WEB CONFERENCE TO SUPPORT BOARD LEADERSHIP DEVELOPMENT STRATEGY Please standby, the web conference will begin shortly! We invite you to use the chat feature to introduce yourself and your team This web conference is hosted on behalf of REGISTER ONLINE ICP 2011 World Convention August 15 – 18,

 Directors’ Perspective on Leadership Development: Reflecting on International Leadership Development Trends and Challenges in the Ontario Context Presented By Larry Hope Catherine McCullough Ken Thurston

Overview 1. Challenge 1: Attracting, Identifying and Selecting the ‘Best’ People 2. Challenge 2: Improving the Performance of School Administrators 3. Challenge 3: Breaking Out of the ‘Sector Box’

Challenge 1: Attracting, Identifying and Selecting the ‘Best’ People Quote 1: In general, the systems studied emphasized that developing talent is more important than increasing the attractiveness of leadership positions. Have a question? Please use the chat function on your screen.

Challenge 1: Attracting, Identifying and Selecting the ‘Best’ People Quote 2: The research on school leadership shows that “a small handful of personal traits explain a high proportion of the variation in leadership effectiveness.” 10 While many of the skills required of a principal can be acquired by anyone with the right support and motivation, “some [people] develop those capacities much more readily than others, and some do it to a much higher level.”

Challenge 1: Attracting, Identifying and Selecting the ‘Best’ People Quote 3: Several education systems are reducing the weight given to interviews and tests during the selection process, and increasing the emphasis on long-term assessments of leadership skills and potential. In the words of a system leader from New York: “The best way to select principals is to watch them work. After six months, you know who you want.”

Challenge 2: Improving the Performance of School Administrators Quote 4: In several systems school leaders gave a high rating to administrative training focused on processes which are critical to school performance (for instance timetabling) or on areas which handled badly, could be a distraction to their main role (for instance, legal issues concerning education for children with special needs). One Canadian official claimed that “teaching ‘grunt-level’ technical skills can achieve much better results in the same context and with the same resources.”

Challenge 2: Improving the Performance of School Administrators Quote 5: All the systems in the review allow school leaders considerable autonomy in return for performance accountability, although the degree of autonomy and the nature of accountability varies. There is good international evidence that school performance improves when leaders are given greater autonomy and are held to account for their performance. Have a question? Please use the chat function on your screen.

Challenge 2: Improving the Performance of School Administrators Quote 6: There is a growing body of evidence on the potential for the middle tier both to support and drive and, in other cases, to hinder and obstruct improvement in schools and learning… In the words of one Canadian system leader, “many principals cannot be successful without the best possible district leadership.”

Challenge 3: Breaking Out of the ‘Sector Box’ Quote 7: The education sector’s approach to performance management and incentives is underdeveloped compared with the business sector.

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