ONTARIO

FROM THE PRESIDENT
Wayne Hill
School Management
I don’t imagine that there is a single principal
in the Province of Ontario, or anywhere in
Canada, for that matter, who needs to be
reminded that they are the instructional leader
in their school.
We are bombarded with the message that we
are responsible for the learning agenda in our
schools, as well as the implementation of our
school improvement plan, our collaborative
learning strategies, our special education plan
etc. etc. etc. We are constantly reminded that
instructional improvement and student learning are our primary focus.
Almost all of our professional development is focused on student learning
and achievement.
And yet most of us would agree that we have far too little time available to
us for this purpose. Almost inevitably, when the superintendent drops by,
we are engaged in a management task. The reality is that we spend relatively
little time developing our management skills and yet, as evidenced in all
the workload studies, management has come to dominate our agenda.
There are literally hundreds of pieces of legislation and regulations that
govern the work that principals and vice-principals do every day. From
the Sabrina Act to WHMIS, from policies around human resources
and purchasing practices to safe schools and pediculosis, management
issues can overwhelm the most experienced principal. Perhaps the most
disconcerting aspect of the rigours of managing a school community is
that you don’t know what you don’t know. Sometimes it isn’t the burden
of absorbing all of these management practices that keep us awake at
night but rather the unsettling feeling that there is something important
you missed.
Every one of us
knows that a school
that is well managed
has a much greater
chance of successfully
meeting the learning
goals that we have
established.
along with student achievement our parents
value a safe and well-run school. And they
judge its success on both of these criteria.
However, effective and supportive management
takes a great deal of time. As a result there is
precious little time left over to allow us to do
the work around supporting student learning
that is at the heart of our leadership role. Time
and again principals and vice-principals have
raised the issue of management workload – its
relentless expansion and the degree to which it
competes for our time with the critical work of supporting student learning
and achievement.
This edition of Principal Connections examines school management. We
will look at the emerging issues related to management and the ways
technology has impacted our ability to effectively manage more complex
organizations. My thanks go out to Deirdre Kinsella Biss and all of
the contributors to this issue for tackling this topic with informative
and helpful strategies. I am sure that you will continue to refine your
management skills. Know that we here at CPCO are available to assist you
in any way we can. Good reading!
It is my sincere hope that by the time you read this article an agreement
will have been reached. Please know that all of us at CPCO are working
diligently to keep you updated on the progress of the negotiations and we
are available to assist where we can with any issues that may arise both
provincially and locally. As soon as an agreement with the teachers is
ratified, provincial and local board negotiators will turn their attention
to the terms and conditions for principals and vice-principals. Again, our
team will be there to support and assist all of our Members and Associates.
Every one of us knows that a school that is well managed has a much greater
chance of successfully meeting the learning goals that we have established.
Parents, teachers and staff, and our wider communities demand effectively
run schools that are safe and nurturing communities. Indeed we know that
Please check the Associates site of the CPCO website, www.cpco.on.ca
regularly for updates.
2 Principal Connections • Fall 2015 • Volume 19 • Issue 1