TDSB Leadership Competencies

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©Toronto District School Board 1998-2006

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©1998- 2006 Toronto District School Board
Reproduction of this document for use by staff in the Toronto District School Board is
encouraged.
For anyone other than Toronto District School Board staff, no part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form or by any other means,
electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the Toronto District School Board.
This permission must be requested and obtained in writing from:

Sandra Gatti
Toronto District School Board
155 College Street 2nd Floor
Toronto, ON M5T 1P6
Tel: (416) 397-3695
Fax: (416) 397-3715
sandra.gatti@tdsb.on.ca
To purchase copies please contact:

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Library and Learning Resources
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Tel: (416) 397-2595
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Every reasonable precaution has been taken to trace the owners of copyrighted material and to
make due acknowledgement. Any omission will gladly be rectified in future printings.

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Leaders For Tomorrow
A fundamental component of organizational vitality is intelligent, flexible and

responsive leadership. Such leadership is both essential and highly valued in an
era of broad, rapid, and all-encompassing change.
The demands on leaders continue to increase; the expectations of leaders are

taking on new forms. In the future, leadership will be:
• shared throughout the organization
• developed in a broad base of employees
• focused more on teams than on individuals
• dependent more on process than on individual style
• delivered increasingly through facilitating, coaching, and mentoring
• reliant upon up-to-date information and data analysis
To survive, thrive, and succeed, organizations must constantly prepare for their
future leadership needs. They must successfully identify the new skills,
knowledge and behaviours that are required to achieve immediate and long-term
goals. To do so requires a continuous investment in life-long learning and
leadership development at the individual, team and organizational levels.

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Leadership Is…
Leadership is not the Leadership is a process that

private reserve of a ordinary people use
few charismatic when they are
men and bringing forth
women.* the best from
themselves
and others.*
You are
capable of
developing When
yourself we liberate
as a leader far the leader
more than tradition in everyone,
has ever assumed extraordinary
possible.* things happen.*
*Kaouzes & Posner
Leaders in The Toronto District School Board demonstrate:

• the ability to recognize the positive potential of people, situations, and
organizations
• the capacity to inspire and support others in achieving extraordinary

results
• the breadth of vision to have both a local and a global perspective
• the courage to take necessary and calculated risks in order to achieve the
vision
• the beliefs and skills to make the vision a reality

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Leadership development is important to The Toronto District

School Board because . . .
• Student achievement is paramount
There is a positive correlation between effective leadership in our schools and
student success.
• Future success depends upon it

Successful maintenance of a healthy, high-performance organization is directly
related to the Board's ability to build and provide strong leadership in all areas and at
all levels.
• Public education is becoming increasingly complex

The rapidity of change and the increasing number of difficult issues require leaders
that work together at all levels of the organization to achieve common goals.
• The demographic nature of our workforce is changing

Opportunities for individuals to assume formal leadership positions will increase
significantly throughout the next decade.
• Education occurs increasingly within a global context

Leaders need to work in cooperative, collaborative ways within the Board and with
partners in the community.
A program of focused leadership training and development is

necessary because . . .
• A shared vision for leadership in the Board is essential for continued success.
• Individual, team, and organizational learning are core values linked to the
mission of the Board.
• Learning that is purposeful and intentional will allow adaptation to changing

contexts.
• Learning as groups and teams develops collective knowledge, improves

organizational performance, and creates the momentum that facilitates
change.
• Organizational support and encouragement are essential components in the

development of leadership.
• Opportunities to focus on effective practice within a collegial context create

changes in the culture of learning.
• The development of leaders requires long-term investments and must be

carefully planned.

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Creating your Position Profile and Developing

Your Leadership Growth Plan
The competency model is divided into six domains, each with a sub-set of
competencies, which enhance workplace and personal effectiveness. Each
competency includes observable characteristics representative of four levels of
performance.
Step I: Create a Position Profile
• Assess which competencies are key to success in your current position.

• Evaluate your level of performance using the described characteristics.
• Share your profile and seek
feedback from colleagues and/or
an immediate supervisor.
Step II: Map a Career Path
• Identify a leadership or growth

opportunity that you would like to
pursue.
• Research/reflect on the
competencies and performance
levels which are key to
effectiveness in the role you
aspire to.
• Identify gaps between these
competencies/levels and your
current position profile.
Step III: Develop a

Leadership Growth
Plan
• Based on the gap analysis, select a competency for improvement or

refinement.
• Identify a goal(s).
• Map a strategy for attaining your goal. Identify the professional activities,
events or experiences you will engage in to reach this goal.
• Determine how you will evaluate/measure growth toward attaining your goal.

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A Competency Model For All Leaders
This Competency Model applies to all leadership positions found in the Toronto
District School Board. The level of achievement that any leader can experience
depends on his/her desire, intention, and motivation to achieve professional and
personal excellence. This model includes Competency Profiles which describe
varying levels of professional behaviour, from “competent” to “superior” for each
of the competencies identified.

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Competency Profiles
The Competency Profiles include descriptions of the observable behaviours
which are representative of four Levels of Performance. They are expressed on a
developmental continuum to illustrate increasing levels of sophistication,
complexity, and impact. While each competency is unique or distinct, the
behaviours associated with each are often interrelated.
Levels Of Performance
Leadership…is not something mystical and ethereal that
cannot be understood by ordinary people…Leadership is an
observable, learnable set of practices.
Kouzes
Level 1 Level 2 Level 3 Level 4
Demonstrates a Acquires, uses Expands range of Consistently

basic range of and experiments practices to share demonstrates
leadership with a rapidly power and accomplished
practices increasing responsibility with leadership
range of ease behaviours that
leadership and success reflect current and
practices new leadership
practices
level of complexity and sophistication

from concern for self…to mastery…to impact
from reactive behaviours…to proactive practice
from infrequent…to regular application of skills
from learning…to applying…to teaching
confidence and satisfaction
personal growth
success

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Virtual Centre for Leadership

Putting the ‘e’ in Leadership
Overview of the Virtual Centre for Leadership

The revolution in digital communications has meant that leaders/learners can take
charge of their own learning path through electronic means. The aim of the Virtual
Centre for Leadership (VCL) is to provide TDSB staff with a range of e-learning
opportunities to meet their leadership and management development needs. The VCL
links you to a comprehensive collection of e-leadership tools and resources. Explore the
site and discover how e-learning can help you reach your leadership goals.
What is My Leadership Coach?

My Leadership Coach – Leadership Self Assessment is a virtual guide to help you
assess your leadership competencies and develop your growth plan. Based on TDSB's
leadership competencies, this online interactive tool allows you to take charge of your
own learning and professional growth.
My Leadership Coach – Self Evaluation of Leadership Competencies (P/VP Selection

Process) is a virtual guide to support aspiring school leaders and current leaders
develop their leadership growth plans. This site is based on the Principal/Vice-Principal
Selection Process Rubric.
Enjoy these tools to enhance your learning!
How to Access the Virtual Centre for Leadership

Logon to access current, reliable, accurate, and timely courses, articles, books, videos
and websites to extend your learning.
Go to http://tdsbweb/vcl
From home go to mytdsb.on.ca.
Questions?
Contact eleadership@tdsb.on.ca

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Competency Profiles

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PERSONAL DOMAIN
Personal competencies refer to the qualities, characteristics and attitudes necessary to achieve personal
and system goals.
Change Leadership
The ability to translate concept and needs into authentic change processes
Levels of Performance
Core
Competency
Change Recognizes need for Sets challenging yet Establishes personal Aligns work with
Leadership I improvement realistic goals for goals which drive identified personal
Recognition improvement career plans and daily value system, life
efforts priorities and
convictions
Change Works to meet a set of Is persistent in Acts decisively in Acts decisively using
Leadership II pre-determined overcoming obstacles difficult situations sound judgements in
Process standards all situations
Change Demonstrates the Acts decisively on Takes initiative to Empowers others to
Leadership initiative to take own authority when prevent problems, find anticipate
III actions without timely action is creative solutions, and opportunities,
Initiatives prompting needed enhance results problems, find
creative solutions, and
enhance results
Continuous Growth
The practice of constantly assessing personal knowledge and skills and following paths for improvement
Core
Competency
Continuous Aware of own Realistically assesses Actively participates in Mentors others in their
Growth I strengths and areas own strengths and a variety of personal and
Awareness for required growth areas for growth and opportunities for professional growth
seeks opportunities to growth and decisions and
learn assessment activities
Continuous Aware of job Discerns gaps Analyzes and actively Approaches
Growth II requirements between skills and job strives to narrow the congruence between
Personal requirements gap between the requirements of
Training knowledge and the position and
skill level personal
competencies

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PERSONAL DOMAIN
and system goals.
Creativity
Incorporation of imagination and innovation into the workplace
Core
Competency
Creativity I Explores the feasibility Recognizes Reshapes ideas and Creates alternative
Innovation of multiple opportunities to apply information in new and innovative
approaches to both logical and ways that reveal new solutions
continuous intuitive solutions possibilities
improvement
Creativity II Recognizes, Encourages others to Nurtures and rewards Fosters a climate that
Support acknowledges, and challenge the way innovations and encourages
uses the ideas of things have been creativity in others imaginative solutions
others done by suggesting to problems and
new and innovative situations
solutions
Inclusionary Perspective
A personal commitment to diversity as a strength for individuals and organizations
Core
Competency
Inclusionary Reflects on own Open to different Actively promotes Models attitudes and
Perspective attitudes and biases processes, diversity and an behaviours that are
and values other perspectives, styles, appreciation of congruent with sound
perspectives intelligence’s and multiple perspectives equitable intentions
cultures and expectations
Information Communication Technology (ICT)

The capacity to develop new knowledge and skills to appropriately and effectively use ICT in practice to increase
productivity and effectiveness
Core
Competency
Information Assesses personal Develops personal Engages in a variety Assumes full
Communication ICT competencies, plan for software of ICT learning responsibility for ICT
Technology (ICT) identifies areas of training and seeks activities, reviews training and
Use of Technology growth, and resources (courses growth regularly, and development and
identifies options and people) for selects appropriate models an extensive
for future training training and guidance ICT software for a repertoire of software
(including on-line variety of work applications in a
learning) activities variety of activities

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PERSONAL DOMAIN
and system goals.
Integrity
The application of honesty, forthrightness, respect, empathy, and ethical behaviour in workplace relationships
Core
Competency
Integrity I Awareness and Understands, Consistently Continuously reflects
Awareness knowledge of ethical appreciates and deals demonstrates ethical upon and re-
behaviour with workplace behaviour in all evaluates one’s own
expectations for the situations that require workplace ethical behaviour
workplace the highest ethical relationships and
behaviour actions
Integrity II Aware of and adheres Appropriately and Integrates laws, Encourages others to
Knowledge to all appropriate clearly shares regulations and apply their
laws, regulations and knowledge of laws, policies in daily understanding of
policies regulations and practice throughout laws, regulations and
policies with others the workplace policies into daily
practice
Integrity III Aware of the Values and responds Demonstrates high Openly models and
Application importance of honest to those who question standards of honesty, facilitates the use of
and direct decisions to integrity, trust and honest and direct
communication and understand their respect for others. communication to all
congruence between concerns and to Exemplifies fairness members of the
words and actions explain reasons for and candour workplace
decisions
Professional Accountability
The ability to maintain focus, obtain high levels of performance, and attain quality results
Core
Competency
Professional Establishes personal Consistently Measures personal Measures and
Accountability I goals for self- recognizes and takes results against evaluates results
Personal improvement and advantages of internal and external against established
professional goals to opportunities, standards and models standards to refine
improve guidance and for success and enhance
performance feedback to further achievement of
goals and objectives personal and
professional goals
Professional Assumes personal Works persistently Facilitates the Coaches others to
Accountability II responsibility for towards agreed upon development and reach high levels of
Relational goal achievement goals. Manages implementation of achievement within
anticipated and/or long range plans the context of agreed-
actual personal and based on agreed- upon goals
external obstacles. upon goals.

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PERSONAL DOMAIN
and system goals.
Self-Awareness
The reflective comprehension of how one thinks, behaves and acts as an individual and in relation to others
Core
Competency
Self-Awareness I Takes Uses a variety of tools Demonstrates Encourage others to
Process responsibility for to recognise own continuous self- assess their own self-
own self- strengths and potential development and awareness and
development and for future growth maintenance of well- personal well-being
well-being being
Self-Awareness II Aware of the effect Uses a variety of tools Uses self-knowledge Constantly manages
Practice that he/she has on to recognise others and understanding to self within the unique
others strengths and their build and support work dynamics of the group
potential for growth teams with to facilitate the
complementary skills development of
and work styles. authentic and positive
relationships

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INTERPERSONAL DOMAIN
Interpersonal competencies refer to the skills, abilities and commitment required to build and maintain
relationships
Coaching
The repertoire of skills and techniques that teach, promote, reflect, and influence professional competencies and
their use in practice
Core
Competency
Coaching I Is aware of the impact Demonstrates the Models the elements Uses advanced
Communication of personal behaviours elements of effective of effective communication
on others when communication skills communication skills strategies (such as
communicating (listening, (listening, paraphrasing,
paraphrasing, paraphrasing, pause, good
reflecting feelings, reflecting feelings, questions),
reframing, reframing, generalized to any
questioning) questioning) situation
Coaching II Poses clear and Formulates well- Is fluent in using a Uses high level
Questioning relevant questions constructed, non- repertoire of questioning to
judgmental questions questioning strategies access deeper
thought processes
Coaching III Recognizes and Identifies and Shifts and adjusts Structures
Assessment avoids making articulates differences language to parallel communication with
judgments and in others’ values, others’ values, beliefs others in the context
evaluations beliefs and styles and styles of the others’
values, beliefs and
styles
Coaching IV Recognizes and Builds rapport with Assesses and adjusts Adjusts and refines
Viewpoints respects different others through the quality of communication to
points of view effective communication on an further enhance
communication ongoing basis quality of rapport
Coaching V Demonstrates the use Expands coaching Incorporates coaching Applies an array of
Planning of coaching in practices to include into planning and coaching skills,
planning activities planning, problem- reflection generalized to any
solving and reflection given situation

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relationships
Communications
The ability to inform and be informed clearly, concisely and accurately using a variety of media and techniques
Core Competency Level 1 Level 2 Level 3 Level 4
Communication I Listens actively, uses Listens with Promotes the use of Review critically and
Listening appropriate non- sensitivity and active listening skills adjusts
verbal cues, and empathy to stated to facilitate sharing of organizational
seeks clarification and unstated comments and systems to enhance
messages. interchange of ideas opportunities for
Takes notes and among colleagues stakeholders to be
feeds back key heard
items, issues and
decisions.
Communication II Speaks clearly and Speaks confidently Adapts speaking Influences others
Expression concisely, presents for a variety of style to target through highly-
arguments logically, audiences audience and developed,
and checks for responds effectively inspirational
correct understanding in a variety of speaking/presentati
contexts on skills
Communication III Prepares clear written Writes clearly for a Writes in an effective Influences others
Writing responses using variety of purposes manner, appropriate through highly-
structured formats to the target audience developed
inspirational writing
skills
Communication IV Provides information Employs clear lines Communicates Adjusts

Information Sharing in a timely fashion and methods of information in an organizational
through an communication with effective innovative systems to enhance
appropriate medium school community ways within communication
school/department among stakeholders
Communication V Presentations are Assesses the needs Demonstrates Provides a

Presentations completed with of audiences in conviction and comprehensive
accurate spelling, order to deliver enthusiasm and an understanding of
grammar and content appropriate content understanding of issues and varying
and messages stakeholder interests perspectives

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relationships
Conflict Management
The ability to solve interpersonal, intra-group and inter-group differences
Core
Competency
Conflict Brings people with Identifies factors Implements a Institutionalizes
Management I diverse working contributing to conflict repertoire of strategies processes to
Understanding of styles together to a and analyze their and processes that support working
Conflict task and recognizes probable causes work towards win/win towards win/win
various personal solutions solutions
conflict management
styles
Conflict Understands Seeks to improve own Responds Assists others in
Management II personal conflict conflict management appropriately to the understanding their
Styles and management style style and strategies conflict management own conflict
Strategies and strategies styles and strategies of management style
others as well as
responding
appropriately to the
conflict
management styles
of others
Conflict Responds Facilitates resolution to Models effective Instructs and
Management III appropriately to conflict situations conflict resolution supports others in
Effective conflict situations approaches/methods conflict resolution
Management (win/win) based on a through a variety of
knowledge of positions dispute resolution
and interests processes

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relationships
Decision Making
The ability to reach a conclusion or resolution in a manner that is consistent with the spirit and purpose of regulations
and policies
Core
Competency
Decision Recognizes that there Explores various Fosters appropriate Applies skillfully the
Making I is a need for a decision-making models of team appropriate model
Issues decision, assumes processes and decision-making in a through a
responsibility and possibilities with other positive and collaborative/team
commits to action members of the unit comfortable setting approach
Decision Uses an analytical Makes decision in a Predicts, monitors Generalizes and
Making II approach by firm, fair, consistent and evaluates applies to other
Process considering the factors and objective manner outcomes of similar situations
involved and potential decisions
courses of action
Decision Awareness there may Proposes alternative Recognizes potential Anticipates emergent
Making III be possible alternative solutions in face of opportunities and situations, plans and
Alternatives solutions to a specific constraints, using problems in a variety does groundwork
problem lateral thinking skills of solutions accordingly
Information Communication Technology

The capacity to develop new knowledge and skills to effectively use ICT in communication, problem-solving,
decision-making and relationship building
Core
Competency
Information Aware of the Uses ICT Uses various ICT Able and use a wide
Communication effectiveness of various applications for a applications with range of ICT
Technology software applications in variety of purposes, ease for a variety of resources to create
Communication collecting, summarizing, including purposes, including and develop reports
analyzing and communication and communication, and make
communicating sharing of information information-sharing, presentations to a
information meetings and variety of audiences
presentations

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relationships
Problem Solving
The ability to determine and analyze problems and develop solutions alone and with others
Core
Competency
Problem Recognizes and Articulates the Identifies and clarifies Predicts future
Solving I identifies the problem and its complex aspects of scenarios and is
Problem components of the probable causes the problem proactive in problem
Identification problem succinctly prevention
Problem Solves problems while Seeks input from Uses a collaborative Predicts future
Solving II considering a broad stakeholders and team approach in scenarios and is
Problem range of factors and experts to collect and problem solving proactive in problem
Resolution resources analyze relevant prevention
information
Problem Uses regulations, Is able to adopt a Applies problem- Able to solve
Solving III policies and fresh perspective on solving strategies to complex problems
Use of precedents with set regulations and generate creative with a mastery of all
Resources flexibility to solve policies to generate solutions and relevant resources
problems new and innovation considers alternatives
solutions

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relationships
Relationship Building and Networking

The commitment to develop, maintain, and improve working relationships with others as individuals, and in small and
large groups
Core
Competency
Relationship Treats people with Accepts differences in Promotes free flow of Creates a culture of
Building and fairness and respect others and is sensitive information to all inclusion, influence
Networking I to their needs members of the and community
Initiation network and
encourages
simultaneous
communication among
them
Relationship Is approachable and Improves effectiveness Capitalizes on Establishes
Building and aware of personal of interpersonal personal strengths to comprehensive
Networking II impact on others relationships to expand relationships networks to support
Development support school and networks school community
community or or department
department
Relationship Appreciates Establishes informal Encourages and Develops a
Building and differences in how professional support supports group systematic
Networking III people feel about groups on an ad hoc members to take approach to
Enhancement things and basis to address initiative and take on networking in the
empathizes with mutual concerns different roles work unit/
feelings and department/school
perspectives and the Board
Relationship Takes risks within the Encourages others to Recognizes risk-taking Recognizes the
Building and role and with respect take risks within the as an integral part of implications and
Networking IV to strategic directions team objectives yet organizational learning consequences of
Risk-taking of the organization within a safe and continuous risk on long-term
environment innovation success yet
promotes an
environment where
others are
encouraged to take
chances

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TEAMWORK DOMAIN
Teamwork competencies refer to behaviour, skills and commitment that influence values, behaviours and
conditions to produce increased performance and improved results
Culture Management
The ability to influence values, practices and outcomes to create a rich and rewarding learning environment and
positive and productive workplace
Core
Competency
Culture Demonstrates the Clarifies the Demonstrates that Promotes and
Management I recognition that understanding that everyone is valued as supports an
Learning everyone is a learner. everyone is a learner. a learner. environment where
everyone is a learner.
Culture Demonstrates an Understands the impact Assesses Influences
Management II awareness of the of the school/workplace school/workplace school/workplace
Culture school/workplace culture and key culture and culture and key
culture and identifies elements. understand roles of elements to foster a
key elements. key elements. team environment.
Culture Recognizes the Understands and Encourages and Models and extends
Management III vision of the system. expresses the vision of communicates the the vision of the
Vision the system. vision of the system. system.
Culture Recognizes the Focuses on continuous Evaluates continuous Mentors continuous
Management IV importance of improvement in improvement in improvement in
Continuous continuous students, staff, and students, staff, and students, staff, and
Improvement improvement for community. community. community.
students, staff, and
community.
Culture Shows an awareness Regularly collaborates Consistently Consistently
Management V of the importance of with teams of co- collaborates with collaborates with
Learning Culture collaboration with workers, students and teams of co-workers, teams of co-workers,
teams of co-workers, community to create students and students and
students and and promote an community to create community to sustain
community to create inclusive culture of and promote an an environment to
and promote an learning. inclusive culture of create and promote
inclusive culture of learning. an inclusive culture of
learning. learning.
Culture Demonstrates an Becomes actively Encourages and Facilitates, promotes,
Management VI awareness of the involved in independent communicates and supports
Team-building importance of and interdependent involvement in independent and
independent and roles in team activities. independent and interdependent team
interdependent roles interdependent roles activities.
in team activities. in team activities.
Culture Understands the Allows flexibility in Encourages flexibility Demonstrates
Management importance of planning and and creativity in flexibility and
VII flexibility in planning implementation. planning and creativity in planning
Planning and implementation. implementation. and implementation.
Culture Personally Encourages individual Encourages teams to Invites all members
Management contributes to initiatives that work towards and participants to
VIII school/workplace and contribute to school/workplace and contribute to
Workplace and community. school/workplace and community school/workplace and
Community community. improvement. community
improvement.

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TEAMWORK DOMAIN
Diversity Commitment
The orientation to capitalize on the varied representation in the workplace which includes gender, sexual orientation,
race, faith, ethnocultural and linguistic backgrounds, abilities, styles and talents
Core
Competency
Diversity Recognize the Demonstrates Encourages respect Promotes an environment
Commitment I diversity that exists respect for the for diversity within the where respect for diversity
Diversity amongst the staff, diversity within the staff, students, and within the staff, students,
students and staff, students and community. and community is
community. community. consistently evident.
Diversity Demonstrates an Demonstrates a Demonstrates an in- Models and ensures the
Commitment II awareness of all working knowledge depth knowledge of in-depth knowledge of all
Equity and Board policies of all Board policies all Board policies Board policies pertaining
Human Rights pertaining to Equity pertaining to Equity pertaining to Equity to Equity and Harassment.
and Harassment. and Harassment. and Harassment.
Diversity Engages in Seeks opportunities Validates Creates opportunities to
Commitment III opportunities to learn to learn about opportunities to learn learn about individual
Individual Worth about individual individual about individual differences within the staff,
differences amongst differences differences within the students, and community.
the staff, students, amongst the staff, staff, students, and
and community. students, and community.
community.
Diversity Recognizes that Allows individual Promotes individual Creates an environment to
Commitment IV individual differences differences and differences as assets ensure that individual
Individual are assets and proactively allows it and proactively differences are recognized
Differences proactively allows it to influence allows it to influence as assets and proactively
to influence achievement achievement allows it to influence
achievement outcomes. outcomes. achievement outcomes.
outcomes.
Diversity Demonstrates an Identifies outcomes Sets goals that Monitors and evaluates
Commitment V awareness of the that honour the honour the diversity goals to ensure they
Community demographic make- diversity of the of the staff, students, honour the diversity of the
Diversity up of the staff, staff, students, and and community. staff, students, and
students, and community. community.
community.
Diversity Demonstrates an Communicates and Actively influences Monitors the hiring,
Commitment VI understanding of a demonstrates the the hiring, retaining, retention and promotion of
Employment diverse workforce. importance of and promoting of a the staff to ensure a
Equity hiring, retaining, diverse workforce. diverse workforce.
and promoting a
diverse workforce.
Diversity Recognizes the Participates in an Promotes and Monitors and creates an
Commitment importance of an environment that sustains an environment that builds
VII environment that builds diversity, environment that diversity, supports multiple
Environment builds diversity, supports multiple values diversity, perspectives, and
supports multiple perspectives, and supports multiple challenges stereotypes.
perspectives, and challenges perspectives, and
challenges stereotypes. challenges
stereotypes. stereotypes.

23
TEAMWORK DOMAIN
Empowerment
The process of establishing an environment for relationships that allow honour and celebrate people’s ability to
decide, take risks and affect positive outcome
Core
Competency
Empowerment I Understands how to Provides tools and Facilitates team Coaches colleagues
Change Processes use various prerequisite skills to reflections and and team members
evaluation/assessme collect and analyze interpretations to and expands the
nt tools related to specific and pertinent guide change based monitoring of system
workplace culture. data. on data and changes.
observations.
Empowerment II Encourages Provides Facilitates the Coaches individual
Decision-making colleagues/staff to opportunities for development of a and team initiatives
actively participate in colleagues/staff to risk-taking culture that support the
decision-making. acquire the that includes the refinement of data-
knowledge reduction and driven decision
necessary for elimination of making.
engaging in informed decision-making
decision-making. barriers.
Empowerment III Knows and Applies interpersonal Consistently models Instills and promotes a
Personal Influence understands own skills to encourage and facilitates the culture of ownership
strengths and gaps in others to contribute development of and personal
interpersonal skills. effectively and value effective accountability.
their contribution to interpersonal skills in
the others.
system/organization.

The understanding of the need for, and the modeling of, responsible decision-making regarding ICT social, legal,
and ethical issues
Core
Competency
Information Seeks to understand Comprehends and Models ethical ICT Constructs and
Communication specific ICT/ethical demonstrates behaviour in all proposes ethical
Technology issue. attention to ethical circumstances. considerations in
Ethics issues such as the use of ICT in
privacy, equity, work and learning
intellectual property, situations.
validity.

24
TEAMWORK DOMAIN
Staff Growth & Development

The creation and maintenance of learning communities that will translate into enhanced performance and improved
results
Core
Competency
Staff Growth & Recognizes the need Routinely assesses Fosters shared Ensures sustained
Development to assess and and evaluates leadership to identify, improvement of the
evaluate staff self/group needs for design and learning environment
development needs staff development implement standards- and builds capacity for
and opportunities. and works with based staff renewal at the work
others to connect development. unit/
those needs to school/department
school improvement level through staff
and personal development.
portfolios.

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TEAMWORK DOMAIN
Team Leadership
The understanding of skills and the requirements needed to contribute to high-level team performance for
accomplishing a variety of tasks
Core
Competency
Team Leadership Allows diversity in Capitalizes on and Acknowledges Represents and
I team participation values the diversity diverse opinions, supports team
Consensus and manages of the team. addresses relevant decisions in the
Building conflict. concerns, and works organization.
towards consensus.
Team Leadership Adheres to team Knows how or when Guides teams Delivers
II processes and to use a team through the stages of coaching/training in
Team procedures. approach to solve team development. team processes,
Development problems and activities and
Note: see Culture pursue tasks. effectiveness.
Management V and
VI
Team Leadership Contributes actively Encourages and Facilitates the team Identifies, encourages,
III in team projects and provides assessment and supports team
Team-building collaborates with opportunities for performance and leaders and is able to
others to achieve others to contribute identifies professional facilitate team building
common goals. and collaborate. development needs while assessing team
for high performance. performance and
Note: see Culture Professional
Management V and Development needs.
VI
Team Leadership Helps individuals Ensures that team Ensures that the Creates vision and
IV form a team by members team and individuals action where all
Motivation providing clear understand each succeed by engaging members of the team
expectations for other’s roles and the in activities that have a sense of
members. benefits of working promote team goals. ownership to the
cooperatively. overall organizational
goals.

26
OPERATIONS DOMAIN
Operational competencies refer to the necessary understandings, skills and applications of a system
policies and procedures
Financial Management
The ability to produce and responsibly manage budgets to satisfy the operational needs of the unit and reflect the
school/system plan
Core
Competency
Financial Meets the basic Analyzes historical, Engages staff in Evaluates budget
Management I operational needs of expenditures to determining priorities reports and prepares
Accounting school/unit within identify budgetary and applies financial a long-term financial
established budget requirements and processes and plan for the
guidelines tracks and monitors procedural school/unit
expenses requirements to
ensure cost effective
resource
management
Financial Uses ICT that are Uses ICT to analyze Uses a range of ICT Capitalizes on the
Management II appropriate to the historical data, track tools to identify trends use of appropriate
Technology performance of expenses, and assist for planning and ICT tools to achieve
financial with decision-making ensure accountability optimum efficiency in
responsibilities financial planning
Financial Identifies funding Plans funding Develops and Ensures efficiency
Management III requirements for unit requirements by confirms long term and public
Planning or school activities or seeking input from plans for expenditures accountability
project staff to determine based on staff input
priorities and costs and analysis of data

27
OPERATIONS DOMAIN
Health and Safety

The ability to understand, create and incorporate the requirements for a safe working and learning environment and
to integrate safety seamlessly within all daily operations
Core
Competency
Health and Understands all Demonstrates an Promotes the Encourages and
Safety I mandatory awareness of the full inclusion of learning supports the use by
Safe Schools requirements of the range of programs opportunities and safe others of relevant
Ministry Violence-Free available to deal with schools programs programs that
Schools Policy and conflict resolution, throughout the school promote cooperation
Crisis Management angers management and reduce anti-
Procedures and related issues social behaviours
Health and Ensures, with Makes decisions and Promotes and acts Coaches all
Safety II school/office health & takes actions to upon early hazard school/support staff
Safe Work safety representatives prevent accident identification to in the quest for zero
that all employees reoccurrence at prevent accidents and accidents and
follow TDSB policies school/office incidents incidents in all areas
for safe work of work
practices
Health and Recognizes the role Identify health and Identifies health and Measures and
Safety III and functioning of the safety management safety problem trends evaluates progress,
Management Internal Responsibility issues and ensures and develops plans in all areas of health
System IRS that they are priorities for enhanced safety and safety
in staff development within the school or management and
and training unit work site suggests system-
wide improvements
Health and Learns all the Investigates all Uses information from Contributes actively
Safety IV requirements of accidents and past accidents and to health and safety
Incident Health & Safety Act incidents as required incidents to improve system planning that
Reporting and documents and to establish root management and strives to minimize
reports all accidents causes reduce the incidence risk to all students,
and incidents of future events staff and community

28
OPERATIONS DOMAIN
Human Resource Management

The effective use of systems to recruit, train, deploy, retain and promote staff to optimize available human resources
Core
Competency
Human Ensures that each Provides on-going Identifies staff with Mentors and
Resource employee hired and training and staff leadership potential supports staff in
Management I deployed has development and mentors by performing human
Job Skills and requisite skills for job promoting personal resource functions
Training and professional
growth opportunities
Human Is aware of the legal Applies Board policy Operates using a Institutionalizes
Resource policy parameters that requirements to broad understanding consistent standards
Management II govern human human resource of human of practice in human
Legal resource transactions and management by resource functions
Requirements management consults others for empowering staff to and their
direction and support have input into human interdependencies
resource functions
Human Uses standard system Uses human resource Works with others to Produces HR reports
Resource ICT tools to manage information system use ICT tools for HR and summaries using
Management III human resource ICT tools to meet planning purposes advanced ICT tools
Technology functions operational needs

29
OPERATIONS DOMAIN
Information Management
The application of technological tools to manage information in order to enhance learning and increase productivity
Core
Competency
Information Understands the ICT Accesses and Routinely retrieves Evaluate ICT data
Management I tools which are analyzes ICT data for and uses ICT data gathering processes
Technology: Data available and knows reporting and analyses and and suggests
who, how and where operational purposes summaries to make improvements to
to seek information in management management
using them schools/departments decisions information systems
Information Learns standard ICT Uses ICT applications Integrates ICT into the Coaches other staff
Management II applications to access to enhance personal learning and work in the collection,
Technology: information and work unit places and uses it to analysis and
Applications performance in solve academic and productive use of ICT
schools/departments/ business problems data
units
Information Identifies key areas Develops and applies Adjusts the Demonstrates
Management III for staff learning in a staff training plan for information exemplary
Technology: information information management information
Processes management management processes used in management
processes processes schools, departments, processes and tools
units, to enhance to academic and
practice and improve business staff
results

30
OPERATIONS DOMAIN
Physical Plant Management

The process of ensuring that facilities are safe, comfortable, and well-maintained through the coordination of all
planning, operational and utilization aspects of building systems, exteriors and grounds
Core
Competency
Physical Plant Knows components of Utilizes in-depth Analyzes plant Coaches staff in
Management I physical plant knowledge to ensure conditions and physical plant
Plant management and is compliance with all develop a process for management to
Management aware of all key areas areas of responsibility improvement of plant design improved
of responsibility regarding plant conditions as needed processes
management
Physical Plant Identifies specific Uses existing Seeks to improve Evaluates past plant
Management II plant concerns and processes to resolve existing processes to concerns and
Concerns and communicates to plant concerns solve plant concerns implements
Processes appropriate personnel more efficiently and preventive actions to
successfully avoid
similar/potential
concerns
Physical Plant Understands Determines and Monitors and Evaluates results of
Management III individual role and Implements the improves the plant current plant
Planning responsibility in the approved budget management plan management plan
plant management priorities in the plant with staff involvement and develops an
plan management plan improved long term
plan
Regulation, Policies and Procedures

The ability to use regulations, policies and procedures to ensure fairness and consistency across the system
Core
Competency
Regulation, Knows the regulations Develops and revises Utilizes regulations Recommends
Policies and and policies that apply procedures to ensure and policies fairly improvements to
Procedures I to the school/work compliance with policies and
General unit/department regulations and regulations and their
policies application in the
school/unit/
department and in
the organization
Regulation, Selects relevant Identifies the Determines how, Suggests new
Policies and policies and advantages of where, or when, policies and/or
Procedures II regulations for applying specific regulations and revised procedures
Special applications to regulations and policies may require to meet specific
Circumstances specific policies as well as amendments for circumstances
circumstances limitations and specific
shortcomings circumstances

31
EDUCATION DOMAIN
Education competencies refer to the skills, ability and capacity to build inclusive communities that focus on
improved outcomes for all students
Assessment & Evaluation

The continuous review and refinement of the processes that relate to achievement.
Core
Competency
Assessment & Understands and Sets Analyzes and Uses cyclical
Evaluation I articulates the curriculum/instruction, interprets data with processes of
Program purposes of and training goals in colleagues/communit evaluation to ensure
Assessment assessment and response to y and takes a enhanced
evaluation assessment data leadership role in the achievement
development of
improvement plans
Assessment & Monitors assessment Provides opportunities Assess achievement Uses cyclical
Evaluation II practices in the work to clarify expectations, levels in order to processes of
Student units standards, benchmarks plan for improved evaluation to ensure
Assessment and evaluation policies instruction enhanced
achievement while
promote a results-
oriented culture

32
EDUCATION DOMAIN
Community Development
The capacity to build inclusive communities in which all stakeholders contribute to and provide a nurturing
educational environment.
Core
Competency
Community Recognizes and Communicates with Utilizes community Pursues and
Development I values the impact of community members resources to address establishes
Personal community to build a network of educational needs community
involvement in support partnerships which
education have specific
educational value
Community Provides parents and Maintains and Anticipates and Empowers the
Development II community with improves prepares for community to
Interpersonal information about the communication and community reaction participate in open
school/program encourages towards issues and and ongoing
community response addresses concerns communication to
and feedback address the variety
of needs
Community Recognizes and Establishes and Provides training for Creates and
Development III values the importance facilitates an effective the school council and accesses formal
School councils of community input school council involves the school structures to involve
(school-based only) structure and process council in active the community,
decision-making including the school
processes council, in setting
and achieving school
goals
Community Recognizes and Establishes and Provides links Extends the role of
Development IV values the importance promotes between the school school leader into the
Interaction of interaction with the communication with and the community community through
community community agencies, through various direct involvement
associations, methods of and representation:
organizations and communication and provides positive
businesses contact in the school community support
and in the community through action.

33
EDUCATION DOMAIN
Curricular Leadership
Commitment to enhance quality and scope of curriculum/programs, and continuously improve program delivery.
Core
Competency
Curricular Uses Ministry Ensures curriculum Assesses overall Actively accesses,
Leadership I expectations and coordination across school program to adapts or develops
Curriculum Board grades/levels identify overlap and/or programs to meet the
Planning guidelines/policies in gaps needs of all students
developing curriculum
programs
Curricular Ensures that Explores Promotes curriculum Defines curriculum
Leadership II individual programs links/connections integration and broadly to include all
Curriculum are of high quality and among various cross/curricular experiences from
Integration follow Ministry and programs/curriculum planning/delivery which students
Board guidelines areas derive learning

34
EDUCATION DOMAIN
Equity
The capacity to achieve equality of access and outcomes by doing things differently for/with different people in order
to address their specific realities and individual needs.
Core
Competency
Equity I Knows and Models an Fosters and promotes Capitalizes on the
Policies understands the understanding of a climate of change to diversity of students,
policies related to equity and anti-racism achieve equity and staff and community
equity and anti- policies/practices anti-racism practices to reach a high
racism, harassment degree of excellence
and human rights in education
Equity II Participates in Equity Establishes a focus Supports and Monitors and

Professional and Antiracism based group on equity and facilitates the adoption evaluates progress of
Development workshops antiracism and of equity and equity and antiracism
facilitates the antiracism initiatives using
identification of practices/outcomes by disaggregated data
outcomes all stakeholders to ensure there are
both equity
expectations and
results
Equity III Is aware of the Supports a culture Creates activities for Ensures that the
Community demographic make-up that integrates the the community that needs of a
of the school norms and traditions develop an demographically
community of a demographically awareness of its diverse community
diverse community diversity are met
Equity IV Includes references to Provides opportunity Provides multicultural, Establishes a

Resources equity and anti-racism for sharing and global, anti-racist, and process for on-going
materials and developing of inclusive materials review of
resources for staff use resources and and accesses materials/resources
materials community to for appropriateness
enhance and enrich and effectiveness in
education supporting equity and
antiracism in the
school and
community

35
EDUCATION DOMAIN

The capacity to develop an expanded understanding of the value and impact of instruction and learning through the
use of technology
Core
Competency
Information Provides equitable Works to expand Supports teachers to Inspires a shared
Communication access for students to available resources to encourage student vision for the
Technology I hardware and facilitate increased collaboration in comprehensive
Student Access software for learning flexibility in student ICT acquiring and integration of
purposes access developing resources technology and
for learning fosters an
environment and
culture that supports
the vision
Information Supports teachers in Encourages teachers Searches out and Ensures that
Communication their use of ICT to expand their use of provides curricular design,
Technology II instructional ICT-based instructional opportunities for instructional
Instruction strategies in the strategies for student teachers to strategies, and
classroom learning continually improve learning
their pedagogy environments
through the use of integrate
ICT appropriate ICT to
optimize learning
Information Demonstrates Uses all electronic Manages effectively Modifies and
Communication familiarity with all forms in the all aspects of the expands, through
Technology III supervision and supervision and creation, storage and ICT, the basic
Supervision and appraisal data performance appraisal retrieval of requirements of the
Performance collection applications process with ease performance performance
Appraisal appraisal data appraisal process to
create new solutions

36
EDUCATION DOMAIN
Instruction
The commitment to integrate effective instructional strategies in all areas of learning.
Core
Competency
Instruction I Is knowledgeable Monitors instructional Evaluates impact of Initiates and promotes
Practice about effective practice and identifies instructional practice growth related to
models of instruction goals for on student exemplary practice
and their relationship improvement achievement and
to student supports professional
achievement development to
enhance instructional
practice
Instruction II Recognizes strengths Encourages Encourages and Creates and supports
Professional and areas for growth individuals/teams to facilitates learning teams
Development in individual’s access professional opportunities for peer designed to challenge
instructional practice development related learning and sharing and enhance current
to instructional of effective practices instructional expertise
practices (e.g. mentoring, team resulting in improved
teaching, common student achievement
prep time, staff
meetings)
Instruction III Articulates OCT Models strategies for Works with Monitors and
Standards of standards of practice enhancing colleagues to expand evaluates progress
Practice for teaching competencies defined repertoire of towards achievement
by OCT standards instructional of high levels of
strategies as defined competency as
by OCT standards defined by OCT
standards of practice

37
EDUCATION DOMAIN
School/Department Improvement
The ability to apply a change management process that focuses on improving student achievement and services to
schools/departments within a collaborative learning environment.
Core
Competency
School/ Participates on Collects and analyzes Sets specific goals Ensures that
Department improvement teams data with teams to and targets for school/department
Improvement I to determine potential determine potential improvements based planning
Data and areas for areas for on data collected and demonstrates
Standards improvement improvement TDSB standards commitment to
reaching
standards/targets
established by TDSB
(e.g. EQAO, NQI,
OCT)
School/ Demonstrates active Establishes and Implements TDSB Uses physical
Department involvement in facilitates training for processes for evaluative processes
Improvement II school/department collaborative school/department of planning,
Team Activities improvement improvement teams improvement (e.g. monitoring and review
initiatives SPRI/ISO) to ensure continuous
improvement
School/ Demonstrates a Supports/ Fosters the Consciously and
Department willingness to initiate Promotes individual development of a conscientiously
Improvement III improvement and group initiatives collaborative work acknowledges and
Improvement practices for improvement environment focused celebrates individual
Practices on school/department and group efforts and
improvement results

38
EDUCATION DOMAIN
Special Education
The adaptation of curriculum to meet the needs of each student while maintaining curricular expectations
Core
Competency
Special Comprehends the Supports the policy for Implements Assesses and
Education I concepts of inclusionary practice inclusionary monitors the
Inclusion Responsible Inclusion practices effectiveness of
current inclusionary
practices
Special Understands the Recognizes and Facilitates an Contributes to the
Education II importance of supports the sharing of understanding of adoption of best
Practice exemplary practices best practices to model best practices practices at a
within the program that all students can among staff and system-wide level
learn community
Special Identifies and monitors Uses specific special Maximizes the use Advocates and
Education III students who require education resources to of all school facilitates
Identification special education and adapt programs for all resources and collaboration to
services students system personnel meet the needs of
and community special education
resources to support students
special needs
Special Engages in Identifies and provides Encourages special Provides
Education IV professional opportunities for education staff to opportunities to train
Professional development to professional provide leadership leaders to provide
Development expand inclusionary development for staff and professional professional
instructional practices development for development
other staff system-wide

39
STRATEGIC FOCUS DOMAIN

Strategic focus competencies refer to knowledge, traits and behaviours that manage change, foster
commitment to a vision and engage partnerships for enhanced service
Building Partnerships
The capacity to engage agencies, employers, and business in a manner which furthers a mutual ability to provide
enhanced services
Core
Competency
Building Understands and Successfully pursues Develops and utilizes Sustains and
Partnerships I recognizes the need and engages partnerships to models a high
Development for collaboration and appropriate partners achieve level of
partnership school/department commitment to the
goals partnerships
Building Identifies partners Communicates Builds and nurtures Embraces
Partnerships II inside and outside the regularly with partners relationships with opportunities to
Maintenance and work unit who can to keep them engaged partners to sustain create new value
Expansion promote the unit’s commitment with the
goals partnerships
Building Understands the Explores connections Recognizes and Supports and
Partnerships III potential of community and networks to meet rewards community promotes in their
Community resources new and potential partners formally and efforts to build
Communication community partners informally partnerships in the
community and
beyond
Change Management
The ability to manage the content and processes of change through strategic planning processes
Core
Competency
Change Identifies need and Applies current Knows when to Champions change
Management I focus for change change theory in real initiate, manage, and change
Understanding situations to identify guide and document management across
new themes and goals change while the organization
applying a wide through the creation
variety of strategies of multi-year goals
for positive change and the clear action
Change Understands that Demonstrates Develops strategies Aligns and measures
Management II change is complex, flexibility in managing to move beyond the change with regard to
Practice requires a variety of change. Recognizes ‘implementation dip’ the vision of the
strategies, and must what can, cannot or by measuring impact organization and key
be congruent with must change. Works and determining goals and targets
existing organizational collaboratively to future actions
values effect change
Change Recognizes the Involves staff in Builds on the Evaluates and
Management III benefits and positive identifying steps and capacity of staff to improves change
Involvement impact of change to timeframes for the lead change efforts process through
secure staff support implementation of and draws effectively stakeholders
change on internal and collaboration
external resources

40

Information Communication Technology (ICT)

The ability to learn and grow through the application of technology
Core
Competency
Information Demonstrates Actively and creatively Acts as a role model, Empowers all
Communication awareness of the uses technology as a sharing ideas and stakeholders to
Technology (ICT) potential for using tool for a variety of inspiring others to articulate a shared
Planning technology as a tool purposes incorporate the use of purpose and to
technology fully participate in
its realization
Quality Orientation
The ability to provide leadership through the principles of Total Quality
Core
Competency
Quality Understands the Forms teams involving Ensures training and Integrates, through
Orientation guiding principles of all stakeholders to implementation of modeling, all Total
Quality Total Quality initiate problem Total Quality principles Quality principles and
Practices solving processes in the workplace philosophies to ensure
through the principles the satisfaction of all
of Total Quality stakeholders through
continuous
improvement
Systems Thinking
The ability to see the whole picture, trends, and patterns of inter-relationships, and to use frames of reference to
orchestrate modification, reinforcement or change
Core
Competency
Systems Articulates personal Involves and values all Reviews, develops Ensures the
Thinking I vision as it relates to relevant stakeholders and implements alignment of
Planning the system, i.e. all in supporting system actions to support the patterns and
children can learn, all mission, vision, goals, vision, goals, processes to
employees impact on objectives, and targets objectives, and targets support the vision,
student achievement goals, objectives,
etc. and targets
Systems Aware of system Selects and Fully integrates Articulates and
Thinking II expectations, patterns implements system beliefs and embeds vision in
Application and processes improvement efforts priorities into all actions and
based on a system- continuous decisions
wide view improvement
initiatives

41

Vision Building
The ability to describe an optimal or desired state or condition and foster a genuine commitment to its creation
Core
Competency
Vision Building Displays an Promotes Actively promotes and Empowers all
Vision awareness and stakeholders supports a genuine stakeholders to
understanding of the ownership and commitment amongst articulate a shared
vision of the commitment to the stakeholders in purpose and to fully
organization vision achieving vision participate in its
realization

42
Position Profile
Competency
I II III IV
Change Leadership I (Recognition)
Change Leadership II (Process)
Change Leadership III (Initiatives)
Continuous Growth I (Awareness)
Continuous Growth II (Personal Training)
Creativity I (Innovation)
Creativity II (Support)
Inclusionary Perspective
Personal Information Communication Technology
(Use of Technology)
Integrity I (Awareness)
Integrity II (Knowledge)
Integrity III (Application)
Professional Accountability I (Personal)
Professional Accountability II (Relational)
Self-Awareness I (Process)
Self-Awareness I (Practice)
Coaching I (Communication)
Coaching II (Questioning)
Coaching III (Assessment)
Coaching IV (Viewpoints)
Coaching V (Planning)
Interpersonal
Communication I (Listening)
Communication II (Expression)
Communication III (Writing)
Communication IV (Information Sharing)
Communication V (Presentations)

43
Position Profile
Competency
I II III IV
Conflict Management I (Understanding of

Conflict)
Conflict Management II (Styles and

Strategies)
Conflict Management III (Effective

Management)
Decision Making I (Issues)
Decision Making II (Process)
Decision Making III (Alternatives)

(Communication)
Interpersonal
Problem Solving I (Problem Identification)
Problem Solving II (Problem Resolution)
Problem Solving III (Use of Resources)
Relationship Building and Networking I

(Initiation)
Relationship Building and Networking II
(Development)
Relationship Building and Networking III
(Enhancement)
Relationship Building and Networking IV
(Risk-taking)
Culture Management I (Learning)
Culture Management II (Culture)
Culture Management III (Vision)
Culture Management IV (Continuous

Improvement)
Teamwork
Culture Management V (Learning Culture)
Culture Management VI (Team-building)
Culture Management VII (Planning)
Culture Management VIII (Workplace and

Community)

44
Position Profile
Competency
I II III IV
Diversity Commitment I (Diversity)
Diversity Commitment II (Equity and

Human Rights)
Diversity Commitment III (Individual

Worth)
Diversity Commitment IV (Individual

Differences)
Diversity Commitment V (Community

Diversity)
Diversity Commitment VI (Employment

Equity)
Diversity Commitment VII (Environment)

Teamwork
Empowerment I (Change Processes)
Empowerment II (Decision-making)
Empowerment III (Personal Influence)

(Ethics)
Staff Growth and Development
Team Leadership I (Consensus)
Team Leadership II (Team Development)
Team Leadership III (Team-building)
Team Leadership IV (Motivation)
Financial Management I (Accounting)
Financial Management II (Technology)
Financial Management III (Planning)
Health and Safety I (Safe Schools)
Health and Safety II (Safe Work)

Operations Health and Safety III (Management)
Health and Safety IV (Incident Reporting)
Human Resource Management I (Job

Skills and Training)
Human Resource Management II (Legal

Requirements)

45
Position Profile
Competency
I II III IV
Human Resource Management III

(Technology)
Information Management I (Technology:

Data)
Information Management II (Technology:

Applications)
Information Management III (Technology:

Processes)
Operations Physical Plant Management I (Plant

Management)
Physical Plant Management II (Concerns

and Processes)
Physical Plant Management III (Planning)
Regulations, Policies and Procedures I

(General)
Regulations, Policies and Procedures I

(Special Circumstances)
Assessment and Evaluation I

(Program Assessment)
Assessment and Evaluation II (Student

Assessment)
Community Development I (Personal)
Community Development II (Interpersonal)
Community Development III (School

Councils)
Community Development IV (Interaction)
Education Curricular Leadership I (Curriculum

Planning)
Curricular Leadership II (Curriculum

Integration)
Equity I (Policies)
Equity II (Professional Development)
Equity III (Community)
Equity IV (Resources)
Information Communication Technology I

(Student Access)

46
Position Profile
Competency
I II III IV
Information Communication Technology II

(Instruction)
Information Communication Technology III

(Supervision and Performance Appraisal)
Instruction I (Practice)
Instruction II (Professional Development)
Instruction III (Standards of Practice)
School/Department Improvement I (Data

Education and Standards)
School/Department Improvement II (Team

Activities)
School/Department Improvement III

(Improvement Practices)
Special Education I (Inclusion)
Special Education II (Practice)
Special Education III (Identification)
Special Education IV (Professional

Development)
Building Partnerships I (Development)
Building Partnerships II (Maintenance and

Expansion)
Building Partnerships III (Community

Communication)
Change Management I (Understanding)
Change Management II (Practice)

Strategic Focus
Change Management III (Involvement)

(Planning)
Quality Orientation (Quality Practices)
Systems Thinking I (Planning)
Systems Thinking II (Application)

48

49
Glossary of Terms
Accountability Levels of Performance
The recognition and acceptance by an The organization of leadership behaviour
individual, work unit or organization of indicators at four levels of achievement and
respective responsibilities. It includes a impact.
declaration of what is intended and what is
achieved. Performance Appraisal
The process for assessing performance that
Behavioural Interviewing involves a written summative evaluation.
A structured interview approach which uses
the predictive aspects of past behaviour. It Performance Management
matches job specific information with a The process of managing effectiveness,
person’s past experiences. accountability, and assessment.
Competency Portfolio
Any measurable or observable characteristic Purposeful collection of work which exhibits
which accounts for superior performance in efforts, progress and achievements over a
a job both currently and in the future. defined period of time.
Characteristics include skills, behaviours,
traits, and knowledge. Professional Growth Plan
A personal plan that articulates realistic
Competency Model goals, objectives, intended strategies and
The conceptual framework that organizes expected outcomes about an individual’s
competencies into six distinguishing professional growth over a specific period of
domains. Each contains five to seven time.
related competencies.
Staff Deployment
Competency Profiles The process by which an organization
The statements of behaviours that places staff in positions that serve the needs
demonstrate specific competencies at four of the organization while capitalizing on the
developmental levels of performance. skills and talents of individuals.
Core Competencies Succession Planning

The competencies deemed essential for the An organizational process designed to
organization to be successful. select and retain the most talented leaders
to achieve the vision, strategic directions
360 Degrees Feedback and business priorities of the organization.
The process of receiving feedback from
multiple sources including subordinates, Total Quality
peers, clients, and managers. The process that enables an organization to
harness the creativity and skills of all
Position Profile employees to achieve the highest level of
The identification of specific competencies cost effectiveness, productivity and
relevant to a particular job description. They satisfaction.
include the Level of Performance required to
achieve at a superior level in that job.

50
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51
Acknowledgements
We wish to thank the following staff for their invaluable contribution in revision of
the Leadership Competencies.
Namita Aggarwal Tonis Kilp

Murray Airhart Esther Leung Tou
Ian Allison Dane Lowry
Paul Ambrose Sandra MacInnis
Jane Bates Jack Madden (Project Chair)
Gord Bibby Perry Mallinos
Chris Bishop Doris Martin
Janice Chung David McGill
Frank Coppinger Lori McMulkin
Kathy Cowan David Niven
Michelle Dawson Jan Nobuto
Rauda Dickinson Grainne O’Donnell
Debbie Donsky Denise Overall
Usha Finucane Anne Pahapill
Franco Francesco Pat Pild
Junette Garcia Donna Quan
Andres Ghabrial Kathryn Rumble
Silva Girod Bev Ryan
Karen Goggins Nadine Segal
June Gooding Rita Simmons (Project Chair)
Lilian Hanson Dan Shanfransky
Kari Hudson. Nancy Sova
Paula Jarrett Pam Williams

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©Toronto District School Board 1998-2006

©1998- 2006 Toronto District School Board

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©Toronto District School Board 1998-2006

Leaders For Tomorrow

A fundamental component of organizational vitality is intelligent, flexible and

The demands on leaders continue to increase; the expectations of leaders are

• shared throughout the organization

• developed in a broad base of employees

• focused more on teams than on individuals

• dependent more on process than on individual style

• delivered increasingly through facilitating, coaching, and mentoring

• reliant upon up-to-date information and data analysis

©Toronto District School Board 1998-2006

Leadership is not the Leadership is a process that

Leaders in The Toronto District School Board demonstrate:

• the capacity to inspire and support others in achieving extraordinary

• the breadth of vision to have both a local and a global perspective

• the beliefs and skills to make the vision a reality

©Toronto District School Board 1998-2006

Leadership development is important to The Toronto District

• Future success depends upon it

• Public education is becoming increasingly complex

• The demographic nature of our workforce is changing

• Education occurs increasingly within a global context

A program of focused leadership training and development is

• Learning that is purposeful and intentional will allow adaptation to changing

• Learning as groups and teams develops collective knowledge, improves

• Organizational support and encouragement are essential components in the

• Opportunities to focus on effective practice within a collegial context create

• The development of leaders requires long-term investments and must be

©Toronto District School Board 1998-2006

Creating your Position Profile and Developing

Step I: Create a Position Profile

• Assess which competencies are key to success in your current position.

Step II: Map a Career Path

• Identify a leadership or growth

Step III: Develop a

• Based on the gap analysis, select a competency for improvement or

©Toronto District School Board 1998-2006

A Competency Model For All Leaders

©Toronto District School Board 1998-2006

Level 1 Level 2 Level 3 Level 4

Demonstrates a Acquires, uses Expands range of Consistently

level of complexity and sophistication

©Toronto District School Board 1998-2006

Virtual Centre for Leadership

Overview of the Virtual Centre for Leadership

What is My Leadership Coach?

My Leadership Coach – Self Evaluation of Leadership Competencies (P/VP Selection

Enjoy these tools to enhance your learning!

How to Access the Virtual Centre for Leadership

©Toronto District School Board 1998-2006

©Toronto District School Board 1998-2006

©Toronto District School Board 1998-2006

Information Communication Technology (ICT)

©Toronto District School Board 1998-2006