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Overview

Our Principal's Development Course (PDC) will engage candidates in critical inquiry. Through the co-construction of knowledge and learning, candidates will further explore

  • the ethical dimensions of leadership through the experiences of other candidates
  • complex issues related to creating and sustaining vibrant school and system cultures and
  • enhancing student learning and well–being.

It employs a critical, pedagogical lens to explore various module topics and strengthen professional efficacy by

  • gaining in-depth knowledge
  • refining professional judgement and
  • generating new knowledge for practice.

This program consists of a selection of 25-hour modules on a variety of topics. All modules are offered in online delivery unless otherwise noted.

To receive the Additional Quallification (AQ) certification, candidates will need to complete a total of five modules of their choice, inclusive of one compulsory module. The intent is to ensure a flexible offering with new modules being added on a regular basis. The modules do not need to be completed in any specific order.

Module Information

Module 1 - Principal Legal Duties and Responsibilities

(compulsory module)

  • What are the principal's legal duties and responsibilities?
  • What does it mean to be an “agent of the board?”
  • What does a principal need to know when using social media?
  • What does a principal need to know when investigating the misuse of social media?
  • What are the principal's duties and liabilities in relation to the Child and Family Services Act?

Module 2 - Instructional Leadership for School Improvement

  • Instructional leadership and school management
  • Student-centred learning
  • School culture and its impact on learning and teaching
  • Co-leading the instructional program

Module 3 - Leading an Equitable and Inclusive School

  • Equity, inclusivity, social justice and schools
  • Mindsets and equitable schools
  • Privilege, bias and culturally responsive and relevant leadership
  • Positive school culture and leadership

Module 4 - Mentoring  and School Leadership

  • What Mentoring attributes and/or skills do great leaders exhibit?
  • To what extent can Mentoring skills enable leaders to successfully navigate hard conversations?
  • To what extent can Mentoring skills improve relationships and organizational culture?
  • How can leaders create a culture of Mentoring?

Module 5 - Building a Digital Leadership Portfolio

  • Leading a collaborative inquiry
  • Creating a digital leadership portfolio
  • Creating a school and personal blog
  • Creating a school and personal website

Module 7 - Professional and Challenging Conversations

  • Leading change with professional conversations
  • Planning for a challenging conversation
  • Crafting an outcome map
  • Impressive empathy, reframing, non-verbal behaviours and listening

Module 8 - Leading the Kindergarten Program

  • Four frames of the kindergarten program
  • Play-based learning in a culture of inquiry
  • Dealing with uncertainties in pedagogical documentation
  • Principal as co-learner in creating the conditions for learning

Module 9 - Leading the Innovative School ** (updated with an emphasis on supporting distance learning) 

  • Rethinking digital citizenship
  • A shared vision of learning in a digital age
  • Creating a culture of learning
  • Innovative learning spaces
  • Supporting virtual instruction and assessment
  • Monitoring virtual spaces
  • Supporting virtual students and their families

Module 10 - Supporting Lesbian, Gay, Bisexual, Transgender, Queer or Questioning (LGBTQ) in Your School

  • Exploring bias and student agency
  • Fostering allies
  • Intersectionality
  • Fostering personal leadership resources

Module 11 - Leading the Special Education Program

  • The law, Special Education and the Individual Education Plan (IEP)
  • Building the staff capacity to meet the needs of all students
  • The complexities of Special Education student aggression
  • Building collaborative partnerships with parents

Module 12 - Supporting Leadership in Mathematics

  • Foundational knowledge in mathematics
  • Effective instructional approaches in effective math classrooms
  • Assessment and evaluation
  • Implications for professional learning and school improvement planning

Module 13 - Leading Well-Being in Your School

  • Creating mentally healthy schools
  • Establishing a common language and understanding
  • A tiered support model for school mental health and well-being
  • Everyday mental health practices

Module 14 - Leading the French Immersion School

  • The evolution of French Immersion in Ontario
  • Effective practices in French Immersion classrooms
  • Inclusion in the French Immersion program
  • French Immersion teacher retention and developing the French Immersion program

Module 15 - I Stand in Treaty

  • Pre-contact to the Indian Act
  • The Indian Act to Indian Residential Schools
  • The White Paper to the Apology
  • The Truth and Reconciliation Commission to Decolonization

Module 16 - Maximizing Your Personal Leadership Resources (PLRs)

  • Toolkit to strengthen your Social, Psychological and Cognitive resources
  • The research behind the importance of our PLR’s
  • Emotional Intelligence (EI) Traits Indicator Survey
  • Role specific knowledge of Effective School and Classroom Practices that have a direct impact of student learning

Module 17 - Optimizing Wellness and Life Balance for School Leaders

  • Recognizing Compassion Fatigue
  • Wellbeing Supports Through Technology
  • Reducing the Impact of Difficult Communication
  • Dealing with Challenges while Maintaining Your Wellbeing

Module 18 – Anti-Oppressive School Improvement

  • Critical Pedagogy, Anti-Oppression and Indigenous Education
  • Equity, Anti-Oppression and School Improvement – Application
  • Interrogating SIP Goals & School Learning Plan from and Anti-oppressive Space
  • Positive School Culture and Leadership - Moving Forward

Qualified candidates can apply to Charles Sturt University for inclusion of this AQ as a prior learning credit towards the Master of International Education (School Leadership) or Master of Education degree.

Admission Requirements

The admission requirements follow Ontario Regulation 176/10 - Teachers' Qualifications, 34.

  • Ontario College of Teacher's (OCT) Certificate of Qualification and Registration
  • Principal's Qualifications (Part 1 and 2 or equivalent) and
  • Two years of successful experience as a principal or vice-principal, certified by your Supervisory officer.

Course Fee

$210 per module until August 31, 2021. As of September 1, 2021 the fee per module will be $215.

Upcoming Sessions

All modules are offered online unless otherwise noted. Deadlines are firm.

2021-2022 Schedule

Dates

Module

Deadline

October 16 - November 19, 2021

Module 1 – Principal Legal Duties and Responsibilities **

October 2, 2021
October 16 - November 19, 2021

Module 9 - Leading the Innovative School (updated with an emphasis on supporting distance learning)

October 2, 2021
November 20 - December 23, 2021

Module 3 - Leading an Equitable and Inclusive School

November 6, 2021
November 20 - December 23, 2021

Module 5 - Building a Digital Leadership Portfolio

November 6, 2021
January 15 - February 18, 2022

Module 13 - Leading Well-Being in Your School

January 1, 2022
January 15 - February 18, 2022

Module 2 - Instructional Leadership for School Improvement

January 1, 2022
February 19 - March 25, 2022

Module 15 - I Stand in Treaty

February 5, 2022
February 19 - March 25, 2022

Module 7 - Professional and Challenging Conversations

February 5, 2022
March 26 - April 29, 2022

Module 12 – Supporting Leadership in Mathematics

March 12, 2022
March 26 - April 29, 2022

Module 18 - Anti-Oppressive School Improvement

March 12, 2022
April 30 - June 4, 2022

Module 14 - Leading the French Immersion School

April 16, 2022
April 30 - June 4, 2022

Module 8 – Leading the Kindergarten Program

April 16, 2022

** Completion of module 1 is mandatory to receive the AQ certification.

Register

Board Partnerships

It is a priority for us to develop, provide and support a variety of relevant, accessible and locally customized professional learning opportunities, based on diverse Member needs, feedback and job demands. For those looking to offer this program in your board, we can customize most of our programs and learning sessions to the unique characteristics of each district upon request. Email us to offer the PDC within your Board.

Terms and Conditions

 Refund Policy

A full refund is available if you cancel up to two weeks before the start date, less a $50.00 non-refundable registration fee.

 

A $100.00 refund is available if you cancel one week before the start date.

 

There is no refund for cancellations after the start date.

 

A full refund applies when a session is cancelled due to low enrollment. 

 Interpretation Services
The OPC is committed to accommodating the individual needs of our Members, in accordance with the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code. Once a candidate has registered and paid the applicable registration fees for a course, the OPC will contract with an interpretation service of its choosing and will cover the fees and expenses related to interpretation services in accordance with its contract arrangements with the interpreter. The candidate is welcome to provide a list of preferred interpreters for us to consider, but OPC retains the discretion to choose the provider of these services.

As the OPC is required to comply with the cancellation policy specific to each independent interpreter, it will communicate the cancellation policy to the course candidate in writing. A candidate seeking to cancel their participation in an OPC course must comply with the interpreter’s cancellation policy and be respectful of the associated timelines. Candidates will be held responsible for cancellation fees applied as a result of missing timelines for cancellation.

OPC’s standard refund policy will also apply to all cancellations.