Individual or collective activity designed to contribute to the development of competent and conscious professional action by a branch as described in the present reference framework.
Ability to implement efficient actions most likely to influence the organization’s significant transformation, based on conscious and explicit intentions and presuppositions adjusted to the context.
An intentional act of learning, by individuals or learning organizations who dare to negotiate their assumptions and draw inspiration from research in planning and implementing concerted and meaningful actions in order to achieve a co-defined common goal.
The process by which a leader or group of leaders intentionally and purposefully take their place and speak out in the public sphere to enable the organization to realize its strategic, success-oriented vision. Key characteristics of strategic communication: 1) It is underlined by an analysis of the environment and the situation; 2) It is underlined by a communication plan; 3) It involves evaluating the different points of view of the beginning and end of targeted audiences. The main targets of strategic communication: to educate, mobilize, act effectively, represent and influence.
Development of competent, conscious individual or collective action, i.e. the ability to implement efficient actions most likely to influence the significant transformation of organizations, based on conscious, explicit intentions and presuppositions adjusted to the context.
The collective effect of director general, the Board of Directors (or Board of Commissioners), departments and plant management in federating coherent and significant actions. to educational success in the territory of a service center or school board (inspired by Leithwood, Sun and Mc Cullough, 2019).
Anyone who recognizes and chooses to exercise their power of influence within an organization.
Ability to steer the coherent development of interdependent units of a school service center or school board, with parties involved in the process. We work with internal and external stakeholders at regional and national levels, on the basis of conscious intentions, actions and presuppositions adjusted to the context, to ensure that the organization, considered a learner, fulfills its mission with regard to educational success.
Schematic and simplified representation, whether it be individual or collective, of the way in which leaders conceive of their competent and professional actions, i.e. the priority actions they are willing and able to take in a given context, inspired by explicit intentions and assumptions. Quasi-synonym: Leadership Framework.
An organization, who’s systemic and differentiated educational and management actions support the individual and the collective development of people, for and with them, and in the same manner, develop organizations as a whole.
Physical or moral actor participating in or influencing the organization’s operations and development.
Internal actors, whether they are physical or moral, who participate in or who influence the organization’s operations and development. E.g.: department managers, facility directors, professional staff, teaching staff, unions, etc.
External physical or moral actor, participating in or influencing the organization’s actions and development. E.g.: municipal mayors, Ministry of Education, suppliers, regional associations, etc.
Document defining the positioning, key messages, objectives, channels and tools for strategic communication by an organization’s leaders.
A planning tool that transparently informs the entire population of the School Service Center’s or School Board’s commitments to ensuring the educational success of all students, youth and adults, for a given period (MEQ, 2022). For the Ministère de l’Éducation (2022), a PEVR essentially describes the context in which the organization is evolving, its orientations and the objectives and indicators for measuring their achievement in line with ministerial expectations. In this sense, from our current point of view, the PEVR is generated by our actions in 1) continuously updating a success-oriented strategic vision and 2) orchestrating strategic planning, as defined in this frame of reference.
Process by which a leader, or group of leaders, establishes, with supporting data, an overall plan of priority objectives to be achieved and means to be implemented in the various interdependent organizational units in line with the success-oriented vision. Result of this process Related terms: Results- based management, continuous improvement, data culture, data leveraging, data-driven decision making.
A focused and finalized set of actions by a leader or group of leaders to actualize the organization’s success-oriented strategic vision.
Ensemble finalisé et ciblé d’actions d’un leader ou d’un groupe de leaders pour actualiser la vision stratégique axée sur la réussite de l’organisation.
A finalized and targeted set of actions by a leader or group of leaders to actualize their competent and conscious professional action in line with the organization’s success-oriented strategic vision.
Educational success encompasses the three main vectors of the Quebec school system’s mission: to educate, socialize and qualify. It encompasses academic success, but goes beyond graduation and qualification by taking into account a person’s full intellectual, cognitive, affective, social and physical potential, from the earliest age. Educational success is also about the adoption of values and attitudes, and the development of skills that will make a citizen or a responsible citizen, ready to play an active role in the job market, in their community and in society (Politique de la réussite éducative du MELS, 2017).
Prescriptive knowledge resulting from the finalized transformation of a given professional situation on the basis of explicit presuppositions, which can inspire the transformation of other situations of this type on the basis of similar presuppositions. Professional knowledge provides an answer to a comment in the following general form: if you believe X (presuppositions) and want Y (intention) in a given context, do or avoid X action(s). Quasi-synonyms: experiential knowledge, practical experience knowledge, action knowledge, prescriptive knowledge, etc.
Descriptive knowledge derived from an understanding of a given object, enabling us to describe and explain its properties, laws and regularities.
The process by which a leader or group of leaders establishes the organization’s long-term direction, usually describing vision, values and orientations. Result of this process.