Module 1 - Principal Legal Duties and Responsibilities

(compulsory module)

• What are the principal's duties and liabilities in relation to the Child and Family Services Act?
• 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 investigating the misuse of social media?
• What does a principal need to know when using social media?

Module 2 - Instructional Leadership for School Improvement

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

Module 3 - Leading an Equitable and Inclusive School

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

Module 4 - Mentoring  and School Leadership

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

Module 5 - Building a Digital Leadership Portfolio

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

Module 7 - Courageous Conversations

• Lead schools as diverse workplaces

• Plan for and participate in courageous conversations

• Use strategies such as an Outcome Map to engage in courageous conversations that build trusting relationships and include impressive empathy, listening for meaning and asking powerful questions

• Continue to engage in courageous conversations which challenge traditional leadership practices and foster a school climate of inclusion, equity, anti-oppression, anti-racism, and anti-colonialism to support all staff and students

Module 8 - Leading the Kindergarten Program

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

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

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

Module 10 - Supporting Two-Spirit, Lesbian, Gay, Bisexual, Transgender, Queer or Questioning (2SLGBTQ+) in Your School

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

Module 11 - Leading the Special Education Program

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

Module 12 - Supporting Leadership in Mathematics

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

Module 13 - The Principal's Role in Mental Health Awareness and Trauma-Informed Schools

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

Module 14 - Leading the French Immersion School

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

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)

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

Module 17 - Optimizing Wellness and Life Balance for School Leaders

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

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 an Anti-Oppressive Space
• Positive School Culture and Leadership - Moving Forward

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. 

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.