OUR INDIVIDUAL AND COLLECTIVE PRIORITY ACTIONS AS LEADERS
As DGs, in the current context, and based on the intentions described above, we have to steer coherent development of the interdependent units of a school service center or school board, with internal and external stakeholders at the regional and national levels, based on conscious intentions, actions and presuppositions that are adjusted to the context, so that the organization, considered as a learner, fulfills its mission with regards to educational success. To achieve this, we have chosen to prioritize, individually and collectively, the implementation of the following actions, to act with competence and conscience.
DEVELOP LEADERSHIP
MINE
SCHOOL SERVICE CENTER OR SCHOOL BOARD LEADERS
COMMUNITY OF DGs
ENSURE THE CONTINUOUS UPDATING OF A STRATEGIC VISION FOCUSED ON SUCCESS
ORCHESTRATE, IMPLEMENT, REGULATE AND DISSIMATE STRATEGIC PLANNING
ESTABLISH AND FOSTER STRATEGIC COMMUNICATIONS AND MEANINGFUL, TRUSTING RELATIONSHIPS
EMBODY COLLABORATION AND ORGANIZE THE DEVELOPMENT OF A COLLABORATIVE CULTURE
Figure 2, which we have chosen to call the “North Star”, summarizes our interdependent, individual and collective priority actions as DGs of service centers and school boards. On a day-to- day basis, in a given context, these priority actions must be seen as inevitably mobilized and networked with one another in coherence with the specific assumptions and intentions of a DG in a given context.
FIGURE 2 : North star summarizing our individual and collective priority actions as DGs of service centers and school boards.
PRIORITY ACTIONS
In the following table, each DG’s priority actions are presented in the form of progression. These progressions enable DGs to visualize what it must gain or look to develop and implement to steer the development of the interdependent units of its organization, according to its specific intentions and the characteristics of the context. By clicking on an action, you can access the professional and theoretical knowledge considered essential to its implementation. PROFESSIONAL KNOWLEDGE corresponds to HOW to concretely implement an action. THEORETICAL KNOWLEDGE corresponds to knowledge ABOUT each action.
PRIORITY ACTIONS
In a context of STABILITY to ensure compliance with the rules
In a context of TRANSFORMATION to optimize efficiency
In a context of COMPLEXITY to develop a learning organization
DEVELOP LEADERSHIP
MINE
Know the frame of reference describing my professional action and participate in certain conferences, congresses or training courses.
Analyze the state of my professional action to identify a professional development objective and select an activity in line with it.
Consistent with the PEVR and a conscious leadership model, engage in a professional development project supported by collaborative activity with peers.
THAT OF SSC / CS
Use one or more frames of reference to guide the development of the organization's leaders, propose development activities and evaluate their success.
In line with the strategic vision, develop a or several leadership development frameworks, and structure and regulate a network of professional development activities.
In support of the updating of the strategic version of the SSC / SB, educational projects and department action plans, mobilize leaders in the design and regulation of an evolving leadership development reference framework and a limited and differentiated network of activities and collaborative spaces for professional development.
THAT OF DG COMMUNITY LEADERS
Be informed, attentive and supportive of the actions and projects of the Director Generals community.
Develop and continuously regulate a commitment to success plan that respects legal frameworks and is anchored in a solid analysis of the organization's strengths and vulnerabilities, and a network of valid theoretical knowledge on learning, teaching, evaluation and management.
Dare to contribute to the strategic positioning of the general management community to support its professional development and its contribution to education.
STRATEGIC VISION
Ensure management operations, including those related to the budget, staffing plan, infrastructure and development of the commitment to success plan, in compliance with legal frameworks.
Develop and continuously regulate a commitment to success plan that respects legal frameworks and is anchored in a solid analysis of the organization's strengths and vulnerabilities and a network of validated theoretical knowledge on learning, teaching, evaluation and management.
Mobilize the organization's leaders in the continuous updating of a commitment to success plan and educational projects that respect legal frameworks and are anchored in a solid analysis of the organization's strengths and vulnerabilities, and a shared network of theoretical and professional knowledge congruent with organizational values and orientations.
STRATEGIC PLANNING
Establish priority action plans for general management and departments to update the vision for success.
Support each department in drawing up and deploying an effective action plan, contributing to the realization of the strategic vision.
Mobilize facility and center managers and service managers in the concerted development of interdependent action plans to support educational projects in line with the strategic vision (organizational alignment).
COMMUNICATION
Ensure that the various stakeholders are aware of the institutional and governmental rules and standards as well as the strategic vision and are committed to implementing them.
Structure a network of resources and spaces to communicate and regulate strategic vision and planning.
Collaboratively plan, implement and regulate a communications strategy that develops and mobilizes all stakeholders in updating the vision and strategic planning.
COLLABORATION
Set up structures to encourage consultation on specific issues.
Develop a network of collaborative structures to support leaders' professional development and strategic planning.
Involve ourselves and our stakeholders in the continuous updating, evaluation and adjustment of a network of collaborative structures that simultaneously support leaders' professional development and strategic visioning, planning and communication.
Association des directions
générales scolaires du Québec (ADGSQ), Marie-Hélène Guay et Brigitte Gagnon
DEVELOP LEADERSHIP: MINE
Be familiar with the framework of reference describing my professional actions and participate in certain conferences, congresses or training courses.
PROFESSIONAL KNOWLEDGE
THEORETICAL KNOWLEDGE
Forms of power: Authority, leadership, politics, etc.
Theories on leadership and the state of development of leaders and organizations: Conformist stage - Leadership model.
Professional development: associative training, university training obligatory, colloquium, congress, conference, webinar.
Distinction between delegation and accountability.
Nature and characteristics of a succession plan.
Analyze the state of my professional action to identify a professional development objective and select an activity in line with it.
PROFESSIONAL KNOWLEDGE
Analyze the contextual elements and ways of doing things that help or hinder your professional development, based on a frame of reference and/or tests.
THEORETICAL KNOWLEDGE
Theories on leadership and the state of development of leaders and organizations: Performant stage - Leadership model.
Professional development: community of practice, non-mandatory university training, readings (effective theories and practices), certification linked to the use of a specific approach or tool.
Standardized leader assessment tests.
Consistent with the PEVR and a conscious leadership model, engage in a professional development project supported by collaborative activity with peers.
PROFESSIONAL KNOWLEDGE
Identify strengths and difficulties without judging or comparing yourself.
Accept to be accompanied as a learner.
Define and clarify one's leadership model and theoretical anchors.
Transcend the perception of a lack of time to prioritize one's development.
Be aware of the contextual elements, one's ways of being and doing, one's intentions or presuppositions that promote or hinder one's professional development.
Prioritize certain development activities according to your prerequisites, your needs and those of the organization, including reading up on theoretical knowledge.
Recognize the value of a balanced personal and professional life.
THEORETICAL KNOWLEDGE
Theories on leadership and the state of development of leaders and organizations: Pluralistic and evolutionary stages Leadership model.
Professional development methods: coaching circles, action research, co-development groups, individual or team coaching, practice or critical incident analysis, shared readings, carousel workshops, world café, open forum, etc.
Distinction between a leader's personal characteristics and a leader's state of development.
DEVELOP LEADERSHIP: THAT OF CSS/CS LEADERS
Use one or more frames of reference to guide the development of the organization's leaders, propose development activities and evaluate their success.
PROFESSIONAL KNOWLEDGE
THEORETICAL KNOWLEDGE
Forms of power: Authority, leadership, politics, etc.
Theories on leadership and the state of development of leaders and organizations: Conformist stage - Leadership model.
Professional development: associative training, mandatory university training, colloquia, congresses, conferences, webinars.
Distinction between delegation and accountability.
Nature and characteristics of a succession plan.
In line with the strategic vision, develop a leadership development framework(s) and structure and regulate a network of professional development activities.
PROFESSIONAL KNOWLEDGE
In a supervisory context, ensure that leaders self-assess their state of development and set a professional development objective as a lever for updating their school's educational project, the
department's action plan and the PEVR.
Valuing leaders' ongoing professional development as a lever for organizational effectiveness.
THEORETICAL KNOWLEDGE
Theories on leadership and the state of development of leaders and organizations: Performing stage - Leadership model.
Professional development: community of practice. non-mandatory university training, readings (effective theories and practices), certification linked to the use of a specific approach or tool.
Standardized leader assessment tests.
In support of the updating of the CSS/CS strategic vision, educational projects and department action plans, mobilize leaders in the design and regulation of an evolving leadership development reference framework and a limited and differentiated network of activities and collaborative spaces for professional development.
PROFESSIONAL KNOWLEDGE
Individually and/or as a general management team, develop a leadership model.
Model the leadership expected within the organization.
Become aware of one's own ways of being and doing, which can help or hinder the professional development of the organization's leaders.
In the context of supervision and/or coaching, individually or collectively, of leaders, support 1) the assessment of their state of development; 2) the definition of a professional development project; 3) the choice of relevant professional development activities and 4) the regulation and assessment of the effects of this project on them and their environment.
Make the intentions of each professional development activity explicit, in line with the leadership development reference framework and the PEVR
Accompany the integration of new leaders to ensure their gradual adherence to the strategic vision.
From a legacy perspective, prioritize the professional development of aspiring DGs and their access to the organization's professional knowledge network.
THEORETICAL KNOWLEDGE
Theories on leadership and the state of development of leaders and organizations: Pluralistic and evolutionary stages -
Leadership model.
Professional development methods: coaching circles, action research, co-development groups, individual or team coaching, practice or critical incident analysis, shared readings, carousel workshops, world café, open forum, etc.
Distinction between a leader's personal characteristics and a leader's state of development.
DEVELOP LEADERSHIP: THAT OF THE DG COMMUNITY
Use one or more frameworks of reference to guide the development of the organization's leaders, propose development activities and evaluate their success.
PROFESSIONAL KNOWLEDGE
THEORETICAL KNOWLEDGE
Forms of power: Authority, leadership, politics, etc.
Theories on leadership and the state of development of leaders and organizations: Conformist stage - Leadership model.
Professional development: associative training, mandatory university training, colloquia, congresses, conferences, webinar.
Distinction between delegation and accountability.
Nature and characteristics of a succession plan.
In line with the strategic vision, develop a leadership development framework(s) and structure and regulate a network of professional development activities.
PROFESSIONAL KNOWLEDGE
Collaborate with other DG-DGAs or departmental executives from his or her CCS/CS and other CSS/CSs on regional and national projects and activities based on shared, explicit intentions.
Appropriate certain common theoretical frameworks to think and act coherently with and for our partners (e.g. CAR, FCSSQ, CPDP, MEQ, etc.), including the present reference framework.
Within the framework of these regional and national projects, embody the leadership described in this reference framework.
THEORETICAL KNOWLEDGE
Theories on leadership and the state of development of leaders and organizations: Performing stage - Leadership model.
Professional development: community of practice, non-compulsory university training, readings (effective theories and practices), certification linked to the use of a specific approach or tool.
Standardized leader assessment tests.
In support of the updating of the CSS/CS strategic vision, educational projects and department action plans, mobilize leaders in the design and regulation of an evolving leadership development reference framework and a limited and differentiated network of activities and collaborative spaces for professional development.
PROFESSIONAL KNOWLEDGE
Support self-assessment of leaders' development status, in line with the present reference framework.
Support the definition and ongoing regulation of a collective professional development activity or project.
Create strategic alliances with peers with similar presuppositions or with a leader in authority to bring this activity or collective professional development project to life.
Adjust or create physical and temporal spaces, work methods and tools to energize this activity or collective development project.
Identify and exploit opportunities for collaboration, communication and influence, in order to share and capitalize on the professional and theoretical knowledge of branch managers.
Forging alliances with external resources, researchers or facilitators, to support the deployment of a professional development activity or project.
Ask senior management to update and archive their individual and collective theoretical and professional knowledge of leadership.
THEORETICAL KNOWLEDGE
Theories on leadership and the state of development of leaders and organizations: Pluralistic and evolutionary stages Leadership model.
Professional development: coaching circles, action research, co-development groups, individual or team coaching, practice or critical incident analysis, shared readings, carousel workshops, world café, open forum, etc.
Distinction between a leader's personal characteristics and a leader's state of development.
STRATEGIC VISION
Ensure management operations, including those related to the budget, staffing plans, infrastructure and the development of the Plan d’engagement vers la réussite (PEVR), in compliance with legal frameworks.
PROFESSIONAL KNOWLEDGE
THEORETICAL KNOWLEDGE
Theories of change in the context of stability.
Commitment to success plan: nature, objectives and legal definition process.
Develop and continuously regulate a Commitment to Success Plan that respects legal frameworks and is anchored in a solid analysis of the organization's strengths and vulnerabilities, and a network of valid theoretical knowledge on learning, teaching, evaluation and management.
PROFESSIONAL KNOWLEDGE
Initiate and promote pilot projects, closely supervised and regulated, to inspire subsequent developments on a larger scale.
THEORETICAL KNOWLEDGE
Theories of change in the context of transformation.
Steps to define a strategic vision focused on success.
Steps for analyzing an organization and settingtargeted expectations.
Typologies of conceptions of success and learning.
Synthesis of effective teaching, assessment and management practices.
Mobilize the organization's leaders in the continuous updating of a Commitment to Success Plan and educational projects that respect legal frameworks and are anchored in a solid analysis of the organization's strengths and vulnerabilities, and a shared network of theoretical and professional knowledge congruent with organizational values and orientations.
PROFESSIONAL KNOWLEDGE
Supporting the definition of concepts and frames of reference on the central objects relating to learning, teaching, assessment or management that underlie the PEVR.
Ensure that these definitions and frames of reference are rooted in the sector's previous professional knowledge or that derived from research.
Ensure that researchers, consultants and lecturers who collaborate with the organization anchor and contextualize their contribution by echoing the theoretical and professional knowledge already mobilized and significant within the organization.
In the face of adversity, revisit your own presuppositions and intentions, and those of the organization and its stakeholders, to identify areas of influence to prioritize.
THEORETICAL KNOWLEDGE
Theories of change in the context of complexity.
Distinguishing between the will, potential and development capacity of leaders and organizations.
STRATEGIC PLANNING
Establish priority action plans for general management and departments to update the vision for success.
PROFESSIONAL KNOWLEDGE
Identify priority resources/projects consistent with departmental targets and indicators.
Circumscribe a limited number of targets and indicators associated with these resources/projects.
Implement resources/projects.
Supervise departments and their operations based on precise guidelines and directives.
THEORETICAL KNOWLEDGE
Support each department in drawing up and deploying an action plan that can be shown to be effective, helping to make the strategic vision a reality.
PROFESSIONAL KNOWLEDGE
As a general management team, consolidate skills in strategic planning.
Clarify the shared meaning given to the concepts of PEVR and strategic plan within its CSS/CS.
Develop and adapt resources, work methods and physical spaces to enable ongoing regulation of priority action plans for services, based on rigorous data.
Disseminate and popularize the advances and challenges faced in implementing strategic planning on the basis of evocative data.
Delegate operational tasks on the basis of clear expectations regarding the strategic objectives pursued.
Anticipate potential pitfalls inherent in the implementation of priority resources/projects.
Use tools to regulate and monitor priority resources/projects in line with targets [&] indicators, with supporting evidence, to prioritize corrective actions.
THEORETICAL KNOWLEDGE
Theories on how to plan, implement, regulate and disseminate a strategic vision.
Principles and tools for continuous improvement, collaborative management and project management (dashboards) - Control room.
Distinguish between strategic, tactical and operational expectations and operations.
Mobilize facility and center managers and service managers in the concerted development of interdependent action plans to support educational projects in line with the strategic vision (organizational alignment).
PROFESSIONAL KNOWLEDGE
Create and update tools, working methods and physical spaces for the ongoing regulation of interdependent departmental action plans on the basis of quantitative and qualitative data.
Engage organizational leaders in updating, disseminating and recognizing the progress and challenges faced in implementing strategic planning.
Differentiate action plan monitoring and supervision according to the prerequisites of the stakeholders involved.
Delegate authority to decide on strategic objectives.
Ensure that professional knowledge generated within the organization is shared, enriched, mobilized and archived on an ongoing basis.
In the face of adversity, agree to prioritize the implementation of certain resources/projects to take account of the context and stakeholders.
Ensure that the means/projects prioritized in the interdependent action plans of CSS/CSs, establishments and services are underpinned by shared presuppositions and intentions.
Raise awareness and educate stakeholders about the value of strategic planning and the resources required to implement it.
THEORETICAL KNOWLEDGE
Resources, spaces and archiving methods to ensure the continuity of CSS's professional and theoretical knowledge.
COMMUNICATION
Ensure that the various stakeholders are aware of the institutional and governmental rules and standards and the strategic vision, and are committed to implementing them.
PROFESSIONAL KNOWLEDGE
Exercise the role of spokesperson as defined by the Education Act.
THEORETICAL KNOWLEDGE
The art of assertion, description, information and specification.
In a CSS, knowledge of the nature and responsibilities of the spokesperson role as defined by the Education Act.
Government apparatus and the relationship to politics.
Theories on political skills and the art of networking.
Structure a network of resources and spaces to communicate and regulate strategic vision and planning.
PROFESSIONAL KNOWLEDGE
Enhance the value of individual and collective achievements by stakeholders in line with the PEVR.
Refine certain communication tools and popularize priority frames of reference.
Prepare communications.
Create spaces and tools to share information in real time.
THEORETICAL KNOWLEDGE
The art of advising, framing, analyzing, synthesizing, demonstrating and arguing with boldness, aplomb, courage and conviction.
Effective and strategic communication for
position and promote yourself; and
position and promote your organization.
Collaboratively plan, implement and regulate a communications strategy to develop and mobilize all stakeholders in updating the strategic vision and planning.
PROFESSIONAL KNOWLEDGE
Clarify the shared meaning of the concepts of strategic communication and communication plan.
Evaluate your own professional actions in terms of strategic communication and those of the organization's leaders.
Adjust language to the likelihood and state of individual and collective professional development of stakeholders.
Involve stakeholders in developing and updating a network of strategic communication spaces.
Dare to influence leaders in positions of authority over themselves and the organization.
Dare to demonstrate authenticity, courage, humility and patience, and nurture and value these attitudes in others.
Experiment with “we” as well as “I” communication.
Embody a model of non-violent communication.
Use and refer often to co-developed frames of reference, and reiterate their scope and components.
Often recount the origin and history of the organization and its priority projects.
Dare to make individual and collective difficulties explicit, and encourage other leaders to do the same.
Analyze the context and likelihood of the various stakeholders, including their issues, needs, values and intentions.
Clarify your positioning, key messages and communication objectives, specifically in line with the PEVR.
Frequently reiterate shared presuppositions and intentions, as well as the priority resources inherent in interdependent action plans for facilities and services, or in a priority project in progress.
THEORETICAL KNOWLEDGE
The art of questioning, contextualization, translation, deep listening to what is said and unsaid, feedback, silence, synchronization, reflection, reflection and metaphor.
Welcoming and tolerating error, paradox, ambiguity and the unsolvable in the moment.
Awareness and suspension of judgments and presuppositions.
Non-violent communication; expression of facts, feelings, needs and clear requests.
COLLABORATION
Set up structures to encourage consultation on specific issues.
PROFESSIONAL KNOWLEDGE
THEORETICAL KNOWLEDGE
Clarification of stakeholders' roles and responsibilities.
Develop a network of collaborative structures to support leaders' professional development and strategic planning.
PROFESSIONAL KNOWLEDGE
Develop an annual calendar of collaborative meetings.
larify and promote a shared vision of collaboration within the organization.
Plan and facilitate collaborative meetings in which intentions, roles and responsibilities, and operating standards are made explicit in line with the PEVR.
Develop partnerships with external stakeholders to implement PEVR priority projects/methods.
THEORETICAL KNOWLEDGE
Distinction between cooperation and collaboration.
Building an alliance in a collaborative context: needs, contributions, working methods.
Theories on collaboration: nature, goals, resources and favorable conditions, particularly within a general management team.
Team development stages to set realistic expectations for collaboration.
Partnerships with universities and knowledge mobilization.
Involve ourselves and our stakeholders in the continuous updating, evaluation and adjustment of a network of collaborative structures that simultaneously support leaders' professional development and strategic visioning, planning and communication.
PROFESSIONAL KNOWLEDGE
Identify the areas of influence and collaborative action that are priorities for senior management, in line with the PEVR, and ensure that they embody a model of collaboration.
Evaluate one's own competent and conscious professional actions in terms of collaboration, and those of the organization's leaders, and take them into account when clarifying and expressing expectations.
Agree to slow down, delegate and refrain from carrying out a mandate alone if one hopes to consolidate collaboration within the organization.
Identify and preserve collaborative spaces free of political influence.
Team up with collaborators to plan and run a collaborative structure, taking into account their respective strengths and what the context calls for.
Discuss and explicitly circumscribe the objects and projects that will or will not be worked on collaboratively.
Contribute to the creation of spaces where the posture of learner, vulnerability and trust are valued.
THEORETICAL KNOWLEDGE
Theories on the learning organization.
A network of collaborative structures with interdependent intentions and agendas.
