THE LEADERSHIP OF SCHOOL BOARD DIRECTOR GENERALS - ADGSQ - OUR INDIVIDUAL AND COLLECTIVE PROFESSIONAL DEVELOPMENT

Our professional development corresponds to the development of our competent and conscious professional actions as leaders. With this in mind, we give priority, individually and collectively, to professional development activities:

Which are levers for priority developments within our organizations and in education in Quebec.
That explicitly contribute to leadership development as described in this framework.
Carefully selected for in-depth learning.
Which are differentiated according to the state of our development.
That support the acquisition of resources, the mobilization of these resources in context, and our ability to step back from our competent and conscious professional actions⁶.

With this in mind, Table 2 on the following page presents an approach to inspire the definition, implementation and regulation of an individual or collective professional development project of the ADGSQ.

TABLE 2 : An approach to inspire the definition, implementation and regulation of a professional development project for a DG, a general management team or the ADGSQ.

Appendix 2 shows the current network of the main professional development activities of Quebec’s school superintendents. annexe

Conclusion

The Leadership Reference Framework of DGs highlights our work in the Quebec school system and sheds light on our assumptions about leadership, our current context of practice, our intentions and the actions we wish to prioritize, individually and collectively, to achieve these intentions. It was developed as part of an action-research project carried out with and for ADGSQ members. In this sense, echoing what we believe and want in the current context, we have acted, learned and sought as collaborators in a learning organization. We have chosen to embody the competent and conscious professional action of contemporary leaders that we wish to see deployed in our service centers and school boards and, more broadly, in education in Quebec.

As our frame of reference makes explicit, the creation and ongoing adjustment of an individual or collective leadership model is an essential lever in the development of a leader and his or her organization. As an emerging learning organization, in a complex and volatile context, we have chosen to make this the foundation of our actions, learning and research. In this way, we can keep this frame of reference alive and evolving, and hope that it contributes to positioning service centers and school boards as pillars of youth and adult development in contemporary Quebec.