AQ-Principal's Qualification Program

About the Program

The Faculty of Education is pleased to offer Part I and/or Part II of the Principal's Qualification Program in Ottawa during the session mentioned above. The Program developed by educational and administrative leaders respects the Foundations of Professional Practice of the Teaching Profession established by the Ontario College of Teachers. The Program will be offered on the University of Ottawa Campus by qualified and experienced principals and vice-principals from both the public and the catholic sectors as well as elementary and secondary. They will be chosen according to their leadership qualities and competencies as demonstrated in their respective schools. The course will respect the Ministry of Education and College of Teachers Guidelines and will present new concepts in leadership and management theories. These will help candidates develop their vision of leadership and education in an era of constant change and accountability.

Activities will be organized in order to address the needs of the candidates. Such activities could include: the establishment of a portfolio; suggested techniques for interviews; appropriate role playing.

When Part I, the practicum and Part II are successfully completed, the candidate will have fulfilled the Ontario College of Teachers' requirements for the principal's certification. (Regulation 184/97)

John McGrath
Coordinator
Principal's Qualification Program
Faculty of Education
University of Ottawa
145 Jean-Jacques Lussier St.
Ottawa ON K1N 6N5

Tel.: (613) 562-5804
Fax: (613) 562-5987
E-mail: John.McGrath@ottawacatholicschools.ca

Schedule and Timetable

The program consists of 100 instructional contact-hours of classroom instruction. The remaining 25 hours are dedicated to assignments (reading, research, essay requirement, activities, case studies, etc.).

Both Parts I and II of the Principal's Qualification Program are organized in modules. Each module strives to develop an aspect of leadership to prepare candidates to successfully assume the principalship in Ontario schools.

The course is offered in two possible components: in the classroom and
online.

Part I Summer 2008 - (July 7-22, 2008)

Onsite

Campus: Ottawa
Deadline: June 23, 2008
Days of Classes: July 7-22

Online (Distance)

Campus: Ottawa
Deadline: June 23, 2008
Days of Classes: n/a

Part I Fall 2008 - (September26 to December 7, 2008)

Hours

Fridays 7 p.m. to 10 p.m. (3 hrs)
Saturdays 8 a.m. to 9 p.m. (11 hrs)
Sundays 8 a.m. to 3 p.m. (6 hrs)

Onsite

Campus: Ottawa
Deadline: September 12, 2008
Days of Classes:
- September 26, 27, 28
- October 17, 18, 19
- November 8,9,10
- November 22,23,24
- December 5,6,7

Part II Winter 2009 - (January 9 to March 8, 2009)

Hours

Fridays 7 p.m. to 10 p.m. (3 hrs)
Saturdays 8 a.m. to 9 p.m. (11 hrs)
Sundays 8 a.m. to 3 p.m. (6 hrs)

Onsite

Campus: Ottawa
Deadline: December 19, 2008
Days of Classes:
- January 9, 10, 11
- January 23, 24, 25
- February 6, 7, 8
- February 20, 21, 22
- March 6, 7, 8

Note: courses are subject to cancellation due to insufficient enrollment. Schedule may change without prior notice.

Eligibility and Prereuisites - Part I

Eligibility

The University of Ottawa will determine eligibility, in accordance with Regulation 184/97 of the Ontario College of Teachers Act.

Candidates must provide, at the point of registration, a copy of their Certificate of Qualification from the Ontario College of Teachers showing all prerequisites.

Candidates who successfully complete a prerequisite in the session immediately preceding the beginning of the program, must provide evidence of successful completion before the course begins from the Ontario College of Teachers or from the provider. Please note that in order for the Ontario College of Teachers to accept the recommendation of the Faculty for addition of the Principal's Qualification Program part I to the candidate's card, OCT must have proof of completion of each pre-requisite on file.

Note: Incomplete applications will be returned to the applicant unprocessed.

Prerequisites

Hold an acceptable university degree
Hold a certificate of qualification or temporary certificate of qualification
Hold concentrations in 3 divisions including the intermediate division, as indicated on the certificate of qualification
Provide evidence of at least 5 years of successful teaching experience in a school providing elementary or secondary education, as certified in a letter from a supervisory officer
Hold one of the following:
1. a Specialist or Honour Specialist qualification as indicated on the certificate of qualification, and
  1. have successfully completed at least one- half the number of courses required to qualify for a master’s degree that is an acceptable university degree, or
  2. hold an additional Specialist or Honour Specialist qualification as indicated on the certificate of qualification
2. a recognized master's degree or doctorate degree
3. successful completion of a number of recognized graduate university courses equivalent to the number of courses required to qualify for a master’s degree.

Applicants must submit all required documents including payment by deadline date. If a prerequisite does not appear on the certificate of qualification card the candidate must submit proof of completion of the requirement either from the provider or submit the "Conditional admission to PQP Part I" form duly completed along with the application form.

Confirmation of admission will be sent by e-mail.

Eligibility and Prerequisites - Part II

Eligibility

The University of Ottawa will determine eligibility, in accordance with Regulation 184/97 of the Ontario College of Teachers Act.

Prerequisites

In order to register for Part II, candidates must submit evidence that they have successfully completed Part I and have been approved by the Ontario College of Teachers, and that they have successfully completed the practicum.

Applicants must submit all required documents including payment by deadline date. If a prerequisite does not appear on the certificate of qualification card the candidate must either submit proof of completion of the requirement from the provider or submit the "Conditional admission to PQP Part II" form completed along with the application form.

Confirmation of admission will be sent by letter or e-mail./p>

Fees

To be processed, application forms must be accompanied by a cheque or money order (payable to the University of Ottawa) for $900, of which $50 is non-refundable.

Reimbursement Policy

A full refund (less applicable fees) will be issued after eight hours of instruction time.
A refund of 50 per cent (less applicable fees) will be issued after up to 32 hours of instruction time.
No refund will be given after 32 hours of instruction time.
For all cancellations of registration or withdrawals, the amount of $50 deposit will be deducted from the amount to be reimbursed or credited.
For all reimbursements, an administrative fee of $75 will be applied.
The administrative fee will be waived if the amounts credited are transferred for the purpose of registration in another session.
Requests for refunds must be made in writing and accompanied by an explanatory letter addressed to the Reimbursement Committee namely, the Academic Administrator, the Coordinator of the program, and the Administrative Officer.

Program

This program is based on the Foundations of Professional Practice of the Teaching Profession of the Ontario College of Teachers. It also respects the College of Teachers Guidelines and the Ontario Regulation 184/97. Developed by educational leaders with relevant experience, the program integrates the latest research theories and the practices required to develop a vision of the future in today's ever changing world.

The Principal's Qualification Program (Part I and II):

is based on the College of Teachers Guidelines and Standards
responds to the requirements needed to succeed in the 21st century in the field of education, leadership and management
gives candidates the opportunity to develop a school and leadership vision for the 21st century
is based on authentic case studies prepared by the Ottawa area School Boards via their school superintendents
integrates theory and practice
prepares candidates to become effective leaders, competent decision makers and skilled managers

Part I - Modules

The expectations for the six modules for PQP Part 1 and the expectations for the six modules for PQP Part 2, are the modules established by the Faculty of Education to abide by the guidelines of the College of Teachers . In order to operate the courses using a Summer, three week format and a six weekend format for Fall and Winter-Spring courses, the operational modules have had to be designed in a six module format that incorporates all of the expectations designed by the Ontario College of Teachers. These are listed prior to each module schedule below.

Operational Modules:

8:00 am to 4:45 pm (7.5 hours per day)

Time Table AM
Session One: 8:00-10:00
Break: 10:15-10:30
Session Two: 10:30-12:30
Lunch: 12:30-1:15

Time Table PM
Session Three: 1:15-3:15
Break: 3:15-3:30
Study Group: 3:30-4:45

Module 1: Leadership: Style, Theory and Decision Making

At the conclusion of this module participants will:

Understand the Standards of Practice, the Ethical Standards and the Professional Learning Framework for the Teaching Profession and their application to the role of the principal. They will comprehend the role and responsibilities of the school principal regarding the Ontario Education System and its governance, structures, financing and accountability. They will be able to identify, understand, analyze and interpret situations where structures, institutions, regulations, laws and policies play a role. They will develop sound decision-making skills;
understand the relevancy and importance of good communication skills, effective problem solving skills and the abilities to manage and mediate conflicts. The candidates will be able to understand the importance of relationship building and networking with parents, staff, community members and board members. Candidates will also be able to understand the importance of team building and collaboration to promote their school;
possess skills to make sound decisions based on Ethical Standards and dilemmas in accordance with legal issues and their implications;
understand the impact of the principal's decisions and actions in liability situations. Legal documents having an impact on decision making will be addressed by specialists in school legislation and other laws which have an impact on education.

Session 1: Course Introduction, Group Introduction
Session 2: Leadership Style
Session 3 Leadership Style, and Decision Making
Study Group: Practicum Introduction
Session 1: Leadership, Decision Making and “Personal Vision”
Session 2: Decision Making Theory (Contingency Theories) and Legal Considerations
Session 3: Decision Making, Values and the Law
Study Group: Project Preparation for Presentation

Module 2: The School Community

At the conclusion of this module participants will:

Understand the relevancy and importance of good communication skills, effective problem solving skills and the abilities to manage and mediate conflicts. The candidates will be able to understand the importance of relationship building and networking with parents, staff, community members and board members. Candidates will also be able to understand the importance of team building and collaboration to promote their school;
possess skills to make sound decisions based on Ethical Standards and dilemmas in accordance with legal issues and their implications;
be able to elaborate a vision for their school, a communication plan in dealing with parents, students, staff, school council and community. Candidates will also develop and practice presentations skills and will learn how to conduct effective meetings.

Session 1: Communication with the School
Session 2: Communication with the Community
Session 3: Problem Solving, Mediation and Conflict Resolution in School and in the Community
Study Group: Presentation Preparation
Session 1: School Council: Roles and Responsibilities
Session 2: Building Community Partnerships
Session 3: Communications Planning
Study Group: Presentations

Module 3: Human Resources, Standards of Practice and Legal Implications

At the conclusion of this module participants will:

Comprehend the different collective agreements and procedures within the school setting in order to avoid unnecessary grievance procedures. Candidates will recognize the benefits of developing a positive school climate, the importance of mobilizing their staff towards professional development and the importance of developing school visions. The candidates will also develop techniques to evaluate teachers and support staff;
possess skills to make sound decisions based on Ethical Standards and dilemmas in accordance with legal issues and their implications;
understand the impact of the principal's decisions and actions in liability situations. Legal documents having an impact on decision making will be addressed by specialists in school legislation and other laws which have an impact on education.

Session 1: HR and School Organization and Staffing: An Overview
Session 2: HR and Collective Agreements and Legal Issues
Session 3: HR, School Organization, Hiring and Legal Implications
Study Group: Presentation preparation
Session 1: Staff Supervision: Theory and Practice
Session 2: Teacher Performance Appraisal
Session 3: HR Practical Applications, Legal Issues and In-baskets scenarios
Study Group: Presentation preparation

Module 4: School Work Culture and School Operations

At the conclusion of this module participants will:

Understand the legislation and policies related to School Operations. Case studies will be presented, followed by group discussions;
be able to elaborate a vision for their school, a communication plan in dealing with parents, students, staff, school council and community. Candidates will also develop and practice presentations skills and will learn how to conduct effective meetings.

Session 1: School Operations: Introduction
Session 2: School Operations Procedures and Processes
Session 3: School Operations and Legal Issues
Study Group: Presentation Preparation for
Session 1: School Operations & School Climate
Session 2: Developing School Work Culture (Primal Leadership)
Session 3: School Ops In-basket Study Group: RJ & Presentations:

Distance (program option) and or Face to Face Modules (5 & 6) (Used as distance module during Fall and Spring programs)

Module 5: Special Education and School Operations

At the conclusion of this module participants will:

Understand the role of the principal concerning legislation and policies in meeting the needs of all students and more specifically those with identified exceptionalities. They will also comprehend the expectations of the program, the role of each member of the interviewing team, and the implications and access to community agencies and support. Finally, candidates will develop their own vision with respect to special education;
understand the impact of the principal's decisions and actions in liability situations. Legal documents having an impact on decision making will be addressed by specialists in school legislation and other laws which have an impact on education.

Session 1: School Operations
Session 2: Special Education Legislation and How it relates to School Board Policy & Procedures (SEAC)
Session 3: Students With Exceptionalities and The District's Special Education Delivery Model & ISA
Study Group. Case Studies and Legal Issues
Session 1: The IPRC Process, IEP and Legal Issues surrounding Special Education (
Session 2: Board Services: using available human resources Case Studies and Spec. Ed. Parents
Session 3: Special Education: Applications School Organization, Problem Solving and EA Allocation.
Study Group

Module 6: What It Means to be a Principal in the Province of Ontario

At the conclusion of this module participants will:

Understand the multidimensional aspects of the Ontario Educational System and appreciate the differences between the Catholic, Public, Francophone and Anglophone systems;
understand the Standards of Practice, the Ethical Standards and the Professional Learning Framework for the Teaching Profession and their application to the role of the principal. They will comprehend the role and responsibilities of the school principal regarding the Ontario Education System and its governance, structures.

Session 1: What It Means… Multidimensional Aspects Ontario
Session 2: Systems Approach to Leadership: Principal in the Province of Ontario
Session 3: The Multicultural – Multi-racial Province of Ontario
Study Group: Synthesis:
Session 1: The District and the School as Systems
Session 2: Legal Issues: Roles and Responsibilities of Principals
Session 3: Legal Issues: Roles and Responsibilities of Teachers Study Group Synthesis

Course Synthesis:
Session 1: Synthesis Group Work and Presentation
Session 2: Practicum Presentations (Small Group work)
Session 3.: Personal Visions & Course Synthesis
Study Group: Wrap Up and Course Evaluation

Part II: Modules

Operational Modules:

8:00 am to 4:45 pm (7.5 hours per day)

Time Table AM
Session One: 8:00-10:00
Break: 10:15-10:30
Session Two: 10:30-12:30
Lunch: 12:30-1:15

Time Table PM
Session Three: 1:15-3:15
Break: 3:15-3:30
Study Group: 3:30-4:45

Module 1: Leadership: Decision Making & Staff Supervision

At the conclusion of this module participants will:

Possess the knowledge relating to leadership theories and time management skills and human interactions. They will see the cause and effect between leadership styles and abilities to prevent, manage and intervene in a crisis situation;
understand the Ethical Dilemmas in the decision making process and will understand the legal implications these have in decision making; (Continued from Part 1)
be able to distinguish between the characteristics of the students in Primary, Junior, Intermediate and Senior divisions and the learning theories relating to each.

Session 1: Leadership: Decision Making & Staff Supervision
Session 2: Staff Supervision Practical (Completion of TPA)
Session 3: Time Management: In-basket Simulation & debriefing

Sessions 1,2,3 Characteristics of the Learner and Learning (PJIS)

Module 2: Curriculum Supervision: Program Assessment, Evaluation

At the conclusion of this module participants will:

Understand the elementary and secondary curriculum policies, requirements and expectations. They will also be able to develop and implement ethno-cultural equity, anti-racism and anti-violence education;
understand the importance of student assessment, evaluation policies and procedures, namely the Provincial Report Card, and reporting to parents and guardians. They will possess the skills to interpret testing results from the provincial and national testing namely the EQAO.

Session 1: Elementary and Secondary curriculum policy and Regs & Sch Bd P&P
Session 2: Assessment, Evaluation and Reporting
Session 3: Supervising the writing of Provincial Report Cards
Session 1: EQAO & other Provincial and National testing
Session 2: Ethno-cultural Equity and Anti-racism
Session 3: Anti-violence Education and Safe Schools Programs

Module 3: Curriculum Leadership : School Program Planning, Management & Communication

At the conclusion of this module participants will:

Be able to develop school plans to improve student learning and achievement based on school and individual student assessment results. They will understand the elementary and secondary curriculum policies, requirements and expectation;
understand the importance of sustaining collaborative spirit with the school council, the school board, the trustees, the school community and the community in order to develop a school plan to design and/or enhance the school profile in the community;
be able to develop a Professional Development plan based on their vision and on the needs of every teacher to become life-long learners.

Session 1: Change Theory
Session 2: School Program Evaluation: CRDI & Curriculum Review, Development, Implementation
Session 3: Using data and research methods to interpret needs (Formal Curriculum Review)
Session 1: District level planning and directions
Session 2: The development of a process for school planning
Session 3: School 3-5 year planning to improve student learning and achievement. Staff Development derived from planning.

Module 4: Human Resources & Resources Management

At the conclusion of this module participants will:

Be able to plan staff assignments and time-tabling. They will understand the implications relating to the Labour Relations Act and the Employment Standards Act regarding human resources;
comprehend the Ontario Education Funding model, the importance of establishing budget priorities and use the school budgeting models and practice . They will also comprehend the necessity for transparency in allocating budget in an era of accountability and the value of using technology to enhance efficiency in budget tracking.

Session 1: Staffing Models & School Organization
Session 2: Interviewing and hiring
Session 3: Staff assignments and time-tabling
Session 1: The Labour Relations Act & Employment Standards Act
Session 2: Educational Funding Model
Session 3: School Board Budget School Budgeting: Models and Practice and accountability for public funds

Module 5: School Physical & Maintenance; Community Resources

At the conclusion of this module participants will:

Understand the importance of sustaining collaborative spirit with the school council, the school board, the trustees, the school community and the community;
understand the importance of establishing budget priorities and use the school budgeting models and practice . They will also comprehend the necessity for transparency in allocating budget in an era of accountability;
understand the implications of the role of the school principal in an era of constant change. They will be able to elaborate strategic planning by using data and research methods including action research.

Session 1: Maintenance & School Facilities Management
Session 2: Supervision of Non-academic Personnel
Session 3: School Board Trustees and School Councils
Session 1: School Community: diversity and equity
Session 2&3: Community resources and partnerships

Module 6: Communication

At the conclusion of this module participants will:

See the cause and effect between leadership styles and abilities to prevent, manage and intervene in a crisis situation;
understand the importance of sustaining collaborative spirit with the school council, the school board, the trustees, the school community and the community in order to develop a school plan to design and/or enhance the school profile in the community;
understand the importance of creating communication plans using a variety of strategies for different stakeholders. They will possess the skills to elaborate a sound communication plan in a crisis situation;
understand the importance of their own professional development in keeping abreast with the many different and changing facets of society and education.

Session 1: Communication Plans for a variety of community audiences, school profiles
Session 2: Communication & Crisis Planning / Communication & Crisis Management
Session 3: Professional Learning, Support Networks & Professional Organizations
Study Group: TPA debriefing from Module 1

Course Synthesis

Application Forms

Fill out the application form below, in PDF format, and mail or courier with your cheque or money order made out to the University of Ottawa to:

Academic Secretariat
Principal's Qualification Program
Faculty of Education
University of Ottawa
145 Jean-Jacques Lussier
Ottawa ON K1N 6N5

Application Form(Part I)
Application Form(Part II)

The application form is in Adobe Acrobat PDF format and require that you have the Adobe Acrobate Reader installed.

Contact Information

John McGrath
Coordinator
Principal's Qualification Program

Professional Development Programs and New Initiatives
Faculty of Education

Tel.: (613) 562-5804
Fax: (613) 562-5987
E-mail: John.McGrath@ottawacatholicschools.ca

(If you send an E-mail, we will place your name on our list and you will automatically receive all the pertinent information.)