Administrative Procedure 450 – Appendix B

Competencies For District Office Administrators

Background

District Office Administrators are educational leaders who promote the success of all students and schools. This document sets out six Competencies for the evaluation of District Office Administrators performance. Descriptors following each competency comprise a repertoire of processes and activities in which District Office Administrators engage in order to meet the Competencies. District Office Administrators and the Superintendent or designate are to use the descriptors to guide professional development, supervision, evaluation and remediation strategies in order that District Office Administrators can meet the Quality Practice Standard consistently throughout their careers.

It is acknowledged that the areas of primary responsibility for District Office Administrators will vary from position-to-position and from department-to-department. Specific responsibilities are to be developed collaboratively with the District Office Administrators and be embodied in a job description. These areas of primary responsibility shall be incorporated within the evaluation process.

  1. Competency: Building Effective Relationships
    The District Office Administrators establishes a welcoming, caring, respectful and safe learning environment by building positive and productive relationships with members of the school community and the local community.
    Achievement of this competency is demonstrated by indicators such as:
    1. Collaborating with community and provincial agencies to address the needs of students and their families;
    2. Employing team-building strategies and using solution-focused processes to resolve challenges;
    3. Modeling ethical leadership practices, based on integrity and objectivity;
    4. Establishing constructive relationships with staff, school councils, parents/guardians, employee organizations, the education ministry and other stakeholders; and
    5. Facilitating the meaningful participation of members of the school community and local community in decision-making.
  2. Competency: Modeling Commitment to Professional Learning
    A District Office Administrators engages in career-long professional learning and ongoing critical reflection, identifying and acting on opportunities for enhancing leadership, teaching, and learning
    Achievement of this competency is demonstrated by a number of indicators, such as:
    1. Communicating a personal philosophy of education that is student-centered and based on sound principles of effective teaching and leadership;
    2. Collaborating with teachers, school leaders and other District Office Administrators to build professional capacities and expertise;
    3. Actively seeking out feedback and information from a variety of sources to enhance leadership practice;
    4. Seeking, critically-reviewing and applying educational research to decisions and practices;
    5. Engaging in research initiatives, where appropriate; and
    6. Engaging with the members of the school authority to establish a shared understanding of current trends and priorities in the education system.
  3. Competency: Visionary Leadership
    The District Office Administrators engages with the school community in the development and implementation of a vision of a preferred future for student success, based on common values and beliefs.
    Achievement of this competency is demonstrated by indicators such as:
    1. Ensuring that the vision is informed by research on effective learning, teaching and leadership;
    2. Building structures to support staff in professional collaboration, innovation, and continuous improvement;
    3. Promoting in the school community a common understanding of and support for the school authority’s goals, priorities, roles and responsibilities; and
    4. Ensuring that the District’s education plan is aligned with the school community’s vision, meets all requirements identified in provincial legislation and is responsive to the ongoing analysis of the school authority’s achievements.
  4. Competency: Leading Learning
    A District Office Administrators establishes and sustains a learning culture in the school community that promotes critical reflection on practice, shared responsibility for student success and continuous improvement.
    Achievement of this competency is demonstrated by indicators such as:
    1. Fostering in the school community equality and acceptance with respect to age, ethnicity, culture, religious belief, gender, gender identity, gender expression, physical ability, cognitive ability, family status and sexual orientation;
    2. Providing learning opportunities, based on research-informed principles of effective teaching, learning and leadership, to build the capacity of all members of the school community to fulfill their educational roles;
    3. Promoting collaboration, critical thinking and innovation in the school community;
    4. Ensuring that staff have access to resources, programs and expertise to support them in meeting their professional responsibilities and in addressing the learning needs of all students;
  5. Competency: First Nations, Métis and Inuit Education for All Students
    A District Office Administrators establishes the structures, resources and provision of services necessary for the school community to acquire and apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
    Achievement of this competency is demonstrated by indicators such as:
    1. Supporting staff in accessing the professional learning and capacity-building needed to meet the learning needs of First Nations, Métis, Inuit and all other students;
    2. Engaging and collaborating with neighbouring First Nations and Métis leaders, organizations and communities to optimize learning success and development of First Nations, Métis, Inuit and all other students;
    3. Understanding historical, social, economic, and political implications of:
      • Treaties and agreements with First Nations;
      • Agreements with Métis; and
      • Residential schools and their legacy;
    4. Aligning system resources and building organizational capacity to support First Nations, Métis and Inuit student achievement; and
    5. Pursuing opportunities and engaging in practices to facilitate reconciliation within the school authority community.
  6. Competency: Managing District Operations and Resources
    A District Office Administrators directs operations and manages resources in the interests of all students and in alignment with the school authority’s vision and priorities.
    Achievement of this competency is demonstrated by indicators such as:
    1. Providing direction on fiscal and resource management in accordance with all statutory, regulatory and Board requirements;
    2. Ensuring effective alignment of the organization's human resources to achieve the school authority’s strategic plan;
    3. Delegating responsibility to staff, where appropriate, to enhance operational efficiency and effectiveness;
    4. Providing for the support, ongoing supervision and evaluation of all staff members in relation to their respective professional responsibilities;
    5. Establishing data-informed strategic planning and decision-making processes that are responsive to changing environments;
    6. Respecting the cultural diversity and differing perspectives of the school authority community;
    7. Recognizing student and staff accomplishments; and
    8. Implementing programs and procedures for the effective management of human resources in support of capacity-building, knowledge-transfer and succession planning.