March 6, 2023 - April 3, 2023
8:00 am - 6:00 pm
- What is your WHY and how does it connect to student achievement and well-being?
- How might international research about effective school leadership practices for 21st century classroom teaching and learning be applied in your school setting, post COVID?
- Are you managing, leading or always doing both? How’s that work?
- How can a meaningful school-level leadership framework, collectively created to reflect the literature and international frameworks, improve your leadership practices?
In this module participants will
- examine attributes of an effective school leader for post-pandemic teaching and learning using international leadership frameworks
- explore the management versus instructional leadership dichotomy within the context of national and international schools
- enrich the understanding of the common elements of effective school leadership as identified by the Organization for Economic Cooperation and Development (OCED), the Wallace Foundation and Council of International Schools (CIS) Characteristics of Accredited Schools
- examine the leadership research of Ken Leithwood, Michael Fullan, Andy Hargreaves, Lyn Sharratt, Avis Glaze, John Hattie, Simon Breakspear and Karen Edge
- examine components of instructional leadership including setting vision, creating a safe and orderly environment, developing other leaders, improving instruction and managing people, data and processes within a diverse school
- understand dimensions and capabilities outlined in Viviane Robinson’s Student Centred Leadership research
- utilize a self-assessment tool for personal reflection on leadership strengths and areas for growth
- explore Michael Fullan’s research on the three roles of the instructional leader that maximize impact – lead learner, system leader and change agent and
- explore practices to build intercultural competencies within national and international schools.