
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 two compulsory modules. 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)
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- 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?
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Module 2 - Instructional Leadership for School Improvement
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- Instructional leadership and school management
- Student-centred learning
- School culture and its impact on learning and teaching
- Co-leading the instructional program
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Module 3 - Leading an Equitable and Inclusive School
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- Equity, inclusivity, social justice and schools
- Mindsets and equitable schools
- Privilege, bias and culturally responsive and relevant leadership
- Positive school culture and leadership
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Module 4 - Mentoring and School Leadership
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- 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?
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Module 5 - Building a Digital Leadership Portfolio
(compulsory module)
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- Leading a collaborative inquiry
- Creating a digital leadership portfolio
- Creating a school and personal blog
- Creating a school and personal website
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Module 6 - Environmental Eco-Justice Leadership
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- Global and local environmental context
- Environmental leadership and ecojustice resources
- Environmental ecojustice leadership
- Creating an environmental ecojustice action plan
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Module 7 - Professional and Challenging Conversations
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- Leading change with professional conversations
- Planning for a challenging conversation
- Crafting an outcome map
- Impressive empathy, reframing, non-verbal behaviours and listening
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Module 8 - Leading the Kindergarten Program
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- 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
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Module 9 - Leading the Innovative School
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- Rethinking digital citizenship
- A shared vision of learning in a digital age
- Creating a culture of learning
- Innovative learning spaces
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Module 10 - Supporting Lesbian, Gay, Bisexual, Transgender, Queer or Questioning (LGBTQ) in Your School
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- Exploring bias and student agency
- Fostering allies
- Intersectionality
- Fostering personal leadership resources
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Module 11 - Leading the Special Education Program
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- 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
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Module 12 - Supporting Leadership in Mathematics
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- Foundational knowledge in mathematics
- Effective instructional approaches in effective math classrooms
- Assessment and evaluation
- Implications for professional learning and school improvement planning
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Module 13 - Leading Well-Being in Your School
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- 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
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Module 14 - Leading the French Immersion School
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- 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
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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
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Module 17 - Optimizing Wellness and Life Balance for School Leaders
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- Recognizing Compassion Fatigue
- Wellbeing Supports Through Technology
- Reducing the Impact of Difficult Communication
- Dealing with Challenges while Maintaining Your Wellbeing
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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.
Upcoming Sessions
All modules are offered online unless otherwise noted. Deadlines are firm.
2020-2021 Schedule |
Dates
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Module
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Deadline
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October 17 - November 21, 2020 |
Module 1 – Principal Legal Duties and Responsibilities **
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October 3, 2020 |
October 17 - November 21, 2020 |
Module 17 – Optimizing Wellness and Life Balance for School Leaders
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October 3, 2020 |
November 14 - December 19, 2020 |
Module 9 – Leading the Innovative School
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October 31, 2020 |
November 14 - December 19, 2020 |
Module 13 – Leading Well-Being in Your School
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October 31, 2020 |
January 16 - February 20, 2021 |
Module 7 - Professional and Challenging Conversations
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January 2, 2021 |
January 16 - February 20, 2021 |
Module 14 - Leading the French Immersion Program
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January 2, 2021 |
February 20 - April 3, 2021 |
Module 2 – Instructional Leadership for School Improvement
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February 6, 2021 |
February 20 - April 3, 2021 |
Module 10 – Supporting LGBTQ in Your School
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February 6, 2021 |
April 10 - May 15, 2021 |
Module 3 – Leading an Equitable and Inclusive School
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March 27, 2021 |
April 10 - May 15, 2021 |
Module 16 – Maximizing Your Personal Leadership Resources (PLR’s)
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March 27, 2021 |
July 5 - 26, 2021 |
Module 5 - Building Your Digital Leadership Portfolio **
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June 21, 2021 |
July 5 - 26, 2021 |
Module 12 – Supporting Leadership in Mathematics
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June 21, 2021 |
July 26 - August 16, 2021 |
Module 6 - Leading Environmentally Sustainable Practices
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July 12, 2021 |
July 26 - August 16, 2021 |
Module 8 – Leading the Kindergarten Program
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July 12, 2021 |
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** Completion of modules 1 and 5 are mandatory to receive the AQ certification.
Board Partnerships
Email us to offer the PDC within your Board.
Greater Essex County DSB (GECDSB) |
Dates
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Module
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Deadline
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March 28 - April 25, 2020
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Module 1 – Principal Legal Duties and Responsibilities ** (Online) |
March 13, 2020 |
May 2 - June 6, 2020 |
Module 16 – Maximizing Your Personal Leadership Resources (PLR’s) (Online) |
April 17, 2020 |
December 12, 2020 - January 16, 2021 |
Module 11 - Leading the Special Education Program (Online) |
November 28, 2020 |
TBD |
Module 10 – Supporting LGBTQ in Your School (Online) |
TBD |
TBD
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Module 5 - Building Your Digital Leadership Portfolio ** (Blended) |
TBD |
To receive the Additional Qualification (AQ) certification, candidates will need to complete five modules, inclusive of two compulsory modules. (Modules 1 and 5**)
Limited subsidies of $100 upon successful completion of the first four modules and $150 for the final module will be provided by GECDSB for GECDSB candidates who register and pay for all five modules by March 13, 2020.
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Toronto District School Board (TDSB) |
Dates
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Module
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Deadline
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July 6 - 26, 2020
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Module 12 – Supporting Leadership in Mathematics |
June 22, 2020 |
July 27 - August 16, 2020 |
Module 3 – Leading an Equitable and Inclusive School ** |
July 13, 2020 |
January 18 - March 8, 2021 |
Module 11 - Leading the Special Education Program |
January 4, 2020 |
March 22 - April 23, 2021 |
Module 8 – Leading the Kindergarten Program |
March 8, 2021 |
Spring 2021 |
Module 1 – Principal Legal Duties and Responsibilities**
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TBD |
Spring 2021 |
Module 4 - Mentoring and School Leadership |
TBD |
All TDSB modules will be online and are for TDSB participants only.
Deadlines are firm.
To receive the Additional Qualification (AQ) certification, candidates will need to complete five modules, inclusive of two compulsory modules. (Modules 1 and 3**)
Subsidy: Please register in key-to-learn and rita.gallippi@tdsb.on.ca will contect candidate about subsidy.
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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.
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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.
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