An
educator by profession since 1994, I have served as a teacher in the
Western Quebec School Board (1994 - 1998) and as teacher,
vice-principal, principal, and supervisory officer in the
Ottawa-Carleton District School Board (1998 - 2017). Prior to becoming
Director of Education for the Ottawa-Carleton District School Board in
the Summer of 2023, I served as Director of Education at the Renfrew
County District School Board (2017 - 2023).
As Chief
Education/Executive Officer of the District, as well as Secretary to
the Board, I am accountable to the Board of Trustees, and through
Statute, to the Minister of Education for the operation of the District.
My key areas of responsibility include: provision of educational
leadership; maintenance of a strategic focus and management of policy
implementation; enhancement of communications and community relations;
management of human resources and professional development;
demonstration of fiscal accountability; and, demonstration of a strong
relationship with provincial officials and advocacy for the District’s
needs.
Two
essential functions lie at the heart of leadership… providing direction
to the system through an inspirational vision, and, influencing
stakeholders both internal and external to the organization. Leadership
is defined as “the exercise of influence on organizational members and
other stakeholders toward the identification and achievement of the
organization’s vision and goals.” Management, as an integral aspect of
leadership, is focused on processes and/or products that provide
direction and keep the system running smoothly (Ontario Leadership
Framework, The Institute for Education Leadership, 2013).
A
positive work culture is built through collaboration, where staff at all
levels of the system work together, share knowledge, skills, different
worldviews, and lived experiences to improve achievement and well-being.
My approach to leadership in public education focuses on three key
elements – instructional leadership, operational management, and
organizational citizenship – in the best interests of the students,
staff, and school communities I so proudly serve.
Instructional
leadership provides an intentional focus on the ‘instructional core’ of
teaching and learning environments – the dynamic interplay between
students, educators and tasks associated with the ‘big ideas’ of the
curriculum. This includes:
- integration
of student-centred frameworks for learning and wellness, as well as
benchmark assessment systems and networks of guidance for program
pathway selection, along with accompanying professional development for
educators,
- continuation
of a human rights-based approach to capacity building for all staff as
it relates to inclusivity, diversity, equity, and accessibility, as well
as Indigenization and decolonization, along with training related to
bias awareness and critical consciousness in the organizational culture,
and,
- coordination
of a comprehensive employee systems review, with emphasis on an
asset-based approach to human resources and continuous refinement of
recruitment, retention and succession planning strategies that continue
to diversify staff over time.
Operational
management involves the effective and efficient operation of the
organization, through policies and associated procedures, including
oversight of schools and central departments which includes the:
- implementation
of a renewed multi-year strategic plan based upon identified strategic
priorities, including key actions and progress indicators, as well as
departmental action plans provided annually,
- provision
of comprehensive annual budgetary processes, including the optimization
of resources (human/material/fiscal) through differentiated allocation,
along with the utilization of accumulated surplus for one-time
projects, and,
- mobilization
of a risk management framework to address the organization’s strengths,
weaknesses, opportunities, and threats, including the creation of a
cybersecurity incident response plan.
Organizational
citizenship refers to the behaviour of staff that is discretionary in
nature, not explicitly directed or mandated, that promotes the
successful function of the organization. This includes:
- rejuvenation
of an explicitly coordinated approach to organizational culture that
celebrates the strengths of its students, staff, and school communities,
including the continuation of strategic communications that are
multi-modal and multi-lingual, pertinent and timely,
- enhancement
of consultative processes through community partners, including the
Advisory Committee on Equity and Community Equity Partners Group, as
well Advisory Committees for Indigenous Education and Special Education,
along with Parent/Guardian Involvement, for example, and,
- publication
of a ‘thought leadership’ series issued regularly, and representation
on committees at the regional, provincial, national, and international
levels as Director of Education.
The
smart, successful leadership and sound, sensible management of the
organization – as a large, complex institution of public education –
relies on the operationalization of these key elements in a clear and
insightful, creative and innovative manner.