Empower Ethical Leadership

5.1 Educators and school staff develop mindsets and skills that value and leverage student voice in learning, assessment, and decision-making (MYSP Town Hall Report).

• Demonstrating understand of the importance of knowing their learners (e.g., using CRRP to develop their socio-cultural consciousness).
• Exploring how their social identities and social location influence whose voices are leveraged in learning and assessment.
• Developing their own and others’ capacity to listen to marginalized voices with the intention to understand (Leadership Strategy).
• Incorporating learners’ identities, lived experiences, needs, and interests to inform learning, assessment, and decision-making.
• Students are being engaged by educators in the assessment and learning processes through co-constructing success criteria, self-assessment, and providing feedback to their peers.
• Creating conditions that support leadership opportunities for students, particularly those who have been marginalized and underserved.
• Students whose intersecting social identities are representative of the school community are actively engaged in leadership opportunities.
• Learning about the lived experiences of students through building relationships with families.
• Classroom tasks involve student collaboration, invite choice, and reflect the diverse needs and interests of students.
• Elicit and include student voice on an ongoing basis in decision-making and the development of programs and school improvement goals (Equity Action Plan, MYSP Town Hall Report).

5.2 A working group representative of the social identities in York Region will revise the Modern Learning frame to explicitly:

• define student voice as: “the co-design and co-implementation of both learning and assessment,”

• elevate the role of experiential learning, and

• integrate equity as a through-line.

• Members of the Working Group and Think Tanks are reflective of the social identities of the Board community.
• Think Tanks with students, teachers and administrators are held to inform the revision process.
• Revised Modern Learning frame is communicated to the system

6.1 School and Board staff engage in critical self-reflection to examine their leadership for ethical practices.

• Using existing resources (e.g., Leadership Strategy, Ontario Leadership Framework, Equity Action Plan, Personal Leadership Resources, YRDSB Leadership Framework for Managers (Working Draft)) for self-reflection​.

6.2 Develop a shared understanding of ethical leadership:

• Create a working definition of Ethical Leadership (EL),

   

• Build Ethical Leadership competency and consciousness in all aspects of school and department leaders’ work (e.g., decision-making, relationship building, problem-solving, communicating, monitoring of impact), and

• Strengthen the focus on Ethical Leadership in the Leadership Strategy.

• Ethical Leadership definition is reflective of a critical literature review of EL in an educational context.

• Students, staff, parents and community are engaged in developing the working definition of ethical leadership (EL).

• School and system actions in the Leadership Strategy are aligned with Ethical Leadership.

• Tools and training are developed to build school and department leaders’ understanding of EL and to inform behaviours and practices.