An Educational Leadership Framework

for Yukon Teachers

Success for Each Learner

An
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• Develop positive relat me
ions
• Build partnerships • hip

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•Collaborative al p

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p ro f rac Yu

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essio tice ko
• Engagem en nal n Teachers
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•C nd c nin oup process skill

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Table of contents
1 Introduction 15 Educational leadership framework 45 Appendices

2 Yukon context 16 Framework at a glance 46 Acknowledgements

3 Purpose of the framework 17 Leadership domains 46 Teachers leadership working
committee
5 Framework for all teachers 18 - Develop positive relationships

21 - Build partnerships
47 Glossary of educational terms
5 Benefits for teachers
25 - Ethical practice 54 References
5 Definitions of teacher leadership
27 - E
 ngagement in and commitment to the
7 Teacher leader roles and attributes profession
9 Principal and Vice-principal support 31 - C
 ontinuous improvement of self, school
for teacher leadership and system

11 Organization of the framework 36 - C

 ollaborative professional
learning and inquiry
12 Leadership domains
38 - Group process skills
14 Self-reflection, self-assessment
and professional growth planning
Introduction

Teacher leadership is the process by which teachers, individually

or collectively, influence their colleagues, principals, and other
members of the school communities to improve teaching
and learning practices with the aim of increased student
learning and achievement.
– Jennifer York-Barr and Karen Duke
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Yukon context through other work they bring their professional We know that the critical work of the education
judgment and commitment to bear on planning and system is done in classrooms and in our schools.
decision making throughout Yukon Education. The role of the teacher, the relationships that the
Leadership was a primary theme which emerged teacher has with the learner, with parents, with
in the Education Reform consultations in the 2008 In many ways, the Yukon educational context is colleagues and with community can change a child’s
New Horizons Strategic Plan document. The need unique. The Department of Education serves the future, the emotional well-being of a family and the
for new leadership structures, for training and function of a Ministry of Education and a District health of a community.
clarity of role definition resulted in a three-year Office for 28 territorial schools. The Commission
comprehensive Leadership Plan which was revised scolaire francophone du Yukon provides the district This document is intended to be a guide to support
in 2012. The plan resulted in the development of function for Yukon’s francophone community. the critical leadership role of all Yukon teachers.
a two-year Yukon Education Leadership Program As well, eleven of Yukon’s fourteen First Nations
(YELP), leadership frameworks to guide the work of are self-governing and have the right to provide
school administrators and School Councils, and has education for their citizens outside of the public
shaped Professional Development for both groups. system. Many educators are vigilant in listening to,
An Educational Leadership Framework for Yukon and addressing the hopes and dreams for Yukon’s
Teachers is the third in this series of aspirational First Nations, by understanding their history and
documents that are intended to facilitate self- traditional ways of knowing and learning.
reflection and personal growth, as well as direct
Finding the best manner in which
system resources and supports.
to engage these learners, both
Yukon’s teachers play a critical role in the success in the classroom and on the land,
of the system and of the territory. Yukon has as well as finding ways to
some remarkable and dedicated educators. Some address the achievement

M. Bennett
aspire to formal leadership roles while many gap experienced by our
others participate actively in a variety of informal First Nations students is
leadership positions. Teacher leadership occurs in an urgent priority for
our classrooms, in our schools, at the department Yukon Education.
level and in our communities. Teachers have input
through a variety of avenues within the system.
Through active participation on committees and
Purpose of The fundamental purposes of the teacher leadership
framework are to enhance leadership capacity
• A reflection of Yukon teachers’ tacit knowledge
of what effective teacher leadership looks like
based on their experiences in schools;
in the Yukon by encouraging teachers to develop
the framework their leadership potential; and intentionally, to
structure opportunities to grow teacher leaders. • A support for teachers to engage in self-
The Framework is intended to serve as: assessment for learning and professional
By understanding the phenomenon of teacher growth planning through the processes of:
leadership and helping teachers develop the skills • An aspirational guide that provides a self-reflection about what effective teacher
required to act as leaders, we will improve schools description of effective teacher leadership leadership looks like; self-assessment of their
and help teachers realize their full potential. domains and actions. Teachers can aspire to leadership actions; defining their areas for growth
– Danielson, 2006 developing the competencies in the Framework, or leadership learning goals; and their next steps
but cannot be expected to be skilled in every in working towards acquiring the experiences and
The focus of An Educational Leadership Framework area. The Framework offers multiple pathways the professional learning opportunities to meet
for Yukon Teachers document is to support the for teachers to develop leadership through self- these learning goals;
success of each learner – the core purpose and identification of a specific domain or leadership
shared vision for all Yukon schools. This commitment action for a growth focus; • A curriculum organizer for leadership
reflects the Department of Education’s mandate development programs to prepare teachers
to deliver quality education to all Yukon learners • An explicit link to professional literature on for leadership within their schools, within the
including children and adults as outlined in the teacher leadership based on current theories and department, or for a role in school administration;
Department of Education Strategic Plan 2011–2016: research. The work of noted teacher leadership
Our Commitment to New Horizons, April 2011. researchers and writers, including Harris, Murphy,
Danielson, Barth, Lieberman, Katzenmeyer and
Moller, Lambert and York-Barr and Duke, have
informed this document;

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• Alignment for teacher leadership development • A means to assist principals and vice-principals The Framework is not intended as an evaluation
within the course offerings at postsecondary in learning about teacher leadership practices tool or as a standards document. Its utility
institutions. Many postsecondary institutions and how they can support and nurture the is in enabling teachers to self-assess and self-
are offering teacher leadership diplomas or the development of teacher leaders. The Framework determine their leadership learning needs,
inclusion of courses within teacher education describes teacher leadership actions that priorities and experiences.
programs as teacher leadership becomes a more can serve as examples of ways that teachers
normative role for all teachers in schools; engage in leadership within schools and in
Yukon Education.
• A means to extend leadership capacity
within Yukon schools. Given the complexity
of the role of principals, and the competing
leadership demands on their time, broadening the
opportunity for leadership beyond the principal in
schools is a means to enhance the overall success
of schools in the Yukon. This approach is echoed by
Roland Barth from the Harvard Principals’ Center,
Leading is skilled and complicated work that every
who views schools as a “community of leaders”
where leadership is a group responsibility rather
member of the school community can learn.
than one that is designated or assigned (Gonzales,
2004);

YG Photo
– Linda Lambert
Framework for Benefits for and then define areas for growth and the next steps
in their professional growth process.

all teachers teachers Definitions of

The Educational Leadership Framework for Yukon How can the Framework benefit teachers in their
Teachers document is intended for all teachers,
from the highly experienced to new teachers in
professional work? What keeps teachers challenged,
motivated and passionate to make a difference in
teacher leadership
the profession. The foundational premise of the the life chances of students? What is teacher leadership? Defining teacher
Framework is that all teachers have the capacity to leadership is a first step in providing a common
lead and should be encouraged to lead in some way. At the broadest level, the Framework provides understanding as a means to support its
The document encourages all teachers to engage in an intrinsic opportunity for teachers to contribute development. The most often referenced definition
leadership activity and supports them in this process to the success and improvement of Yukon public of teacher leadership is based on the research
by providing a shared understanding of what teacher education. Career enhancement can be achieved of York-Barr and Duke, 2004:
leadership is and what effective teacher leaders do. through the challenge of engaging in teacher
Educational partners also can gain insight about the leadership. Opportunities for teachers to connect Teacher leadership is the process by which
nature of teacher leadership. with other educators can be revitalizing through teachers, individually or collectively, influence
such actions as making their classroom practice their colleagues, principals, and other members
The Framework essentially supports the view of public and available for others to learn; through of the school communities to improve teaching
Linda Lambert (2005) who asserts that “broad- jointly examining practice with colleagues in and learning practices with the aim of increased
based, skillful participation in the work of leadership professional learning teams; through engaging in student learning and achievement. Such team
contributes to lasting school improvement.” The new initiatives that make substantive differences leadership work involves three intentional
Framework reflects a distributed view of leadership, in student learning; or through providing input into development foci: individual development,
which involves the many and not just the few policy directions and decisions that affect education collaboration or team development, and
in leadership practice (Spillane, 2006). Teacher in Yukon. As an alternative to school administration, organizational development.
leadership is not simply roles and positions, but teacher leadership can provide a sense of self-
involves the interaction of teachers in contributing efficacy and enhance morale and job satisfaction. A key tenet of teacher leadership is that teacher
to their own and their colleagues’ continuous leaders establish their credibility and derive their
development, to overall school growth, and The Framework can serve as a tool for self- authority with colleagues through their instructional
ultimately to improved outcomes for students. assessment. Because the Framework describes competence and expertise (Silva, Gimber and
what quality teacher leadership looks like, it is Nolan, 2000). Teacher leadership is grounded in
beneficial as a professional growth tool for teachers classrooms thus teacher leaders lead by example.
as they examine their own leadership practices As such, teacher leadership is based on a foundation
and endeavour to develop other areas of leadership of exemplary teaching and learning. Although the
competency. Educators can reflect on their existing framework document focuses on the actions of
leadership practices as described in the Framework, teacher leadership, it presupposes that teacher

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leadership requires the knowledge and skills of mentors or coaches. The third wave focused on 2006). Leadership practice is stretched over multiple
effective teaching and learning. The distinction application of Fullan’s notion of “reculturing” leaders rather through the actions of a single leader.
between great teacher leaders and great teachers schools, where teacher leaders engage with other
is their capacity to work effectively with other teachers in creating more collaborative cultures to The Yukon Teacher Leadership Working Committee
adults, their influence on others, and their improve teaching and learning. This later initiative of is an example of distributed leadership in action.
support towards improved educational practice. teacher leadership moves from individual leadership Representatives came together to identify
Understanding principles of adult learning and what to a broader conception of teacher leadership as teacher leadership practices in the Yukon and
creates intrinsic motivation for individual teachers groups of teachers working together in communities from the educational literature. The situation was
to improve their practice is a critical component of practice for classroom and school improvement a task exercise in collective meaning making,
of effective teacher leadership. Teacher leaders (Lieberman and Miller, 2004, Murphy, 2005). Teacher with everyone participating in the leadership
recognize the importance of emotions, feedback, leaders become members of collaborative groups work. The leadership practice took shape in
past experiences and personal meaning (Sousa, and also facilitate the interaction of colleagues the interactions among the working committee
2009) when they are working with adult learners. in learning and inquiry. The current concepts of members as they engaged in joint input and
professional learning communities or professional made contributions based on their knowledge
Teacher leadership can take many forms and has learning teams, which focus on shared goals and expertise. This process, which led to the co-
evolved over time in the way that it has been and collective responsibility for student learning creation of a homegrown Yukon teacher leadership
operationalized from an individual role-based outcomes, are contexts for teacher leadership. document, exemplifies a model of leadership
phenomenon to broad-based leadership involving where “multiple people have the opportunity to
multiple leaders (Murphy, 2005). There have been This team-based notion of teacher leadership also contribute in meaningful ways” (Wasley, 1991
three distinct waves of teacher leadership that have encompasses the concept of distributed leadership, in Murphy, 2005).
emerged, as described by Silva, Gimbert, and Nolan in which a community of leaders come together
(2000). The first wave involved teacher leaders in to take on leadership practices within a situation. All of these described forms of teacher leadership
formal administrative roles, such as department It is not about leadership roles or positions, rather, currently exist in the Yukon and manifest themselves
head, which focused more on management tasks it is about creating leadership-dense organizations based on the contextual needs and expectations
designed to maintain efficient systems. In the (Lieberman and Miller, 1995). From a distributed of each situation.
second wave, teacher leaders’ roles were more perspective, it is the collective, joint interaction
connected with teaching and learning, such as staff among the leaders and the situation that determines
developers, curriculum leaders and instructional the nature of the leadership practices (Spillane,
 Teachers who are leaders lead within and beyond
the classroom, identify with and contribute to a community of teacher
learners and leaders, and influence others toward improved educational practice.
– Marilyn Katzenmeyer and Gayle Moller

Teacher leader department heads, mentors, peer coaches and also engage in networked communities of practice
staff association representatives. with other mentors to learn and practise the skills
that they need, and collaboratively to problem-
roles and attributes Lieberman and Miller (2004) describe promising
teacher leadership roles of teacher as researcher,
solve organizational challenges.

as scholar and as mentor. Teacher as researcher Within the Yukon, examples of formal teacher
Teacher leaders serve in formal leadership positions
involves a form of research and inquiry that leaders are members or chairpersons of School
and, at other times, leadership is demonstrated in
creates new knowledge from direct teacher Growth or Health and Safety committees,
informal ways.
practice and reflection, which is the essence of professional development chairpersons, staff
Formal teacher leaders often are in official current collaborative inquiry learning processes. representatives to School Council, Yukon Teachers’
positions. Formal roles are recognized positions that Teacher as scholar builds on teacher research and, Association representatives, organizers for school-
teachers volunteer for, apply for, or are assigned at additionally scholarship which involves making wide events and activities (e.g. Sports Day, Science
the school level, within the department of Yukon one’s work public in some form and passing it on Fair or Math Arcade), mentors for new teachers,
Education, or in other related territorial educational to others. Again, collaborative inquiry engages literacy or assessment mentors, representatives
organizations that expand their sphere of influence. teachers in processes of jointly studying their on external Yukon Education committees (e.g.
At the school level, teacher leaders play roles in practice, reading others’ research, and making assessment, teacher leadership), trainers for First
school organization and structure, school-wide it publicly available to colleagues for discussion Nations, conference presenters within and outside
policies, student programs and activities, and staff and use. Teacher as mentors work as guides for of the Yukon, coaches for sports or community
programs (Danielson, 2006). Formal teacher leader new teachers and agents for reculturing schools. involvement activities, classroom teacher hosts
roles can include grade level leaders, secondary Veteran teachers who take on these mentor roles, for student teachers from Yukon College and the

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University of Alberta, or classroom-based teacher instructional or curriculum practices, piloting new Yukon teacher leaders which are echoed in the
instructors in the Yukon Native Teacher Education practices or resources, team teaching, engaging educational literature:
Program. in a study group, fostering student leadership
groups, presenting on educational topics at • passionate
Formal Yukon Education teacher leader roles parent or School Council meetings, professional • ethical
may include consultants who support literacy, learning teams involved in collaborative planning • open
mathematics, behaviour, technology, First Nations cycles and common lesson development (e.g.
learning, and other emerging initiatives. • creative
Math leadership project), leading a special school
or Department project, working with local First • innovative
Informal teacher leaders “emerge spontaneously
Nations consultants, Community Education Liaison • inquisitive
and organically from the teacher ranks… take
Coordinators (CELC) or Education Support Workers • growth mindset
the initiative, share their expertise, open their
(ESW), (e.g. with youth and school guidance
classrooms” (Danielson, 2007). They are highly • risk-taker
counsellor in outdoor learning experiences, with
respected by their colleagues based on their • good listener
Elders, with community feasts, with dance groups
classroom strengths. They are considered
or with language trainers), facilitating parent • willingness to share their knowledge and time
competent, open and approachable in sharing their
participation or communication, and networking • a sense of purpose
expertise and inviting others into their classrooms.
through cross-school collaboration.
They connect to other adults in the school based • aware of process
on positive relationships, their relational power
Teacher leader attributes • sense of self-efficacy balanced with humility
with others, and the competency that they
• reflective to improve their practice
demonstrate in their teaching role (Ackerman When we think about teacher leaders what
and Mackenzie, 2006). • willing to make mistakes
attributes or dispositions come to mind?
Dispositions suggest the dominant qualities • understand all the components of the system
Examples of informal teacher leadership in and how all the roles work together
that distinguish a person or group’s actions and
the Yukon which naturally emerge and involve
practices. Teacher leaders demonstrate attributes or • recognize their part or role within the system
collaboration with colleagues include: visits to
dispositions that reflect their interest in continuous • lead from behind
teacher leaders’ classrooms from teachers within
learning and improvement, and in working
and outside of the school to demonstrate literacy • maintain an open classroom
effectively with colleagues and others.
or math practices, working groups on effective • hold the view that things are better together
The Teacher Leadership Working Committee
described the following attributes and values of
Principal and A key practice of effective principals is cultivating
leadership in others. Supportive principals and vice-
• demonstrate a willingness to share authority
and responsibility which provides more
principals are critical to nurturing, developing and opportunities for teacher leaders to take on
vice-principal supporting teacher leadership in schools. As Barth
(2001) states, principals have a direct influence
leadership responsibilities. Teacher leaders need to
practice leadership skills and develop competence

support for upon teacher leadership, and those principals who

encourage teacher leadership leverage their own.
by using them;

• share decision making with teachers through a

In other words, principals can build and extend
teacher leadership leadership capacity within their schools by creating
the conditions that enable teacher leadership
variety of staff structures that distribute leadership
within collaborative groups, for example, staff
to flourish. committees, leadership teams, school growth goal
The principal with a moral imperative can help teams, professional development committees,
realize it by developing leadership in others. department teams, curriculum committees, study
What are some of the ways that principals and vice-
It is the combined forces of shared leadership groups, teaching teams, and hiring committees;
principals can support teacher leadership? Principals
that make a difference. School leadership is a
and vice-principals can:
collective enterprise.
– Fullan, 2003

The principal’s willingness to share leadership with

teacher leaders is a key to improving the climate of the
workplace for emerging teacher leadership.
– J. Yarger and O. Lee
C. Clark

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• assign teacher leaders to tasks that focus on • share information with teacher leaders and Essentially, to support teacher leadership, a principal
teaching and learning rather than administrative provide access to the resources and professional shifts from a view of being the single leader in the
areas. Building on teacher’s expertise and development that support the teacher school to a more humble and distributed perspective
credibility with their colleagues, teachers can take leader’s work; as a “leader of leaders”, and to a developer of a
on leadership related to instructional, curriculum collaborative professional culture that supports
and assessment practices that support others’ • recognize and give credit to teacher leaders team-based interaction, reflective inquiry, and
growth and development; privately and publicly for their leadership shared decision making among educators.
successes, while at the same time, ensuring that
• mentor teachers in their leadership development. they share responsibility with teacher leaders for
Invest time in the relationship, actively make time problematic or difficult situations or outcomes.
to listen, encourage risk-taking, and recognize
and support teacher leader ideas and initiatives.
Be available for ongoing coaching by offering
opportunities for debriefing and giving feedback
as teacher leaders take on new leadership
learning experiences;

YG Photo
 YG Photo
Leadership is not a position, it’s action.
– Chief Clarence Louie, Osoyoos Indian Band

Organization of An Educational Leadership Framework for Yukon

Teachers describes effective teacher leadership
It is important to recognize that the Framework,
as an aspirational document, outlines a menu of
within seven domains. These seven domains or possible leadership actions that teacher leaders
the framework superordinate categories represent the broad,
high-priority teacher leadership functions that
can select from as they continuously strive to
develop their leadership capacity. It is not expected
represent how teacher leaders promote student that teacher leaders will be equally skillful in every
By studying teacher leaders we are finding out that
learning, achievement and success. They have leadership action. Depending on the individual’s
there are skills and abilities that help make a more
emerged from the professional literature, from experience and context, it is possible that a teacher
effective leader.
input from Yukon educators, and through feedback leader will have strengths in some domains
– Lieberman, 1992
from educational partners. Within each domain, and actions and none or few in other areas.
exemplary leadership actions are described that The Framework enables teachers to move towards
demonstrate teacher leadership in action. acquiring leadership competencies in specific areas
by differentiating their professional growth goals
based on the educational context within which
they work.

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Leadership domains Build partnerships

Teacher leaders build strong partnerships between
leaders are guided by the expectations outlined in
the Education Act and Regulations, and policies,
and the Teachers Profession Act. As members of
school and parents, families and community,
Develop positive relationships organizations, community agencies, and businesses
the Yukon Teachers’ Association, they are expected
to model their professional association’s code of
Teacher leaders foster connections and healthy to promote student learning and well-being, family
ethics.
relationships with individual teachers and with support, school improvement and community
groups of teachers and administrators working in development. Teacher leaders work collaboratively
Engagement in and commitment
collaborative teams. Their ability to create mutual with partners through processes of reaching out,
trust and rapport with colleagues is fundamental to researching resources that will enhance the learning
to the profession
their success in earning the respect and cooperation opportunities for students, and encouraging and Teacher leaders characteristically demonstrate full
of others. Yarger and Lee, 1994 (in Murphy, 2005) enabling others within the wider community to engagement in their educational community through
assert that the ability to work with colleagues connect with the school. direct involvement in activities, events, associations
distinguishes effective teachers of teachers from and undertakings that ultimately enhance the
effective teachers of children. Based on emotional Ethical practice opportunities for their students’ learning. As lifelong
intelligence (Goleman,1995, 1998) and social Teacher leaders are role models who act ethically learning professionals, teacher leaders model a
intelligence (Goleman, 2007), teacher leaders and honestly. Acting ethically means a teacher strong commitment to quality teaching and learning
develop and maintain positive relationships through leader demonstrates the universal, core moral through ongoing professional teacher development.
awareness of their own and others’ thoughts and values of integrity, respect, fairness, responsibility, They show support for the development of the
feelings, their ability to manage their own emotions, compassion and inclusion. At the heart of teacher profession as a whole through advocating for the
and their ease in creating effective interactions leaders’ decisions and actions are a genuine educational needs and resources of their students,
with others. concern for the best interests of Yukon students and through their involvement in educational policy,
and “courageous tenacity or the courage to persist curriculum and professional development decisions.
in what is right” (Sanford, 1990 in Murphy, 2005).
At the same time, teacher leaders represent the
teaching profession within schools and outside
of school. As employees of Yukon Education, teacher
Continuous improvement a collaborative inquiry cycle to engage teachers in • Problem solving and decision making
of self, school and system examining their practice and using student evidence Teacher leaders’ awareness of processes for
to determine actions for improving student learning problem solving and decision making strategies
Teacher leaders pursue continuous improvement opportunities and results. They participate in enables groups to participate in collaborative
for themselves as individuals, for Yukon schools, networks across schools that provide opportunities processes that can achieve collective results.
and for the Yukon Education system as a whole. for teachers to learn from one another.
Within the classroom, teacher leaders strive for • Managing conflict
teaching and learning effectiveness. Within the Group process skills Teacher leaders’ awareness of conflict
school, teacher leaders extend their involvement management processes enables individuals and
Teacher leaders structure and manage group
from the classroom to influence other teachers to groups to engage in conflict in a positive way and
processes in order to maximize effective interaction
make a positive difference for all learners, and to maintain relationships.
among adults in collaborative teams. Process skills
support and contribute to school improvement and
are the tools for teacher leaders to work effectively • Presentation skills
success. At the broadest level, teacher leaders seek
and collaboratively with colleagues, parents and the Teacher leaders often need to share information
to improve the educational system through their
community in collective efforts to improve teaching and concepts with adults through effective modes
participation and decision making in committees and
and student learning. Skillful teacher leaders can of presentation.
actions that affect educational direction within Yukon
run meetings, help groups problem-solve, make
Education.
decisions and manage conflicts that arise. • Facilitation skills
Collaborative professional Teacher leaders require facilitation skills to provide
• Running meetings structure and processes for dialogue, interaction
learning and inquiry Teacher leaders require the knowledge and and producing achievable outcomes among
Teacher leaders help develop, support and sustain skills of how to facilitate effective meetings with collaborative groups and teams.
opportunities for professionals to engage in colleagues and partners.
collaborative professional learning and inquiry within
and across schools. Teacher leaders are instrumental • Communication
in a shift to positive school cultures that foster Teacher leaders’ skills in communicating effectively
collaboration among professionals, sharing of through active listening, use of paraphrasing,
practice, and engagement in team-based learning clarifying questions and summarizing are
and inquiry. They understand and apply collaborative fundamental to establishing meaningful
professional learning structures and processes, and connections with others.

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Self-reflection, Within each domain possible actions or leadership

practices that exemplify the domain are described
On the next page within each domain, teachers are
asked to participate in a self-assessment process,
on the left side of the page. Beside the possible where they review the domain’s leadership actions
self-assessment actions, in the middle column are reflective
questions which are aligned with the actions to
and evidence of their leadership behaviour, then
determine their leadership strengths, areas for

and professional assist individuals in reviewing and thinking more

deeply about their own leadership behaviour. The
growth and next steps for development. Teachers
are invited to use the Framework document,
whether in text or in an electronic format, to
growth planning
reflective questions ask teacher leaders to describe
examples of these actions from their own leadership document their strengths, areas of growth and
experience. In the right hand column, teacher next steps, which could form the substance of
As a guide for professional growth, the Framework leaders are able to record examples of evidence of their Teacher Professional Growth Plan.
is intended to support individuals in reflecting on their particular leadership actions within a specific
their own learning needs through processes of self- context. In some cases, teacher leaders might not
reflection, self-assessment and professional growth have had any experience related to some of the
planning. These assessment for learning processes, leadership actions.
which were included in the Educational Leadership
Framework for Yukon Principals and Vice-Principals
document, have guided the structure and format for
each teacher leadership domain.

YG Photo
Educational leadership framework
for Yukon teachers

Empowered teachers bring vast resources for continuously

improving schools. By helping teachers believe they are leaders,
by offering opportunities to develop their leadership skills, and
by creating school cultures that honor their leadership, we can
awaken this sleeping giant of teacher leadership.
–  Marilyn Katzenmeyer and Gayle Moller
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Framework at a glance

De
ve
Bu lo
ild p
pa po
rt n sit
ers i ve
e re l a tions hi ps
ctic hip
s
ra
l in and comm
p

a nt
hic me itm
ent t
Et ag
e o the p rofessi on
E n g
e nt of
self, s ch ool and s
y s te m
Success
i m
pr
ov
e m

ll e a r n i n g  a n
d  i n q u i r y for Each
t i n uo
u s
fe ss
i o na
s kil
ls Learner
n o ss
Co pr c e
e
t iv
o

a
pr

b or
ou
p

o lla r
C G


 Leadership domains
18 Develop positive relationships

21 Build partnerships

25 Ethical practice

27 Engagement in and commitment

to the profession

31 Continuous improvement of self

school and system

36 Collaborative professional
learning and inquiry

38 Group process skills

38 - Running meetings

39 - Communication

40 - Problem solving and decision making

41 - Managing conflict

42 - P
 resentation skills

42 - F
 acilitation skills

M. Bennett
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Develop positive relationships

Teachers develop and maintain positive relationships through awareness of
their own and others’ thoughts and feelings, their ability to manage their own
emotions, and their ease in creating effective interactions with others.

possible actions reflective questions evidence

Develop and maintain relationships by building What specific actions do you take to build
trust, and developing rapport and mutual respect positive relationships with students, colleagues
and parents?

Be open, supportive and approachable to How do you build trust with and among others?
colleagues to create a helping relationship
In what ways do you offer assistance to

Develop positive relationships

colleagues?

Ensure that others feel valued, show How do you acknowledge the work and
appreciation for their work, and affirm their expertise of others?
expertise

Create a safe and supportive environment How do you encourage risk taking for new
so that others feel safe to take risks, learn learning with colleagues?
and share

Maintain regular contact and communication

 possible actions reflective questions evidence
Establish open communication with your school What strategies do you use to maintain
or department administrator communication with your school or department
administrator?

Develop positive relationships

Make time for teambuilding to build emotional
and social connections

Give constructive and supportive feedback What are some effective ways that you have
offered constructive feedback to others?

Leadership is a form of relationships among people.

– Gordon Donaldson

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self-assessment:
To what extent do I demonstrate these actions and apply this domain?
In reflecting on this domain, my strengths, areas for growth and next steps are…

strengths areas of growth next steps

Develop positive relationships

Build partnerships
Teachers build strong partnerships between school and parents, families and
community, organizations, community agencies, and businesses to promote
student learning and well-being, family support, school improvement and
community development. Teachers work collaboratively with partners through
processes of reaching out, researching resources, and enabling others to
connect with the school.

possible actions reflective questions evidence

Build partnerships
Within the school community, create
opportunities for partnering with students,
teachers, the school administrators, parents,
families and community members
> Cultivate school openness, a welcoming and How do you create a welcoming and supportive
supportive atmosphere, and receptiveness to atmosphere in the school?
family and community involvement

> Model effective communication and What are some examples of ways that you
collaboration with families and communities communicate with parents, families and the
community?

> Involve families and the community in In what ways have you involved parents in
educational processes with children at home educational processes that support their
and in the school children’s learning?

> Build connections with home educators and How have you encouraged parent and
preschool programs community input into the school?

> Develop relational trust and skills to work with What specific strategies do you use to support
diverse families and communities to promote the involvement of parents and families of
effective interaction diverse cultural and language groups?

21
 22

possible actions reflective questions evidence

With Yukon First Nations parents, families
and communities
> Recognize and understand local and regional How do you and your colleagues learn about the
First Nations culture, values and beliefs local and regional First Nations culture, values
and beliefs?

> Build trusting relationships with First Nations How do you build trust with First Nations
families and communities parents and families so that they feel safe and
comfortable coming into the classroom and the
school?

> Provide a safe environment for First Nations

community involvement in the school, and a
safe forum for discussion and collaboration

Build partnerships
> Know and apply First Nations protocols in What First Nations protocols apply within your
Yukon schools school and community?

> Work toward improving the academic results What initiatives have you and your colleagues
of First Nations students in the K–12 school taken to help improve academic results for First
system Nations students?

> Be aware of and provide support to enhance

First Nations’ efforts to revitalize their
languages

> Support colleagues in developing culturally What are some examples of how you and your
responsive curriculum, instructional strategies, colleagues have developed culturally sensitive
and school culture curriculum and instructional strategies?
possible actions reflective questions evidence
Within the broader community, create
collaborative opportunities for partnering
with organizations, businesses and
community agencies
> Expand opportunities for students beyond How have you worked with community agencies
the school by linking them to community and to support and benefit students and their
external resources families?

Build partnerships
> Build alliances and external networks to meet
the needs of students

> Strategize ways to work together for mutual What community partnerships have you initiated
benefits with community organizations, or been involved in that enhance student learning
businesses and community agencies, e.g. opportunities?
Health and Social Services

Create opportunities for partnering with

other Yukon schools and programs,
educational organizations in the Yukon, Yukon
Education, Yukon Teachers’ Association, and
Yukon College

> Partner and create networks with other What are some examples of professional
schools in the Yukon and beyond the territory networks with other schools that you are a
member of or have facilitated?

> Participate in external professional What strategies have you used to enhance your
development teacher leader networks across teacher leadership development?
schools and with Yukon Education to support How have you been involved in leadership within
leadership development the Yukon Teachers Association?

> Establish school and Yukon Education How have you been involved with Yukon College
partnerships with Yukon College or Yukon Education committees or training?

23
 24

self-assessment:
To what extent do I demonstrate these actions and apply this domain?
In reflecting on this domain, my strengths, areas for growth and next steps are…

strengths areas of growth next steps

Build partnerships
Ethical practice
Teachers are role models who act ethically and honestly and abide by codes of
ethics and legal expectations. Teachers always advocate for, make decisions,
and act in the best interests of Yukon students.

possible actions reflective questions evidence

Model core ethical values of integrity, respect, How have you helped to build an ethical climate
fairness, responsibility, compassion and inclusion within your school?

Ethical practice
Have an awareness of the Yukon Education In what ways have you familiarized yourself with
System, follow the Education Act and the legislative acts dealing with the teaching
Regulations, policies and protocols, Teaching profession (e.g. Yukon Education Act, Teaching
Profession Act and other legislation related Profession Act, and Yukon education-related
to duties of a teacher legislation)?

Be knowledgeable of and abide by the Yukon What steps have you taken to become familiar
Teachers’ Association (YTA) Code of Ethics with the Yukon Teachers’ Association (YTA) Code
of Ethics?

Support others in operating from an ethical In what ways have you upheld ethical behaviour
perspective including taking action against with others or within committees?
unethical behaviour

Demonstrate moral courage by acting on ethical Describe a time when you yourself have
values and the Yukon Teachers’ Association Code consulted the YTA Code of Ethics to help solve
of Ethics an ethical issue.

Understand and respect local and regional What steps have you taken to become
First Nation culture, values and beliefs knowledgeable about local and regional
First Nations culture, values and beliefs?

Practise and support a collaborative decision-

making process and act on commitments
25
 26

self-assessment:
To what extent do I demonstrate these actions and apply this domain?
In reflecting on this domain, my strengths, areas for growth and next steps are…

strengths areas of growth next steps

Ethical practice
Engagement in and commitment to the profession

Engagement in and commitment to the profession

Teachers demonstrate full engagement in their educational community, and
a strong commitment to quality teaching and learning through their ongoing
professional self-development, and support for the development of the
profession as a whole.

possible actions reflective questions evidence

Be involved with school committees
and activities such as:
> School Growth Plan In what school committees and activities have
you been involved? How have you been involved?

> Extracurricular activities

> Health and safety

> School-based team

> Assemblies

> Student government

> Clubsy

Be involved with school cultural and

community activities such as:

> First Nation and other cultural events In what ways have you contributed to school
cultural and community activities?

> Parent workshops How have you engaged First Nations students
and parents in the school?

27
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possible actions reflective questions evidence

Be involved with school cultural and
community activities such as:
> Open houses or seasonal activities How have you involved First Nations Elders or
community members in cultural activities in
the school?

> Holiday celebrations

> Sporting events

> Environmental initiatives

> Non-government Organizations (e.g. Foodbank,

FASSY, associations of tourism, sports and
economic development)

Engagement in and commitment to the profession

Be involved in professional committees and
activities such as:
> Yukon Teachers’ Association participation in: How have you been involved in professional
– Professional Development Committee committees and activities within Yukon?
– YTA Annual General Meeting
– School YTA Representative

> Yukon Education participation in:

– Leadership committees
– Working groups
– Pilot projects

> Supervision of pre-service teachers and YNTEP

Teacher Internships

> Mentorship program

> Connect with Yukon Education consultants

possible actions reflective questions evidence

Engagement in and commitment to the profession

Be involved in professional activities outside
Yukon, such as:
> Attend an out-of-territory conference

> Write a professional article What are some of your professional

contributions outside of Yukon?

> Lead a presentation

> Sponsor a visiting teacher from outside Yukon

> Maintain affiliations with other teacher

organizations

Teacher leaders are, in the first place, expert teachers, who

spend the majority of their time in the classroom but take
on different leadership roles.
– Alma Harris

29
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self-assessment:
To what extent do I demonstrate these actions and apply this domain?
In reflecting on this domain, my strengths, areas for growth and next steps are…

strengths areas of growth next steps

Engagement in and commitment to the profession

 Continuous improvement for self, school and system
Continuous improvement for self, school and system
Teachers pursue continuous professional improvement for themselves as
individuals, for Yukon schools, and for the Yukon Education system as a whole.

possible actions reflective questions evidence

Self – Individual improvement with links to
Teacher Growth Plans:
> Participate in professional workshops, in- How have you engaged in continuous
service, working groups, committees and professional learning?
other forms of continuous professional
learning How do you demonstrate creativity and
encourage innovative practices?

> Engage in studying and applying current List the actions that you have taken to remain
research and professional literature current as an educational professional.

> Reflect on own practice by applying a cycle of How does the cycle of evidence inform your
evidence (identify issue, determine strategies, teaching practice?
reflect and assess)

> Use evidence (products, data, observations What specific actions have you taken to use
and conversations) of student learning through evidence of student learning to determine areas
formative and summative evaluation to of professional growth?
determine areas of professional growth

> Develop knowledge of local First Nations Describe how you reflect local First Nations
culture and community culture and community in your classroom?

> Demonstrate expertise in subject matter, What are some examples of how you
planning, curriculum, instruction, assessment, demonstrate expertise in your classroom
evaluation, reporting and change initiatives instructional practice?

31
 32

possible actions reflective questions evidence

Self – Individual improvement with links to
Teacher Growth Plans:
> Share own teaching practices and invite How do you model and encourage others to
colleagues to share their practice share their teaching practice?

> Co-teach, model, mentor, coach and network

with colleagues within and between schools

> Develop balance between professional What steps do you take to balance your
practice and personal mental, emotional, professional practice with your personal mental,
physical and spiritual health emotional, physical and spiritual health?

> Accept and act on constructive feedback to Describe how you accept and act on constructive
improve one’s own professional practice feedback of your professional practice?

Continuous improvement for self, school and system

School improvement with links to school
growth: Within School Growth Processes

> Ensure that individual student learning needs

are the central focus of instruction and Describe how you participate in the shared vision
decision making for the school with all school stakeholders

> Participate as a member of the School Growth What are some examples of how individual
Team student learning needs are the central focus
of instruction and decision making (Pyramid of
Intervention)?

> Examine school-wide data, both formative What processes do you use and/or facilitate
and summative, to inform next steps for to examine school-wide data, both formative
improvement of the school (classroom) and summative, for improvement
of the school, teaching practice and student
learning?
 Continuous improvement for self, school and system
possible actions reflective questions evidence
School improvement with links to school
growth: Within School Growth Processes
> Facilitate colleagues’ collection and analysis
of student learning evidence, the collaborative
interpretation of results, and the application of
findings to improve teaching and learning

> Facilitate partnerships with local First Nation In what ways do you facilitate partnerships with
communities local First Nation communities?

Within professional learning teams:

> Engage in professional learning teams in the Describe how you actively support the
school development of a professional learning team.

> Create a climate of trust and critical reflection What skills do you use to create a climate of
in conversations with colleagues about trust and critical reflection in conversations with
evidence of student learning colleagues?

> Collaboratively develop performance What are some examples of how you collaborate
assessments with other teachers and with other teachers to develop common
collaboratively use evidence to analyze where assessments and use evidence to analyze
students need help student needs?

> Present, share, and participate in professional

development for staff

> Assist colleagues in accessing and using

research to improve practice

> Use appropriate technologies to support In what ways do you use technologies to
educational practice and differentiated support educational practice and differentiated
professional learning professional learning?

33
 34

possible actions reflective questions evidence

Within professional learning teams
> Facilitate opportunities for teachers to open up
their classrooms and examine their practice
with others

System improvement with links to the Yukon

Accountability Framework
What collaborative processes do you use to
> Collaborate with Yukon Education to facilitate facilitate conversations with Yukon Education
conversations about system-wide initiatives about system-wide initiatives?

> Be aware of the vision of Yukon Education How do your actions to improve student learning
of success for each learner (New Horizons reflect the vision of Yukon Education’s success
Strategic Plan, Yukon Accountability for each learner?
Framework)

Continuous improvement for self, school and system

> Recognize the unique contexts and needs of List and describe activities that have increased
each school your awareness of the unique contexts of each
school.

> Examine Yukon system-wide data, as well In what ways are you using system-wide data to
as external (national and international) data inform next steps for system improvement?
in conversation with partners to inform next
steps for system improvement

> Participate in the School Review process when

possible
 Continuous improvement for self, school and system
self-assessment:
To what extent do I demonstrate these actions and apply this domain?
In reflecting on this domain, my strengths, areas for growth and next steps are…

strengths areas of growth next steps

35
 36

Collaborative professional learning and inquiry

Teachers help develop, support and sustain opportunities for professionals to
engage in collaborative professional learning and inquiry within and across
schools to support improvement of practice.

possible actions reflective questions evidence

Participate as a member of a professional In what ways do you participate in professional

learning or inquiry team learning or inquiry teams?

Structure broad teacher participation in How do you model, encourage and support
professional learning teams, study groups teacher participation in professional learning
and inquiry teams teams or collaborative inquiry teams?

Promote and engage colleagues in collaborative

inquiry teams to investigate problems of practice

Collaborative professional learning and inquiry

through cycles of reflection, dialogue, data
review and analysis, and action

Promote and engage in collaborative learning What strategies do you use to engage colleagues
with colleagues through, e.g. book study, in collaborative learning?
action research, teacher-led professional
development activities, mentoring with a What skill sets do you bring to these collaborative
protégé, shared examination of student work, sessions?
development of common assessments and
direct classroom observation

Plan and design curriculum and instructional

materials with colleagues

Build knowledge of practice from both academic What are some examples of how you have gained
research and teacher experience knowledge of practice?

Engage in networks beyond the school to learn Describe how you participate in networks.
from other colleagues in other settings
 self-assessment:

Collaborative professional learning and inquiry

To what extent do I demonstrate these actions and apply this domain?
In reflecting on this domain, my strengths, areas for growth and next steps are…

strengths areas of growth next steps

37
 38

Group process skills

Teachers structure and manage group processes in order to maximize effective
interaction among adults.

possible actions reflective questions evidence

Running meetings
> Establish and organize meetings, and What processes have you used to establish and
communicate dates, times, places and ideas organize meetings?

> Create an inviting and inclusive environment at How do you create an inviting and inclusive
meetings environment at meetings?

> Establish agreement on ground rules or norms Describe how you develop ground rules and
for working together and managing meetings norms for working together and managing

Group process skills

meetings?

> Hold self and others accountable for respectful

communication

> Create working or ad hoc committees as What strategies do you use to create working or
needed which may include the staff and the ad hoc committees?
wider community. Give direction, a timeline
and processes for reporting back
possible actions reflective questions evidence
Communication
> Listen actively and speak respectfully towards What is an example of how you have listened
others actively and spoken respectfully towards others?

> Demonstrate skills of paraphrasing, asking

clarifying questions, and summarizing

> Develop a process for communicating and What processes do you use to share information

Group process skills

sharing information among interested parties with others?

> Elicit input and engage in dialogue and How have you structured dialogue and respectful
respectful debate around key questions and debate?
issues

> Share accessible information with others in a What formats do you use to share accessible
variety of formats information?

> Follow Yukon Education policy in In what ways are you following Yukon Education
communicating with the news media policies in communicating with the news media?

> Ensure actions are reflective of collective

decisions and not individual positions

> Give and receive feedback openly, honestly Describe how you develop an environment that
and constructively gives and receives feedback openly, honestly and
constructively.

39
 40

possible actions reflective questions evidence

Problem solving and decision making
> Ensure that decisions are based on accurate How have you ensured that fair decisions are
information and in the best interests of made in the best interest of student needs?
students

> Make decisions within the legislation and the How do you make decisions within the
context of school priorities and goals legislation and the context of school priorities
and goals?

> Develop collaborative and transparent How do you ensure that processes for decision
processes for decision making making are transparent to others?

> Identify and clarify the main issue

> Establish the purpose for making the decision,

Group process skills

identify relevant knowledge or expertise
required, and identify who needs to be
consulted

> Generate alternatives within a collaborative What processes have you used to generate
decision-making process. Seek diverse alternatives within a collaborative decision-
perspectives and respect differences of making process?
opinion

> Consider the consequences of possible

alternatives and establish criteria for selecting
a best course of action

> Determine the best solution and communicate

the actions that will follow

> Maintain confidentiality related to contentious How do you maintain confidentiality related to
issues contentious issues?
possible actions reflective questions evidence
Managing conflict
> Identify the conflict in order to resolve it How do you identify conflicts in order to resolve
them?

> Make the issue a mutual problem

> Strive to respond to concerns or differences in How do you build opportunity for sharing
points of view without defensiveness differences in points of view?

Group process skills

> Seek first to understand by listening actively What skills do you use to build consensus
to concerns, acknowledging feelings, among diverse perspectives?
asking clarifying questions, and checking for
understanding

> Listen first to the perspective of others before

sharing your views

> Acknowledge others’ needs and identify What specific actions have you taken to identify
shared interests shared interests among group members?

> Collaboratively problem-solve solutions to How do you involve staff in collaborative problem
concerns and create a mutually agreeable solving and the creation of mutually agreeable
solution that is based on common interests solutions that are based on common interests?

What processes do you use to resolve conflict?

41
 42

possible actions reflective questions evidence

Presentation skills
> Prepare a presentation by identifying the How do you determine the purpose and
purpose and outcomes outcomes for a presentation?

> Plan for the context and environment

> Organize the content for the presentation What processes do you undertake to prepare a
presentation?

> Plan delivery method

> Use technology (smartboard, video, How do you incorporate visual aids and
videoconferencing ) technology in the structuring of your
presentations?

Group process skills

> Use visual aids (flip charts, PowerPoint,
whiteboard)

> Prepare handouts

> Create feedback processes and documents What are some areas for enhancing your
presentations based on feedback that you have
received from participants?

Facilitation skills :

> Define team goals and tasks

> Collaboratively engage others in achieving What strategies have you used to structure
shared purposes, goals and outcomes interaction and conversation among participants?

> Promote and engage in team-based shared What processes have you used to structure
decision making shared decision making?
possible actions reflective questions evidence
Facilitation Skills :
> Use team norms or common agreements for Describe examples of times when you have
working together and team roles to support effectively used team norms and team roles?
team effectiveness

> Facilitate the inclusion of team members’ How do you ensure that one group member
ideas and diverse perspectives to ensure that does not dominate the conversations?
everyone has a voice in discussions

Group process skills

> Deal effectively with resistance by exploring
points of view

> Summarize and clarify main points in team Which facilitation skills do you feel that you could
discussions do more effectively?

> Use protocols to direct and structure team Which protocols have you used to support
professional conversations and decision balanced conversations?
making

> Share responsibility and leadership within

collaborative processes

> Document meetings to record the group’s Describe how you develop your own facilitation
work and thinking skills and how you encourage others to do the
same.

> Move the group to task completion using What processes do you use to support the group
appropriate processes in achieving results?

43
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self-assessment:
To what extent do I demonstrate these actions and apply this domain?
In reflecting on this domain, my strengths, areas for growth and next steps are…

strengths areas of growth next steps

Group process skills

Appendices

Teacher leadership is like an evolving thread that appears

in widely diverse locations and in a variety of shapes
and colours in the school reform tapestry.
– Joseph Murphy
45
 46

Acknowledgements Lori Choquette

School Council Liaison
Brian Eleniak
Teacher
Peter Menzies
Teacher
Tammy Stoneman
Reading Recovery & Learning
Department of Education St. Elias Community School Robert Service School Assistance Teacher
The Yukon Department of Education acknowledges the
Box 2703, E-1 Box 5494 Box 278 Teslin School
Teacher Leadership Working Committee members who
Whitehorse, Yukon Y1A 2C6 Haines Junction, YT Y0B 1L0 Dawson City, Yukon Y0B 1G0 Box 10
were instrumental in the development of An Educational Ph: (867) 993-5435 Teslin, Yukon Y0A 1B0
Ph: (867) 667-8226 Ph: (867) 634-2231
Leadership Framework for Yukon Teachers document. Email: [email protected] Email: Email: Ph: (867) 390-2570
The initiative, commitment and effort demonstrated by this [email protected] [email protected] Email:
committee exemplifies distributed leadership in action. Their Corine Clark [email protected]
work shows what can happen when a community of leaders Consultant Jeanette Gallant Nicole Morgan
come together, share their perspectives, and create a product Ph: (604) 734-5346 Intermediate Curriculum Counselor Paula Thompson
that represents the collective thinking of representatives Email: [email protected] and Consultant Porter Creek Secondary School Math Consultant
within the educational system. It is through this committee’s [email protected] Department of Education 1405 Hickory Street Department of Education
work and all those stakeholders who provided feedback Box 2703, E-1 Whitehorse, Yukon Y1A 4M4 Box 2703, E-1
about the draft, that a document has been designed that truly Carol Coote Whitehorse, Yukon Y1A 2C6 Ph: (867) 667-8044 Whitehorse, Yukon Y1A 2C6
reflects Yukon teacher leadership in action. Executive Director Ph: (867) 667-8167 Email: Ph: (867) 667-8249
Association of Yukon School Email: [email protected] Email:
The working committee was comprised of representatives Councils, Boards & Committees [email protected] [email protected]
from Yukon Teachers’ Association (YTA), Association of Yukon P.O. Box 20409 Mark Muckler
School Administrators (AYSA), Yukon First Nations (YFN) Whitehorse, Yukon Y1A 7A2 Sharon Kroeker Principal Patricia Toovey
groups, the Association of Yukon School Councils, Boards Ph: (867) 633-2692 Learning Assistance Teacher Ecole Emilie-Tremblay et Principal
and Committees (AYSCBC), Catholic Education Association Email: Johnson Elementary School Academie Parhelie Hidden Valley Elementary
of Yukon (CEAY), Yukon College, and the Yukon Department [email protected] Watson Lake, Yukon Y0A 1C0 20 Falcon Drive School
of Education. Ph: (867) 536-7333 Whitehorse, Yukon Y1A 6B2 5 MacPherson Road
Amanda Dockum Email: Ph: (867) 667-8150 Whitehorse, Yukon Y1A 5S3
Professional Development [email protected] Email: [email protected] Ph: (867) 667-8164
Yukon Teachers’ Association Email:
2064 2nd Avenue Bob Laking Penny Prysnuk
Teachers leadership Whitehorse, Yukon Y1A 1A9 Chair Superintendent of Schools,
[email protected]

working committee Ph: (867) 667-6777

Email: [email protected]
Association of Yukon School
Councils, Board & Committees
Area 2
Department of Education
Christie Whitley
ADM of Public Schools
P.O. Box 20409 Box 2703, E-1 Department of Education
Deborah Bartlette Annie Bernard Rene Dove Whitehorse, Yukon Y1A 7A2 Whitehorse, Yukon Y1A 2C6 Box 2703, E-1
Dean, Applied Arts/Associate Education Training Officer Consultant, Secondary Ph: (867) 993-5214 Ph: (867) 667-3747 Whitehorse, Yukon Y1A 2C6
Vice-President Academic Ta’an Kwäch’än Council Programs Email: [email protected] Email:[email protected] Ph: (867) 667-5127
(Interim) 117 Industrial Rd, Department of Education Email:
Yukon College Whitehorse, Yukon Y1A 2T8 Box 2703, E-1 Katherine Mackwood Lina Radziunas
[email protected]
500 College Drive, Ph: (867) 668-3613 ext. 288 Whitehorse, Yukon Y1A 2C6 President Learning Assistant Teacher
PO Box 2799 Email: [email protected] Ph: (867) 667-5679 Yukon Teachers’ Association Holy Family Elementary School
Whitehorse, Yukon Y1A 5K4 Email: [email protected] 2064 2nd Avenue 55 Wann Road
Ph: (867) 668-8782 Whitehorse, Yukon Y1A 1A9 Whitehorse, Yukon Y1A 5X4
Email: Ph: (867) 667-6777 Ph: (867) 667-3500
[email protected] Email: [email protected] Email:
[email protected]
Glossary of educational terms Assessment for Learning Assessment for learning is explicitly designed
to promote learning and shifts the emphasis from summative to formative
assessment, from making judgments to creating descriptions that can be used
A glossary of educational terms is included to create common in the service of the next stage of learning. Assessment for learning happens in
understandings and to ensure that the language is accessible to all the middle of learning, often more than once, rather than at the end to identify
educational partners and members of the profession and the public.
particular learning needs.

Achievement Achievement relates to the ability of students to analyze critically, Assessment as Learning Assessment as learning reinforces and extends the
reason and think independently, and acquire basic learning skills and bodies of role of formative assessment for learning by emphasizing the role of the student,
knowledge; to develop in students lifelong appreciation of learning, a curiosity not only as a contributor to the assessment and learning process, but also as the
about the world around them and a capacity for creative thought and expression; crucial connector between them. Assessment as learning occurs when students
to develop in students a sense of self-worth and personal initiative; to develop an personally monitor what they are learning and use the feedback from this
appreciation of the fine arts and an understanding of cultural heritage; to develop monitoring to make adjustments, adaptations, and even major changes in what
an understanding of the importance of physical health and well-being; to develop they understand. Assessment as learning is the ultimate goal where students are
a sense of social responsibility, and a tolerance and respect for the ideas and their own best assessors.
beliefs of others; and to prepare students to attain their career and occupational
objectives; to assist in the development of effective work habits and the flexibility Assessment of Learning Assessment of learning is the predominant kind of
to deal with changes in the workplace. assessment in schools. Its purpose is summative, intended to certify learning
and report to parents and students about students’ progress in school, usually
Accountability Accountability is the regular monitoring and assessment of signalling students’ relative position compared to other students. Assessment of
students, curriculum, schools, and the education system to identify what is learning results are expressed symbolically, generally as marks or letter grades
working in the system and what is not and to provide an informed basis for and summarized across several content areas in reports to parents.
change. In the context of institutional accountability, assessments are undertaken
to determine the effectiveness of schools and school personnel. In the context Assumptions Assumptions are what we hold to be true about a subject and exert
of school improvement, assessment is an essential tool for evaluating the a powerful force on our behaviour and professional practice.
effectiveness of changes in the teaching-learning process.
Change Process Change involves changes in beliefs, behaviours or resources.
Assessment Assessment is the process of collecting, synthesizing and A change process involves initiating, implementing and sustaining a change.
interpreting information to aid in decision making. In an educational context,
Coach A coach is a partner who works together with another individual to solve
assessment is the process of observing learning; describing, collecting,
classroom problems, and who engages in professional conversations to develop
recording, scoring, and interpreting information about a student’s or one’s own
reflective practice and enhance professional practice.
learning. Different types of assessment instruments include achievement tests,
observation instruments, performance tasks, and authentic assessments. The
effectiveness of a particular approach to assessment depends on its suitability for
the intended purpose.

47
 48

Code of Conduct Code of conduct describes the rights and responsibilities and the variety of school activities in and out of class that influence present and future
procedures for managing the behaviour of all persons on school premises. academic, social, emotional and physical growth of students.

Collaboration Collaboration is a process that occurs among individuals that Data-based Decision Making Data-based decision making is analyzing existing
enables participants to address issues and accomplish goals mores successfully sources of information (class and school attendance, grades, test scores) and
than they could have separately by bringing their collective skills, knowledge and other data (portfolios, surveys, interviews) to make decisions about the school.
perspectives to the situation. The process involves organizing and interpreting the data and creating action plans
based on the data to plan for improvement.
Colleagues Colleagues include teachers, administrators, support staff and Yukon
Education consultants and senior management. DART DART stands for District Assessment Reading Team. The DART is focused
on providing information to teachers on students’ reading comprehension and
Community Development Community refers to factors such as size of the thinking skills. DART is delivered twice a year in Yukon schools to help inform
population, ethnicity, culture, age, and socio-economics that affect interactions instruction and improve learning.
with the school. Community development is dependent upon the principal getting
to know and understand the community by learning what the issues are, who is Dialogue Dialogue is the process by which we make known to one another
most responsible for them, and developing a collaborative process in which to the assumptions that underlie our perspectives and the thought processes
improve relationships. and information that shape those assumptions. Dialogue engages us in a
thorough examination of our beliefs, deepens our understanding and improves
Critical Thinking Critical thinking is the art of analyzing and evaluating thinking relationships.
with a view to improving it.
Differentiated Instruction Differentiated instruction involves adjusting (adapting
Culture Culture operates at four levels: artifacts, traditions, language, and values or modifying) teaching and learning to better enable students of various abilities,
and beliefs. Culture is how we think about our environment. Others define culture interests, and special educational needs to successfully complete the curriculum.
as a pattern of basic assumptions by a given group or the way we do things
around here. School cultures are complex webs of traditions and norms. Distributed Leadership Distributed leadership concentrates on engaging
expertise wherever it exists within the organization rather than seeking this
Culturally Responsive Schools Culturally responsive schools integrate activities, only through formal position or role. The distributed perspective focuses on how
resources reflecting the cultures, traditions, heritage languages and practices of leadership practice is distributed among formal and informal leaders. Distributed
the students, parents and communities indigenous of a particular place served by leadership is an emergent property of a group or network of individuals in which
the school into the school programs. group members pool their expertise. In this sense, distributed leadership is a form
of collective agency incorporating the activities of many individuals in a school
Curriculum Curriculum can mean the prescribed learning outcomes for a set of
who work at mobilizing and guiding others.
courses or grades. It can be a sequenced plan to educate students or a broad field
of study. Curriculum also can mean the broad scope of school experiences that Diversity In education, discussions about diversity involve recognizing a variety
one believes has a direct impact on student learning. Curriculum can be defined of student needs including those of ethnicity, language, socioeconomic class,
as planned and unplanned concepts, content, skills, work habits, means of disabilities and gender. School reforms attempt to address these issues to help
assessment, attitudes, and instructional strategies taught in the classroom and all students succeed. Schools also respond to societal diversity by attempting to
promote understanding and acceptance of cultural and other differences.
Emerging Technologies Technology is more or less the means of getting a job Formative Assessment Formative assessment is assessment as and for learning.
done, whatever the means and the job happens to be. Emerging technologies can It is used for ongoing instructional planning and student feedback to help the
be described as the ongoing creation, development, and use of new electronic student identify and meet the specific needs of his/her learning plan.
means of processing, storing, presenting and communicating information.
Goals Goals are broad, long-term statements that guide the Department of
Emotional Intelligence Competencies Emotional Intelligence is the ability to Education in realizing the vision and long-term milestones of success. Goals
manage ourselves and our relationships effectively. It consists of four fundamental represent what people commit themselves to do to reach their vision.
capabilities: self-awareness, self-management, social awareness and social skill.
Inclusive Culture An inclusive culture embraces the uniqueness and dignity
English Language Learner An English language learner speaks a primary of all individuals and fosters shared beliefs and values. An inclusive culture is
language other than English or is one whose language is a variety of English characterized by broad community engagement and cooperation.
which is significantly different than that used in the medium of instruction in
Yukon schools, and who may require focused support to attain English language Initiatives Initiatives are specific activities or projects that will implement
proficiency. Department of Education strategies.

Ethical Dilemmas Ethical dilemmas are the tough choices when one has to Inquiry Process The inquiry process involves a cycle of activities of asking
choose between one right value and another right value. questions, investigating knowledge and research, creating possible solutions,
applying the possible solutions to solve problems, and drawing conclusions based
Ethical Practice Ethical practice is behaviour that demonstrates a commitment on application of new knowledge.
to moral principles that are based on core or universal moral values of fairness or
justice, respect, responsibility, honesty, compassion, inclusion and tolerance. Instruction Instruction is the process by which content or curriculum is
transported to the student. Instruction consists of three parts: input, modelling or
Evidence Evidence includes products, data, observations and conversations that demonstration, and active involvement or rehearsal.
can demonstrate growth or learning.
Instructional Leadership Instructional leadership emphasizes improving the
Evaluation Evaluation is a process of making observations of evidence, judging quality of teaching and learning processes for students and adults in schools
based on analysis of the evidence in relationship to criteria or standards to through regular dialogue about learning and how to improve it based on
determine the value. understanding of the body of research on learning and teaching and evidence of
student learning outcomes.
Experiential Education In experiential education a student constructs
knowledge, value and skill from direct experience. It involves the active, hands- Interagency/External Agencies and Organizations Education in our schools
on engagement of students within and outside the classroom, making use of a requires political and public support so that the necessary resources are available
diversity of learning environments. to carry out critical functions of meeting the needs of all students.

Facilitation Facilitation involves creating structure and process to interactions so

that groups can function more effectively, everyone can contribute their thinking
to discussions, share responsibility and achieve group goals.

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Intrapersonal Capacity Intrapersonal intelligence is turned inward and is the mission of formal education is not simply to ensure that students are taught but
capacity to form an accurate model of oneself and to be able to use that model to to ensure that they learn.
operate effectively in life. Intrapersonal intelligence is the key to self-knowledge. It
includes access to one’s own feelings and the ability to discriminate among them Learning Culture This is a culture that is characterized by a deep focus on learning
and draw upon them to guide behaviour. Intrapersonal competencies include self- and engagement in the pursuit of learning.
awareness (knowing one’s internal state, preferences, resources and intuitions)
Learning Outcome A learning outcome is a statement of something that
and self-regulation/management (managing one’s internal states, impulses and
students are expected to know and/or do at the end of an indicated grade or
resources).
course.
Interpersonal Capacity Interpersonal intelligence is turned outward and is the
Legal and Contractual Obligations Legal and contractual obligations are the
capacity to understand other people, what motivates them, how they work, and
responsibilities that the leader has for administering school acts and regulations,
how to work cooperatively with them. It includes the capacities to discern and
territorial policies (dictate what to do) and procedures (detail how to do it), external
respond appropriately to the moods, temperaments, motivations and desires
legal requirements, and the contractual agreements between Department of
of other people (emotional tendencies that guide or facilitate reaching goals),
Education employers and employees.
empathy (awareness of others’ feelings and needs), and social skills (adeptness at
inducing desirable responses from others). Literacy Literacy is an essential aspect of communication vital to lifelong learning.
Literacy is the ability to identify, understand, interpret and communicate using
Leadership Leadership can be defined as an act of influence involving reciprocal
printed and written materials with oral language skills as the foundation. First
relationships through which members of an organization or community construct
Nations languages, French, English language learners and information technology
common meanings, build capacity and enhance their ability to achieve shared
are an integral part of a comprehensive literacy program.
goals. One of the responsibilities of leadership is to give a sense of direction, and
to establish an overarching purpose. Management Management is the bureaucratic aspect of administration which
relies primarily on rational analysis to design methods, or internal and external
Learning Climate This is the “feel” or tone of a classroom or school, indicated by
processes with role descriptions to implement strategic plans. Management is
the total environment, including especially the way individuals in classrooms and
the technical and legal duties related to the hierarchical structure of the school
schools relate to one another.
system and involve compliance with legislation, policies or role descriptions as
Learning Community Learning communities comprise a group, which could well as the stewardship of resources.
include staff, students, parents, and community members, who work towards
Mandate A mandate is a clear, concise definition of the Department of
a common purpose. Learning communities or communities of practice, are the
Education’s purpose and role. It gives direction to the programs and services to
terms often given to schools in which staff members provide meaningful and
deliver accessible and quality education to all Yukon learners including children and
sustained assistance to one another to improve teaching and student learning.
adults.
Learning communities are characterized by a shared mission, vision, and values;
collective inquiry; collaborative teams; an orientation toward action and a Mentor A mentor is an experienced practitioner who shares knowledge, skills,
willingness to experiment; commitment to continuous improvement; and a focus information and insights to foster the professional growth of someone else.
on results. A learning community model flows from the assumption that the core
Mission Mission is the purpose or the fundamental reason for an organization’s Organizational Capacity Organizational capacity focuses on strengthening the
existence. culture and building organizational learning and collaborative processes.

Mission Statement A mission statement presents a clear description of the Organizational Learning Organizational learning or collective teacher efficacy
purposes of an organization. involves three stages: a trusting and collaborative climate; shared and monitored
mission; and support for taking initiatives and risks, all supported by ongoing,
Moral Courage Moral courage is a commitment to moral principles, an relevant professional development.
awareness of the danger involved in supporting those principles, and a willing
endurance of that danger. A leader needs courage over time and the willingness Outcomes Outcomes are the results achieved through the impact of an initiative,
to risk and risk again, and to function well under prolonged stress, and keep program or policy.
pursuing the values and vision of the school.
Partnership Partnership involves collaboration by sharing decision making with a
Moral Purpose of Education Moral purpose of education is about the deep broad group of engaged partners.
purpose that expresses the organization’s reason for existence. Moral purpose is
a strong commitment to making a difference and modelling for and engaging with Presentation A presentation involves the communication of information, thoughts
others to build a community committed to shared purpose. or ideas to an audience.

Moral Stewardship Stewardship is the willingness to be accountable for the Professional Learning Teams Professional learning teams are collaborative
well-being of the larger organization by operating in service, rather than in control, groups of teachers who work and learn together to investigate their professional
of those around us. Stewardship involves placing oneself in service to ideas and practice and inquire into best instructional practices in order to improve student
ideals and to others who are committed to their fulfillment. Moral stewardship is learning.
based on a deep commitment to values that makes a critical difference in the lives
Protocol An accepted structured procedure or expectation of acceptable
of students and their families.
behaviour in a given situation or group.
Networks Networks involve people working in groups around a common interest
Pyramid of Intervention The Pyramid of Intervention is the system of supports
within and across organizational boundaries. Information of all kinds is both
that a school provides for its struggling students.
generated and shared through networks of all types. The value of networks is their
capacity for sharing common problems and strategies, and sharing perspectives Relationships Relationships are how people interact with each other and the
to enrich abilities to lead in one’s own context. kind of relationships they form. A focus on people and relationships is essential to
achieving purposes.
New Horizons New Horizons is the implementation and monitoring phase of the
Yukon Department of Education Strategic Plan 2011–2016 that provides a roadmap Rubric A rubric is a scoring tool that teachers use to assess student learning.
for education priorities for the next five years. New Horizons includes Department Using a set of criteria and standards directly tied to the stated learning outcomes,
goals, objectives, key strategies and initiatives developed based on a synthesis of educators can assess each student’s performance. A rubric is a scoring guide
recommendations from key reviews of public education. for making performance criteria visible. A rubric can be an explicit description of
performance characteristics corresponding to a point on a rating scale.
Norms Norms are the often unwritten but understood rules for the expected,
acceptable behaviours that govern a group’s actions.

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School Councils School Councils were created in the 1990 Education Act Self-management Self-management is managing or regulating one’s internal
in the Yukon. School Councils have defined roles and responsibilities for the states, impulses and resources.
administration of schools and education programs. School Councils share
responsibility with the Department of Education, First Nations, and parents. Shared Vision Shared vision is building a sense of commitment in a group, by
School Councils follow specific regulations, policies and protocols. developing shared images of the future we seek to create, and the principles and
guiding practices by which we hope to get there.
School Growth Process The purpose of the School Growth Process is to improve
student learning. The School Growth Process provides a means to achieve Social Awareness Social awareness involves empathy (skill at sensing other
comprehensive engagement for students, teachers, parents and community people’s emotions, understanding their perspective, and taking an active interest
members for each school. The School Growth Process leads to a school growth in their concerns), organizational awareness (the ability to read the currents of
plan, which is reviewed yearly, and focuses on dialogue, evidence-based decision organizational life, build decision networks, and navigate politics), and service
making, and cooperation among diverse community members. orientation (the ability to recognize and meet customer’s needs).

School Operations School operations include responsibility for the maintenance Standards Standards are agreed-upon values used to measure the quality of
and operations of the facilities, safety, fiscal and budgetary procedures, personnel individual performance.
practices, and resource acquisition within a framework of Department of
Strategies Strategies are patterns of activities designed to achieve objectives.
Education and government policy and procedures.
Strategic Planning Strategic planning is a systematic and regular process in
School Review Process A School Review Process provides observations and
which leaders review mission, vision and core values, use an environmental scan,
recommendations to a school, the Department of Education and the public
and review previous results to plan and move forward.
regarding efforts at the school to improve student outcomes. Schools respond to
the recommendations from the school review team through the school growth Student A student is a person enrolled in a K–12 educational program provided by
process and school growth plans in the years following the reviews. a board or authority and for whom a professional educator has responsibility.

School Wide Writes School Wide Writes is an assessment that helps teachers Summative Assessment Summative assessment is assessment of learning. It
strengthen students’ writing skills through a personal and impromptu writing measures students’ competencies and skills and reports their level of learning in
assignment. It is delivered to Grades 2–9 twice a year and based on the British relation to the established grade level learning outcomes.
Columbia Performance Standards.
Systems Thinking Systems thinking is a way of thinking about, and a language
Self-assessment Self-assessment is a process in which individuals engage in a for describing and understanding the forces and interrelationships that shape the
systematic review of their performance, critiquing their own work, usually for the behaviour of the systems. This discipline helps us see how to change systems
purpose of improving future performance. It usually involves comparison with more effectively.
standard, established criteria.

Self-awareness Self-awareness is knowing one’s internal state, preferences,

resources and intuitions.
Teacher Leadership Teacher leadership is the process by which teachers, YTA – Yukon Teachers’ Association The Yukon Teachers’ Association is a
individually or collectively, influence their colleagues, principals, and other professional association representing educators across the Yukon.
members of the school communities to improve teaching and learning practices
with the aim of increased student learning and achievement (York-Barr and Duke, Yukon First Nations Yukon First Nations represent the distinctive 14 Aboriginal
2004). nations within the Yukon. Three broad themes relate to Yukon First Nations:
respect and recognition of Yukon First Nations to represent the interests of their
Twenty-first Century Learner The 21st century learner is someone who people; a call for improved achievement among Aboriginal learners; and the need
is working towards mastering the essential 21st century learning skills for the Government of Yukon, in partnership with Yukon First Nations, to initiate
including: critical and analytical thinking skills, problem solving, team work, specific legislative, policy and structural reforms of Yukon’s education system.
flexible organization and personal management skills, global awareness and
understanding, and comfort in operating in current and future electronic
environments.

Values A value is a deeply held view of what is found worthwhile. Values describe
how we intend to operate as we pursue our vision. Values are a set of guiding
principles in the form of short phrases that guide behaviour and decision making
and set acceptable norms for Departmental staff culture.

Vision Vision is a picture or images of a possible and desired future you seek to
create. It shows where the organization wants to go and what it will be like when
it gets there. A vision gives shape and direction to an organization’s future. It
inspires and guides decisions and actions.

Vulnerable Students Vulnerable students are identified as students whose

learning capacity may be at risk in terms of academic achievement and
social functioning and who primarily come from less affluent socio-economic
backgrounds.

YNTEP – Yukon Native Teacher Education Program The Yukon Native Teacher
Education Program (YNTEP) is a four–year program leading to a Bachelor of
Education degree. Graduates are eligible for teacher certification throughout
Canada. The program fosters awareness and valuing of Yukon First Nations’
cultural experiences and ensures that graduates are well-prepared for teaching
positions in Yukon, including rural schools.

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Printed May 2013