focused processes to resolve challenges;
(c) building and sustaining relationships with First
Nations, Métis and Inuit parents/guardians,
Elders, local leaders and community members;
(d) modeling ethical leadership practices, based
on integrity and objectivity;
(e) establishing constructive relationships with students,
staff, school councils, parents/guardians, employee
organizations, the education ministry and other
stakeholder organizations; and
(f) ) facilitating the meaningful participation of
members of the school community and local
community
in decision-making.
Modeling Commitment
to Professional Learning
2. A superintendent engages in career-long
professional learning and ongoing critical
reflection, identifying and acting on research-
informed opportunities for enhancing
leadership, teaching, and learning.
Achievement of this competency is demonstrated
by indicators such as:
(a) communicating a philosophy of education that
is student-centered and based on sound principles
of effective teaching and leadership;
(b) collaborating with teachers, principals, school
jurisdiction leaders and other superintendents
to build professional capacities and expertise;
(c) actively seeking out feedback and information from
a variety of sources to enhance leadership practice;
(d) seeking and critically-reviewing educational
research and applying it to decisions and practices,
as appropriate;
(e) providing leadership to support school authority
research initiatives, where appropriate; and
(f) ) engaging teachers, principals, school
jurisdiction leaders, school community and local
community members to establish a shared
understanding
of current trends and priorities in the education
system.
Alberta Education 4
Superintendent Leadership
Quality Standard
Visionary Leadership
3. A superintendent engages with the school
community in implementing a vision of a
preferred future for student success, based
on common values and beliefs.
Achievement of this competency is demonstrated
by indicators such as:
(a) ensuring that the vision is informed by research
on effective learning, teaching and leadership;
(b) promoting innovation and continuous improvement
by building structures and developing strategies
to support staff in professional collaboration;
(c) promoting in the school community a common
understanding of and support for the school
authority’s goals, priorities, and strategic
initiatives; and
(d) ensuring that the vision expressed in the school
authority’s education plan is responsive to
the ongoing review of the school authority’s
achievements, meets all requirements identified
in provincial legislation, and incorporates the
school community’s perspectives.
Leading Learning
4. A superintendent establishes and sustains a
learning culture in the school community that
promotes ongoing critical reflection on practice,
shared responsibility for student success and
continuous improvement.
Achievement of this competency is demonstrated
by indicators such as:
(a) fostering in the school community equality and
respect with regard to rights as provided for in the
Alberta Human Rights Act and the Canadian Charter
of Rights and Freedoms;
(b) providing learning opportunities, based on research-
informed principles of effective teaching, learning
and leadership, to support building the capacity of
all members of the school community to fulfill their
educational roles;
(c) ensuring that all instruction in the school authority
addresses learning outcomes outlined in programs
of study;
(d) promoting collegial relations, collaboration, critical
thinking and innovation in the school community;
(e) ensuring that staff have access to resources, programs
and expertise to support them in meeting their
professional responsibilities and in addressing the
learning needs of all students;
(f) ) building principals’ and school jurisdiction
leaders’ capacities and holding them accountable
for providing instructional leadership through
effective support, supervision and evaluation
practices; and
(g) ensuring school authority student assessment
and evaluation procedures are fair, appropriate,
evidence-informed and used to enhance learning,
teaching and leadership.
Alberta Education 5
Superintendent Leadership
Quality Standard
Ensuring First Nations,
Métis and Inuit Education
for All Students
5. A superintendent establishes the structures and
provides the resources necessary for the school
community to acquire and apply foundational
knowledge about First Nations, Métis and Inuit
for the benefit of all students.
Achievement of this competency is demonstrated
by indicators such as:
(a) supporting staff in accessing the professional
learning and capacity-building needed to meet
the learning needs of First Nations, Métis, Inuit
and all other students;
(b) engaging and collaborating with neighbouring
First Nations and Métis leaders, organizations
and communities to optimize learning success
and development of First Nations, Métis, Inuit
and all other students;
(c) understanding historical, social, economic,
and political implications of:
• treaties and agreements with First Nations;
• legislation and agreements negotiated with
Métis; and
• residential schools and their legacy;
(d) aligning school authority resources and building
organizational capacity to support First Nations,
Métis and Inuit student achievement; and
(e) pursuing opportunities and engaging in practices
to facilitate reconciliation within the school
community.
School Authority
Operations and Resources
6. A superintendent directs school authority
operations and strategically allocates resources in
the interests of all students and in alignment with
the school authority’s goals and priorities.
Achievement of this competency is demonstrated
by indicators such as:
(a) providing direction on fiscal and resource
management in accordance with all statutory,
regulatory and school authority requirements;
(b) ensuring effective alignment of the school authority’s
human resources to achieve the school authority’s
education plan;
(c) delegating responsibility to staff, where appropriate,
to enhance operational efficiency and effectiveness;
(d) providing for the support, ongoing supervision and
evaluation of all staff members in relation to their
respective professional responsibilities;
(e) establishing data-informed strategic planning
and decision-making processes that are responsive
to changing contexts;
(f) ) respecting cultural diversity and
appreciating differing perspectives expressed
in the school community;
(g) recognizing student and staff accomplishments; and
(h) implementing programs and procedures for the
effective management of human resources in support
of mentorship, capacity-building and succession
planning.
Alberta Education 6
Superintendent Leadership
Quality Standard
Supporting Effective
Governance
7. A superintendent of schools as referred to in
the School Act, as chief executive officer of the
board and chief education officer of the school
authority, provides the board with information,
advice and support required for the fulfillment of
its governance role, and reports to the Minister
on all matters required of the superintendent as
identified in the School Act and other provincial
legislation.
Achievement of this competency is demonstrated
by indicators such as:
(a) establishing and sustaining a productive working
relationship with the board, based on mutual trust,
respect and integrity;
(b) ensuring that all students and staff are provided
with a welcoming, caring, respectful and safe
learning environment that respects diversity and
fosters a sense of belonging;
(c) ensuring that all students in the school authority
have the opportunity to meet the standards of
education set by the Minister of Education;
(d) ensuring that the board’s plans, resource allocations,
strategies and procedures lead to the achievement
of its goals and priorities;
(e) ensuring that the board’s fiscal and resource
management is in accordance with all statutory,
regulatory and board requirements;
(f) ) supporting the board in the
fulfilment of its governance functions in the
fiduciary, strategic and generative realms;
(g) implementing board policies and supporting
the regular review and evaluation of their impact;
(h) ensuring the support, ongoing supervision and
evaluation of all staff members in relation to their
respective professional responsibilities;
(i) facilitating collaboration among the board, staff and
First Nations, Métis and Inuit leaders, organizations
and communities to establish strategic policy
directions in support of First Nations, Métis and
Inuit student achievement and development;
(j) building the capacity of the board and staff to
predict, communicate and respond to emergent
circumstances, including emergency readiness
and crisis management, and to political, social,
economic, legal and cultural contexts and trends;
(k) supporting the board in its engagement with the
school community to develop a vision of a preferred
future for student success;
(l) facilitating ongoing public communication about
the board’s operations and the achievement of its
goals and priorities; and
(m) promoting constructive relations between the
board and staff, as well as provincial authorities,
post-secondary institutions and education
stakeholder organizations.
Alberta Education 7
Alberta Education, Office of the Registrar
2nd Floor, 44 Capital Boulevard Building
10044 - 108 Street
Edmonton, Alberta T5J 5E6
(780) 427-2045
Appendix A.1 System Education Leader Quality Framework
System Education Leader Quality
FRAMEWORK
2
System Education Leader Quality
FRAMEWORK
CASS was involved, with other education stakeholders, in the
creation of the professional practice standard documents.
Based on advice from the CASS Board and CASS members,
a System Education Leader Quality Framework was developed
to represent the valuable role of a system education leader’s
practice (i.e., a central office staff member in a school authority
other than the superintendent or chief deputy superintendent).
The framework is a blend of the Superintendent Leadership
Quality Standard and the Leadership Quality Standard as
identified by Alberta Education.
The System Education Leader Quality Framework is designed
by the College of Alberta School Superintendents as a
framework for growth, reflecting the unique work of system
leaders. All system leaders would be responsible for the
demonstration of those competencies directly related to their
assigned role. In any given context, reasoned professional
judgment would be applied to determine whether the System
Education Leader Quality Framework is being met. All system
leaders are encouraged to meet the System Education Leader
Quality Framework throughout their careers.
CASS supports for implementation of the professional practice
standard are available at: www.cassalberta.ca.
Alberta Education professional practice standard documents
and information are available at:
https://education.alberta.ca/professional-practice-standards/.
3
System Education Leader Quality
FRAMEWORK
Whereas Alberta’s teachers, students, parents, educational
leaders and members of the public have a strong
will to ensure all Alberta students have access to
quality learning experiences that enable their
achievement of the learning outcomes outlined in
programs of study.
Whereas the success of all members of the school
community in their respective roles requires
inclusive environments in which diversity is
embraced and its members are welcomed, cared
for, respected and safe.
Whereas system leaders play a fundamental role in
establishing and supporting the conditions under
which the learning aspirations and the potential of
First Nations, Métis and Inuit students will be
realized.
Whereas quality leadership occurs best when system
leaders collaborate with teachers, principals,
superintendents, school councils and parents in
enabling all students to achieve their potential.
Whereas the professional practice of teachers, principals,
system leaders and superintendents must be
informed by current, relevant educational
research, with a focus on career-long
improvement.
Whereas it is important to recognize the value of a
consistent framework of professional practice for
all system leaders in the province.
System Education Leader Quality Framework 4
1 In the context of this document,
(a) “board”, in this document, means the governing body of a public-school authority, separate school
authority, Francophone regional authority or
charter school operator;
(b) “competency” means an interrelated set of
knowledge, skills and attitudes developed over
time and drawn upon and applied to a particular
leadership context in order to support quality
leadership, teaching and optimum learning as
suggested by the System Education Leader Quality
Framework;
(c) “indicators” means actions that are likely to lead
to the achievement of the competency and which,
together with the competency, are measurable and
observable;
(d) “local community” means community members
residing in or near the school authority who have an
interest in education and school authority
operations, including neighbouring Métis
settlements, First Nations and other members of
the public;
(e) “inclusive learning environment” means a
classroom, school, on-line learning environment or
other educational setting structured to anticipate,
value and respond to the diverse strengths and
needs of all learners.
(f) “principal” means, for the purposes of this
standard, principal as defined in the School Act,
assistant principal, associate principal, or vice
principal;
(g) “reconciliation” means the process and goal
of creating societal change through a
fundamental shift in thinking and attitudes,
increasing inter- cultural understanding to build
a better society through learning about First
Nations, Métis and
Inuit perspectives and experiences, including residential schools and treaties;
(h) “school authority” means a public school
board, separate school board, Francophone
Regional Authority, charter school operator;
(i) “school community” means the staff of the
school authority, along with students,
parents/guardians and school council members;
(j) “school council” means a school
council established under the School Act;
(k) “system leader” or “system education
leader” means a central office staff member in a
school authority other than the superintendent
or chief deputy superintendent, required by
their leadership position to hold an Alberta
teaching certificate and designated by the
school board to an administrative, supervisory or
consultative position;
(l) “staff” means all certificated and non-
certificated persons whose role in the school
authority is to provide educational and support
services to students;
(m) “student” means, for the purposes of this
standard, an individual enrolled in a school or
required by law to attend, and includes a child
younger than 6 years of age who is enrolled in an
early childhood services program;
(n) “superintendent” means a superintendent
appointed by a board pursuant to the School Act
and the chief deputy superintendent, if any, as
referred to in the Teaching Profession Act; and,
(o) “teacher” means an individual who holds a
certificate of qualification as a teacher issued under
the School Act.
System Education Leader Quality Framework 5
System Education Leader Quality Framework Statement
The System Education Leader Quality
Framework is designed by the College of
Alberta School Superintendents as a
framework for growth for system
education leaders, reflecting the unique
work of those leaders.
Quality system education leadership occurs when the
system education leader’s ongoing analysis of the
context, and their decisions about what leadership
knowledge and abilities to apply, result in quality
school leadership, quality teaching and optimum
learning for all students in the school authority.
All system education leaders would be responsible for
the demonstration of those competencies directly
related to their assigned role. In any given context,
reasoned professional judgment would be applied to
determine whether the System Education Leader
Quality Framework is being met. All system education
leaders are encouraged to meet the System Education
Leader Quality Framework throughout their careers.
The System Education Leader
Quality Framework is described by
the following competencies and
indicators: 4
2
3
System Education Leader Quality Framework
Building Effective Relationships
A system education leader establishes a welcoming, caring, respectful and safe learning
environment by building positive and productive
relationships with members of the school
community and the local community.
Achievement of this competency is demonstrated by
indicators such as:
(a) collaborating with community and provincial
agencies to address the needs of students and their
families;
(b) employing team-building strategies and using
solution-focused processes to resolve challenges;
(c) building and sustaining relationships with First
Nations, Métis and Inuit parents/guardians, Elders,
local leaders and community members;
(d) modeling ethical leadership practices, based on
integrity and objectivity;
(e) establishing constructive relationships with
students, staff, school councils, parents/guardians,
employee organizations, the education ministry
and other stakeholder organizations; and
(f) facilitating the meaningful participation of
members of the school community and local
community in decision-making.
6
Modeling Commitment to Professional Learning
A system education leader engages in career-
long professional learning and ongoing critical
reflection, identifying and acting on research-
informed opportunities for enhancing
leadership, teaching and learning.
Achievement of this competency is demonstrated by a
number of indicators such as:
(a) communicating a philosophy of education that is
student-centered and based on sound principles of
effective teaching and leadership;
(b) collaborating with teachers, principals,
superintendents and other system leaders to build
professional capacities and expertise;
(c) actively seeking out feedback and information from
a variety of sources to enhance leadership practice;
(d) seeking and critically reviewing educational
research and applying it to decisions and practices,
as appropriate;
(e) providing leadership to support school authority
research initiatives, where appropriate; and
(f) engaging the members of the school authority to
establish a shared understanding of current trends
and priorities in the education system.
1 2
System Education Leader Quality Framework 7
3 Visionary Leadership
The system education leader supports the school community in implementing a vision of a
preferred future for student success, based on
common values and beliefs.
Achievement of this competency is demonstrated by
indicators such as:
(a) ensuring that the vision is informed by research
on effective learning, teaching and leadership;
(b) promoting innovation and continuous
improvement by building structures and
developing strategies to support staff in
professional collaboration;
(c) promoting in the school community a common
understanding of and support for the school
authority’s goals, priorities, and strategic
initiatives; and
(d) ensuring that the vision expressed in the school
authority’s education plan is responsive to the
ongoing review of the school authority’s
achievements, meets all requirements identified
in provincial legislation, and incorporates the
school community’s perspectives.
Leading Learning
The system education leader facilitates and
sustains a learning culture in the school
community that promotes ongoing critical
reflection on practice, shared responsibility for
student success and continuous improvement.
Achievement of this competency is demonstrated by
indicators such as:
(a) fostering in the school community equality and
respect with respect to age, ethnicity, culture,
religious belief, gender, gender identity, gender
expression, physical ability, cognitive ability, family
status and sexual orientation;
(b) providing learning opportunities, based on
research-informed principles of effective teaching,
learning and leadership, to support building the
capacity of all members of the school community to
fulfill their educational roles;
(c) ensuring that all instruction in the school authority
addresses learning outcomes outlined in programs
of study;
(d) promoting collegial relations, collaboration, critical
thinking and innovation in the school community;
(e) ensuring that staff have access to resources,
programs and expertise to support them in meeting
their professional responsibilities and in addressing
the learning needs of all students; and
(f) supporting the implementation of fair, appropriate,
and evidence-informed assessment and evaluation
procedures in the school authority to enhance
learning, teaching and leadership.
4
System Education Leader Quality Framework 8
Supporting First Nations, Métis and Inuit Education for All Students
A system education leader supports the school
community in acquiring and applying
foundational knowledge about First Nations,
Métis and Inuit for the benefit of all students.
Achievement of this competency is demonstrated by
indicators such as:
(a) supporting staff in accessing the professional
learning and capacity-building needed to meet the
learning needs of First Nations, Métis, Inuit and all
other students;
(b) engaging and collaborating with neighbouring First
Nations and Métis leaders, organizations and
communities to optimize learning success and
development of First Nations, Métis, Inuit and all
other students;
(c) understanding historical, social, economic, and
political implications of:
(d) treaties and agreements with First Nations;
(e) legislation and agreements negotiated with Métis;
and
(f) residential schools and their legacy;
(g) aligning school authority resources and building
organizational capacity to support First Nations,
Métis and Inuit student achievement; and
(h) pursuing opportunities and engaging in practices
to facilitate reconciliation within the school
community.
Sustaining Effective Instructional Leadership
A system education leader ensures that every student has access to quality teaching and
optimum learning experiences.
Achievement of this competency is demonstrated by
indicators such as:
(a) building the capacity of teachers, principals and
other system leaders to respond to the learning
needs of all students;
(b) facilitating authority-wide professional growth,
supervision and evaluation processes to ensure
that all teachers, principals and other system
leaders meet their respective professional practice
standards;
(c) facilitating mentorship and induction supports for
teachers, principals and other system leaders in the
school authority as required;
(d) supporting principals, other system leaders and
superintendents in providing opportunities for
members of the school community to develop
leadership capacity;
(e) demonstrating a strong understanding of effective
pedagogy and curriculum;
(f) developing authority-wide supports that facilitate
the use of a variety of technologies to support
learning for all students;
(g) ensuring a wide range of data is utilized to inform
school and school authority practice and enable
success for all students;
(h) facilitating access to resources, agencies and
experts within and outside each school community
to enhance student learning and development; and
(i) promoting a school authority-wide culture of
collaboration, excellence and professionalism.
5 6
System Education Leader Quality Framework 9
School Authority Operations and Resources
A system education leader supports the
superintendent in managing the school authority
operations and strategically allocating resources in the
interests of all students and in alignment with the
school authority’s goals and priorities.
Achievement of this competency is demonstrated by
indicators such as:
(a) providing direction on fiscal and resource
management in accordance with all statutory,
regulatory and school authority requirements;
(b) ensuring effective alignment of the school
authority’s human resources to achieve the school
authority’s education plan;
(c) delegating responsibility to staff, where
appropriate, to enhance operational efficiency
and effectiveness;
(d) providing for the support, ongoing supervision and
evaluation of all staff members in relation to their
respective professional responsibilities;
(e) establishing data-informed strategic planning and
decision-making processes that are responsive to
changing contexts;
(f) respecting cultural diversity and appreciating
differing perspectives expressed in the school
community;
(g) recognizing student and staff accomplishments;
and
(h) implementing programs and procedures for the
effective management of human resources in
support of mentorship, capacity-building and
succession planning.
7
#1200 9925 109 Street Edmonton, AB T5K 2J8 Phone 780.451.7126 www.cass.ab.ca
June 2018
Appendix B The Superintendent and System Education Leader Practice Profile Comparison Chart
Competencies
Building Effective Relationships A superintendent establishes a welcoming, caring,
respectful and safe learning environment by building
positive and productive relationships with members of
the school community and the local community.
Building Effective Relationships A system education leader establishes a welcoming,
caring, respectful and safe learning environment by
building positive and productive relationships with
members of the school community and the local
community.
Modeling Commitment to Professional Learning A superintendent engages in career-long professional
learning and ongoing critical reflection, identifying and
acting on research-informed opportunities for enhancing
leadership, teaching, and learning.
Modeling Commitment to Professional Learning A system education leader engages in career-long
professional learning and ongoing critical reflection,
identifying and acting on research-informed
opportunities for enhancing leadership, teaching
and learning.
The Superintendent LeadershipQuality StandardPractice Profile Quality superintendent leadership occurs when
the superintendent’s ongoing analysis of the
context, and the superintendent’s decisions about
what leadership knowledge and abilities to apply,
result in quality school leadership, quality
teaching and optimum learning for all students in
the school authority.
Alberta Education February 2018
The System Education LeaderPractice Profile Quality system education leadership occurs
when the system education leader’s ongoing
analysis of the context, and their decisions about
what leadership knowledge and abilities to
apply, result in quality school leadership, quality
teaching and optimum learning for all students
in the school authority.
CASS August 2018
Visionary Leadership A superintendent engages with the school community in
implementing a vision of a preferred future for student
success, based on common values and beliefs.
Visionary Leadership The system education leader supports the school
community in implementing a vision of a preferred
future for student success, based on common values
and beliefs.
Leading Learning A superintendent establishes and sustains a learning
culture in the school community that promotes ongoing
critical reflection on practice, shared responsibility for
student success and continuous improvement.
Leading Learning The system education leader facilitates and sustains a
learning culture in the school community that promotes
ongoing critical reflection on practice, shared
responsibility for student success and continuous
improvement.
Ensuring First Nations Métis and Inuit Education for all Students A superintendent establishes the structures and
provides the resources necessary for the school
community to acquire and apply foundational
knowledge about First Nations, Métis and Inuit for the
benefit of all students.
Supporting First Nations Métis and Inuit Education for All Students A system education leader supports the school
community in acquiring and applying foundational
knowledge about First Nations, Métis and Inuit for the
benefit of all students.
Sustaining Effective Instructional Leadership A system education leader ensures that every student
has access to quality teaching and optimum learning
experiences.
School Authority Operations and Resources A superintendent directs school authority operations
and strategically allocates resources in the interests of
all students and in alignment with the school authority’s
goals and priorities.
School Authority Operations and Resources A system education leader supports the
superintendent in managing the school authority
operations and strategically allocating resources in the
interests of all students and in alignment with the school
authority’s goals and priorities.
Supporting Effective Governance A superintendent of schools as referred to in the School
Act, as chief executive officer of the board and chief
education officer of the school authority, provides the
board with information, advice and support required for
the fulfillment of its governance role, and reports to the
Minister on all matters required of the superintendent as
identified in the School Act and other provincial
legislation.
Appendix B.1
Practice Profiles Printable and Fillable Documents
https://cassalberta.ca/resources/practice-profile/
Appendix C
CASS Code of Professional Conduct Background
The College of Alberta School Superintendents requires high standards of conduct from its members to maintain the honour and dignity of the profession. It is acknowledged that the actions of CASS members will be viewed and appraised by professional colleagues, trustees, staff members, students, parents, guardians and the community-at-large. Therefore, the College of Alberta School Superintendents has established a Code of Professional Conduct that makes explicit the principles and obligations of the profession. Violation of the Code may constitute an independent basis for investigation and possible disciplinary action by the College of Alberta School Superintendents.
PRINCIPLES
1. Protection of the Public Interest
A distinguishing feature of a profession is acceptance of its responsibility to the public and its commitment to serve and honor the public interest. The public interest, for the purpose of this Code, is defined as the collective well-being of the communities of people served by members of the College of Alberta School Superintendents. Membership in the College of Alberta School Superintendents requires a commitment to protect the public interest. CASS members must place the public interest above their own at all times.
2. Integrity
Integrity is the fundamental quality from which the public trust derives. CASS members are employed in positions of trust; therefore, integrity must be an element of character of every individual who seeks to practice as a member of the College of Alberta School Superintendents.
CASS members must exemplify high standards of integrity in all interpersonal relationships and in the discharge of professional responsibilities. The trustworthiness of a CASS member must never be in question.
3. Objectivity
Objectivity is a quality that enhances integrity and helps safeguard the public interest. It requires CASS members to be impartial and free from conflicts between their private interests and professional responsibilities.
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OBLIGATIONS
The principles of the public interest, integrity and objectivity impose the following obligations on each member of the College of Alberta School Superintendents:
1. Falsification or Misrepresentation
The CASS member SHALL refrain from engaging in conduct involving falsification or deliberate misrepresentation, including omission or concealment, of a material fact.
2. Discrimination
The CASS member SHALL respect the requirements of human rights and constitutional laws in force in Canada. Except where differential treatment is permitted by law, the CASS member SHALL NOT discriminate in professional dealings with any person on grounds including, but not limited to, a person’s ancestry, colour, perceived race, nationality, national origin, ethnic background or origin, language, religion, creed or religious belief, religious association or activities, age, gender, physical characteristics, pregnancy, sexual orientation, marital or family status, source of income, political belief/association/activities, or physical or mental disability.
3. Sexual Harassment and Harassment
The CASS member SHALL refrain from engaging in vexatious comments or conduct that is known or reasonably to be known to constitute sexual harassment or harassment. Harassment – sexual or otherwise – includes any improper, abusive, or unwelcome conduct that offends, embarrasses, humiliates, or degrades another person.
4. Confidentiality
The CASS member SHALL comply with provincial and school system requirements relating to the confidentiality of student, staff and parent/guardian information.
5. Personal Interests and Private Gain
The CASS member SHALL refrain from acting in a professional capacity when personal interests or relationships might reasonably be expected to result in private gain or impair objectivity or effectiveness in the discharge of professional responsibilities.
6. Fundamental JUSTICE
The CASS member SHALL comply with the principles of fundamental justice in all staff performance issues.
7. Contractual Matters
The CASS member SHALL fulfill all of the terms and obligations in his/her employment contract with the Board of Trustees, for the duration of the contract. Furthermore, the CASS member SHALL honour all terms and obligations in the employment contracts of other school system staff.
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8. Conduct of a Criminal Nature
The CASS member SHALL refrain from engaging in conduct that may lead to being convicted in a court of law of a criminal offense which, in the opinion of the Professional Conduct Committee of CASS, represents serious misconduct relevant to the individual’s suitability as a member of the profession.
9. Conduct of CASS Colleagues
When concerns arise regarding the professional conduct of a CASS colleague, the CASS member SHALL first advise the colleague of the concern and subsequently attempt to resolve the matter collegially and in a confidential manner. If these attempts at resolution are unsuccessful, the CASS member SHALL file a formal complaint with the College of Alberta School Superintendents. However, the CASS member SHALL refrain from initiating, participating in, or encouraging the filing of complaints that are malicious, unwarranted or without basis in fact. Furthermore, the CASS member SHALL refrain from knowingly assisting or inducing a colleague to contravene the Code of Professional Conduct.
10. Complaint Proceedings
The CASS member SHALL assist in the process of enforcing the Code of Professional Conduct by cooperating with investigations, participating in proceedings, and complying with directives from the College of Alberta School Superintendents.
Reference: Canadian Bar Association (2006). Code of Professional Conduct. Ottawa, Ontario.
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Appendix D
Mentor-Mentee Expectation Agreement
Mentor: Mentee:
Development Areas: What are the key areas that the mentee would like to focus on in order to advance his/her leadership expertise and knowledge?
Beginning the Partnership: What are the initial steps we are going to take?
Measuring Progress: How will we measure how well the partnership is working?
Boundaries: What will we do to ensure that we don’t impose on each other?
Confidentiality: How will we ensure that we recognize sensitive issues and maintain appropriate confidentiality?
Contact Information: How and when will we contact each other? How will we communicate changes?
Other: What else do we need to cover?
Date: Initials &
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Notes
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For more information, please contact:
Norman Yanitski, Director of Leadership Learning [email protected]
August 2019
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