To provide

  • learning programs that demonstrate a commitment to equity, anti-racism, decolonisation, inclusion and diversity through learning opportunities that foster anti-oppressive and ethical leadership

  • relevant and meaningful learning opportunities that are grounded in theory and practice, designed to support learners in the development of the relevant knowledge, skills and attitudes required for leadership roles in Ontario

  • an iterative process for updating all offerings including any resources informed by regular feedback provided by participants and facilitators

  • access to a variety of Accessibility for Ontarians with Disabilities Act (AODA) compliant mechanisms, including technologies, to share, collaborate and connect across Ontario and beyond

  • accommodations for learners by offering accessible meeting venues, closed captioning and sign-language interpretation

  • a continuum of meaningful professional learning opportunities and experiences for aspiring leaders, experienced school and system leaders

  • opportunities through professional learning to collaborate and critically discuss creating and sustaining safe, inclusive, equitable, accepting and engaging learning environments that reflect the diverse needs of all learners and

  • a positive learning environment with equity embedded throughout, inclusive of explicit discussions and ensuring it reflects the diverse needs of all learners.

Guiding Principles

To provide

  • opportunities and practical examples or demonstrations to recognize the impact of personal bias, systemic racism and colonial structures on student outcomes and work together with all stakeholders to create an anti-oppressive environment through a commitment to deliberate representation of diverse voices and using a range of instructors with varied backgrounds and lived experiences

  • learning experiences that will give opportunities, space and time to challenge thinking, to inspire, to motivate, to promote deep reflection, discourse, collaboration and thoughtful action

  • opportunities to co-construct individual leadership capacities and collaborative, knowledge building learning and leading networks towards knowledge mobilization and knowledge exchange

  • opportunities for learning within the negotiated goals valued by the entire community in which the learner lives and learns where knowledge is co-constructed between the facilitator and the learners, and among the learners themselves, modeling a critical pedagogical stance of leader as learner

  • learning opportunities that are responsive to participant needs in terms of timing, length and learning cycle and

  • iterative cycles of inquiry for Additional Qualification Programs  that often begins with a pre-session course assessment, frequent opportunities for reflection and ends with a cumulative assessment purposefully created to develop an inquiry habit of mind.