Action Strategies for Fostering Effective Relationships

by Garry McKinnon, Superintendent

In my last blog highlighting the first of the seven school leadership competencies, fostering effective relationships, I presented three scenarios which represented real life experiences I have encountered. It is helpful to consider the school leadership competencies in the context of realities which those in formal school leadership roles (principal, assistant/vice principal) may encounter. In this blog, I will present two more scenarios and will offer what I would describe as action strategies for school leaders to foster effective relationships.

Embodying Visionary Leadership

By Garry McKinnon, Superintendent

It is interesting to reflect on the nature of visionary leadership as a starting point for dialogue on school leadership. Who would you identify as visionary leaders who have had a significant impact on the world in which we live? When Barack Obama was campaigning for election as President of the United States he generated a great deal of enthusiasm through his passionate articulation of a vision of what could be. He caused people to join him in pursuit of a dream and a commitment to the slogan, "yes we can". He was effective in giving people hope and building confidence in their ability to make a difference. President Obama arguably provides an example of embodying visionary leadership although some of the initial enthusiasm has waned as he addresses the complexities of his challenging mandate.

Leading a Learning Community

by Garry McKinnon, Superintendent

The Minister of Learning the Hon. Lyle Oberg, in 2003 following an in-depth process of public consultation accepted a report from the members of Alberta's Commission on Learning entitled, Every Child Learns- Every Child Succeeds which set a new direction for education in Alberta. Most of the 95 recommendations in the report were implemented. Recommendation 13 made reference to requiring every school to operate as a professional learning community dedicated to continued improvement in students' achievement. A Professional Learning Community was described as one in which teachers and school administrators continuously seek and share learning and then act on what they learn.
Almost ten years later, there continues to be a recognition of the efficacy of the learning community ideal. In the Alberta School Leadership Framework school leaders are urged to nurture and sustain a culture that values and supports learning and to: promote the success and development of all students as a shared responsibility; promote and model lifelong learning; foster a culture of high expectations for students, teachers and other staff; foster and sustain an inclusive school environment; promote and facilitate meaningful collaborative professional learning; ensure that parents are informed and have opportunities for meaningful input and foster the use of local community resources and agencies to enhance learning and development.

Providing Instructional Leadership

by Garry McKinnon, Superintendent

If you were to ask anyone involved in education about the importance of instructional leadership, there is no doubt the response will be that it is critical to the success of any school. If you were to enter into a dialogue with school principals, it is very likely they would all describe themselves as being instructional leaders, but, what exactly is instructional leadership and to what extent is it actually taking place in our schools? We have been exploring this question through a series of informal professional development sessions at the Calgary Science School involving the principal, two assistant principals, the Professional Development and Collaboration Coordinator and myself. As well, we have undertaken a two-year research project, which is being facilitated by Dr. Pam Adams from the University of Lethbridge. The focus of the research is on exploring the question - What are the essential conditions and practices in a school culture that support and promote exemplary teaching, student learning, and instructional leadership? Through the study we will be exploring various aspects of instructional leadership with the ultimate goal of developing a frame of reference for exemplary school leadership.

Instructional Leadership - Challenges and Opportunities

by Garry McKinnon, Superintendent

In my first blog on instructional leadership, I described the ultimate goal of positively impacting the quality of teaching and the learning experiences of the students. I also observed that to be effective as an instructional leader one needs to have a clear idea of what it looks like. I suggested that in addition to making reference to the Alberta Teaching Quality Standard knowledge, skills and attributes of effective teaching, it is highly desirable for the members of the school community (teachers, students, parents and school administrators) to engage in a process of articulating descriptors of exemplary teaching.
These descriptors of exemplary learning and teaching could serve as a framework for teacher recruitment, professional development, supervision and evaluation. I must note as I begin this next blog on instructional leadership that it will not be possible in the limited space available through the blog to address all of the challenges and opportunities and to say all that needs to be said about instructional leadership.

Dialogue with Alberta Education

by Dr. Garry McKinnon, Superintendent

The members of the Calgary Science School leadership team (Superintendent, Garry McKinnon; Principal, Darrell Lonsberry and Assistant Principals, Phil Butterfield and Scott Petronech) were invited to make a presentation to the Deputy Minister, Assistant Deputy Ministers and senior Alberta Education staff in Edmonton on October 15. The purpose of the dialogue session was to share some background information in regard to the Calgary Science School with a specific focus on exemplars in learning, teaching and leading relating to the Inspiring Education agenda. The Calgary Science School leadership team members invited Dr. Pamela Adams, professor in the Faculty of Education at the University of Lethbridge to join them for the presentation. Dr. Adams is completing the second year of a two-year Naturalistic Inquiry research dealing with innovative practices to promote learner engagement, instructional leadership and professional learning.

Developing and Facilitating Leadership

by Dr. Garry McKinnon, Superintendent

As I continue my series of blogs on school leadership with reference to the seven competencies outlined in the Alberta Education Professional Practice Competencies for School Leaders framework, I will 

Team Ferbey
en.wikipedia.org/wiki/File:Team_Ferbey.jpg

highlight the fifth dimension-Developing and Facilitating Leadership. In an earlier blog I made reference to the evolving concept of school leadership, which I described as the Ferby model with reference to Randy Ferby and his Edmonton curling team which has been highly successful at the provincial, national and international level. As Skip of the team, Ferby introduced a new approach to team leadership by having his Third throw the last rocks and encouraging his team members to actively and collaboratively participate in considering various strategies in deciding on the preferred course of action. In the past, the Skip would call the shots and the other team members would not question his/her judgment or share in the leadership role. Similarly, the school principal was seen as the individual in charge whose leadership and decision-making role was unquestioned.