The Handbook for School Leaders
A Practical Guide for Principals and Vice-principals
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Table of Contents


Introduction
1. School Leadership for an Inclusive Education System
2. The Handbook for School Leaders: An Overview
3. How to Use The Handbook
4. Advice for New Principals and Vice-principals
Support for School Leaders
1. What to Do When You Need Help
2. When to Call the PST for Assistance
Ask An Expert
1. Introduction
2. Testifying as a Witness
3. Civil Liability (Lawsuits)
4. Custody and Access
Role of the Principal
1. The Principal’s Role as Described by the Ministry of Education
A. OPC Role of Principal – The Provincial Code of Conduct — (November 2008)
B. Delegation of Powers, Duties or Functions
C. OPC Role of Principal – School Councils — (November 2008)
Legal Framework
1. Hierarchical Framework of Authorities: An Overview
A. Federal
B. Provincial
C. District School Boards
D. Individual Schools: Policies, Procedures and Rules
2. Relevant Legislation: Where to Find It
3. Duties of the Principal – Education Act, Section 265
4. Role of the Principal as defined by Statute and Contract
5. Acts, Regulations and Statutes
A. Ontario and Federal
B. Policy and Program Memoranda — Ministry of Education
C. Other Related Materials
D. The Education Act: An Overview
E. Frequently Cited Regulations Made Under the Education Act
F. Regulation 298, Operation of Schools — General: An Overview
6. Discipline, Demotion, Dismissal — What Will Get You In Trouble
A. Employer Discipline (District School Board)
B. Ontario College of Teachers (OCT)
C. Provincial Offences
D. Ontario Human Rights Tribunal of Ontario — (also Employer)
E. Privacy Commission
F. Civil Court (Lawsuits) and Tribunals
Liability and Negligence in Schools
1. First Steps to Reduce Risk
A. Review Board Policies and Procedures
B. Review, Communicate and Monitor School Policies and Procedures
C. Keep Current: Resources
D. Develop the Documentation Habit
E. Encourage Staff to Keep Up-to-Date
2. Concepts and Issues: An Overview
A. Liability
B. Negligence
C. Lawsuit
D. Duty and Standard of Care
E. Risk Management
3. Duty to Provide Adequate Supervision of Pupils
A. The OPC Recommended Supervision Standards for Ontario Schools
4. Liability Insurance
A. What is It?
B. Who is Covered?
C. Conditions on Coverage
5. What to Do When a Claim Arrives
6. Resources
A. OSBIE Risk Management Calendar
B. Seminars and Conferences
C. Publications
Management Skills
1. Managerial Excellence and School Leadership: An Overview
2. Time Management
A. Getting Started
B. Setting Up Your Office
C. Your Filing System
D. Doing the Right Job at the Right Time: More Time Management Tips
E. Managing Your Email
F. Your Office Administrator
3. Delegation
A. Seven Dimensions of Delegation and Related Key Behaviours of Effective Principals
B. Four Delegation Tips
C. Dare to Delegate Checklist
4. Visibility: Management by Walking Around
A. An Overview
B. Planned Visibility: Ten Practical Tips
5. Principal’s Routines
A. A Sample of Principal’s Routines
B. A Sample Elementary School Principal’s Daily Routine
C. A Sample Secondary School Principal’s Daily Routine
6. Overview of School Year
A. Sample Checklists
B. Principal’s Checklist
Public Relations
1. Why is Public Relations Important in School Leadership?
2. Know and Understand Your School Board’s Communications Protocols
3. Create a Compelling Story, Then Share It
Media Relations and Crisis Communications
1. Media Relations
A. Things to Remember About the Media
B. Working With Reporters
C. Pitching a News Story
D. Writing a News Release
E. When Not to be Interviewed
F. There’s a Reporter on Line One – Don’t Panic
G. Create Compelling Key Messages
H. You’re on the Air
2. Crisis Communications
A. What is a Crisis?
B. Before a Crisis Hits
C. When a Crisis Hits
D. Responding to Media During a Crisis
E. In the Days Following a Crisis
Managing Conflict and Difficult People
1. The Conflict Triangle: People, Process, Situation
2. Reacting to Conflict
3. How Do You Respond to Conflict?
4. Conflict Resolution: An Overview
A. Principles of Conflict Resolution
B. Conflict Resolution: A Continuum
C. When to Use Mediation
5. Dealing with Difficult People and Complaints
A. Handling Complaints
B. Useful Responses in Difficult Situations
C. The Power of Silence
6. Relationships with Parents
A. Establishing Relationships
B. Relations With Parents — Options When Reasonableness Fails
C. Dealing with Conflict
Effective Meetings
1. Before the Meeting
A. Considerations
B. Meeting Planning Checklist
C. Sample Meeting Agendas
D. Sample Staff Meeting Template
2. During the Meeting
3. After the Meeting
Records and Information Management
1. Getting Started
2. Confidentiality and Disclosure
A. OSRs and the Courts
B. Confidential Information and the Courts
C. Confidentiality and the Duty to Report
D. Confidentiality and the Occupational Health and Safety Act
3. The Ontario Student Record (OSR)
4. Legislation Regarding Records and Information Management
A. An Overview
B. The Municipal Freedom of Information and Protection of Privacy Act
C. The Child, Youth and Family Services Act 2017 and Information Disclosure
Budget and Resource Management
1. School Budget: An Overview
A. The Education Act
B. Conflict of Interest
2. Local Financial Responsibility: The Principal’s Accountability
A. Purchasing Procedures
B. School Budget
C. Petty Cash/Cash Advance
D. Expense Reimbursement
E. Non-board Funds (Non-public Funds)
F. Audit
G. Insurance
H. Asset Control
I. Transfer of School Principal
3. Board-wide Impact: The Principal’s Role
A. Purchasing Policy
B. Hiring Part-time Staff
C. Contracts
D. Technology
E. Enrolment Reporting
F. Provincial Funding Model
4. Tips Regarding Budget and Resource Management
5. School Budget Cycle (Sample)
6. School Budget Priorities (Checklist)
Technology
1. Getting Started
A. Getting Oriented in Your New School
B. Technology Inventory
C. Further Considerations for Getting Started
2. Technology and School Administration
A. Using the Internet to Assist You with Your Job
3. Technology and the Curriculum
A. The Role of Technology in the Curriculum: An Overview
B. The Ontario Curriculum Unit Planner
C. e-Learning
D. Internet Safety: A List of Websites
E. Use of Copyright-Protected Works for Education
4. Building the School Technology Plan
A. Ten Essential Elements for Developing an Effective Technology Plan
B. Building Your School Technology Plan: A Starting Point
School Councils
1. Preparing to Work with Your School Council
A. Review Current Legislation, Policies and Additional Documentation
B. Gather Further Information
2. Working with the School Council
A. Getting Under Way
B. Considering Other Issues
C. Finding a Focus
D. Soliciting Views of School Council
3. School Councils and the Role of the Principal
A. Roles and Responsibilities of School Council Members: The Principal
B. The School Council’s Role in the Selection and Placement of Principals
4. Effective School Councils
A. Characteristics of Effective School Councils
B. What if Disputes Arise Between Members of the School Council?
C. School Councils and Confidentiality
D. Tips for Successful School Council Meetings
School Activities and Field Trips
1. School Activities and Special Events
A. An Overview
B. School Activities and Field Trips: Getting Started
C. Planning and Organization of a Field Trip or Co-Instructional Program
D. Fundraising
E. Assemblies and Special Events (Daytime)
F. Dances and Special Events (Evenings and Weekends)
2. Field Trips
A. Preparation
B. Authorization
C. Supervision
D. Costs
E. Transportation
Labour Relations, Employment Law and Terms and Conditions of Employment
1. Labour Relations and Contract Negotiation
A. Managing in a Unionized Environment
B. The Management Team
C. Progressive Discipline
D. Performance Appraisal
E. Grievances
F. In the Event of Job Action
2. Basic Principles of Employment Law
3. Workplace Investigation
4. Principal/Vice-Principal as the Respondent
A. Overview
B. Investigation Procedure
C. Interview with the Investigator
5. Terms and Conditions of Employment for Principals and Vice-Principals
A. Overview
B. The Right to Negotiate under the Charter 
C. Good Faith Negotiations 
D. Negotiated Provisions 
The Ontario College of Teachers
1. Investigation of Complaints by the Ontario College of Teachers
A. What to do Do if a Complaint is Made Against You to the College
B. When a Member of the Public Has Concerns About a Teacher
C. Members' Rights During an Investigation
2. Professional Advisories
3. Ethical Standards for the Teaching Profession
4. Standards of Practice for the Teaching Profession
5. Professional Learning Framework for the Teaching Profession
6. Publications and Documents
7. Margaret Wilson Library
Special Education
1. Special Education Legislation and Policy Direction
A. The Education Act on Special Education
B. Special Education Regulations
C. Special Education: Ontario Ministry Documents — Realizing the Promise of Diversity: Equity and Inclusive Education Strategy (2009)
D. Policy/Program Memoranda
E. Resource Documents
F. Related Information
G. Roles and Responsibilities: Principal, Teacher, Special Education Teacher, Parent/Guardian and Student
2. Special Education: Getting Started
A. Board Documents
B. School Based Teams
3. Identification Placement Review Committee (IPRC)
A. An Overview
B. The IPRC Timeline
4. Individual Education Plan (IEP)
A. An Overview
B. The IEP Process: An Overview
5. Human Rights Legislation, Policies and Proceedings
A. Human Rights Code, R.S.O. C.22
B. Guidelines on Accessible Education
C. Human Rights Tribunal of Ontario
6. Learning for All K-12 (Draft Document)
A. Our Shared Beliefs
B. The Breakthrough Systems
C. Instructional Approaches
D. The Tiered Approach
Supervision of Staff Performance and Behaviour
1. Getting Started
A. Definitions and Documents
B. Collective Agreements
2. Supervision of Vice-principals
3. Teacher Performance Appraisal (TPA)
A. Legal Framework
B. Teacher Performance Appraisal Framework (Experienced and New Teacher)
C. Annual Learning Plan (ALP)
D. Experienced Teacher TPA
E. New Teacher Induction Program (NTIP) - Teacher Performance Appraisal
F. A Year-Long Approach to the Teacher Performance Appraisal Process
4. Supervision of Behaviour
A. Progressive Discipline
B. Inappropriate or Unacceptable Behaviour
C. Insubordination
D. Professional Misconduct
E. Dismissal
F. Guidelines for Administrators
Safe and Accepting Schools: Understanding your responsibilities - New
1. What You Need to Know
A. Requirements
B. Progressive Discipline
C. Suspension
D. Expulsion
E. Progressive Discipline/Mitigating Factors Checklist
F. Employee Responsibility to Report and Principal Duty to Investigate
G. Notification of Students Harmed
H. Safe Schools Incident Reporting Form
I. Search and Seizure
J. Event Protocol
K. Police/School Board Protocol
L. Access to School Premises: Regulation 474/00
2. What’s Nice to Know:
A. Ongoing updates to requirements regarding Safe and Accepting Schools.
B. Progressive Discipline Policies
C. Effective Documentation Checklist
D. Codes of Conduct
E. School Attendance
F. Dress Codes
3. Want to Know More?
Protecting Students at Risk
1. Reporting Child Abuse
A. Overview of Duty to Report
B. Allegations of Abuse by a Staff Member
2. Allegations of Discrimination
A. A Principal's Duty
3. Bullying
A. What is Bullying?
B. Prevention of Bullying
C. Bullying Prevention and Intervention: Role of Boards
D. Bullying Prevention and Intervention: Role of Schools
E. Duties of the Principal
F. Suspension and Expulsion for Bullying
4. Cyberbullying
A. An Overview
B. Principal's Role
C. Bullying of Principals — What To Do When It's You
Occupational Health and Safety
1. Duties of the Principal
2. Conducting a School Safety Inspection
3. Developing Occupational Health and Safety Procedures
4. Health and Safety Work Refusal
5. Workplace Violence
6. Resources
Emergency Preparedness
1. Getting Started
2. Preventive Measures
A. Emergency Response Commitee
B. Emergency Response Plan
C. Crisis Communication Response Plan
D. Equipment and Information
E. Evacuations, Lockdowns and Other Emergency Responses
3. Guiding Principles in Emergencies
A. Take Control
B. Call for Emergency Assistance
C. Communicate, Communicate, Communicate
D. Checklist of Immediate Action in Emergencies
E. Emergency Call Sequence - The Eight Steps
F. Principal 911 - Contact Checklist Review
G. Lockdown Procedure Guidelines
4. Follow-up and Evaluation
Student Medical Needs
1. Getting Started
A. Board Policies and Procedures and School Practices
B. Individual Student Needs
C. Prevention Programs
2. Responding to Specific Situations
A. Anaphylaxis: Allergies and Emergency Medical Treatment
B. Sabrina's Law
C. Ryan’s Law-Ensuring Asthma Friendly Schools
D. Administration of Medication to Students
E. Accidents and Injuries
3. Other Health Issues
A. Chronic Illness
B. Smoking
C. Immunization
D. Communicable and Infectious Diseases
4. A Comprehensive School Health Program
A. Social/Medical/Physical Support
B. Preventive Health
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Part 0 — Introduction
Introduction
Support for School Leaders
Ask An Expert
Role of the Principal
Legal Framework
Liability and Negligence in Schools
Management Skills
Public Relations
Media Relations and Crisis Communications
Managing Conflict and Difficult People
Effective Meetings
Records and Information Management
Budget and Resource Management
Technology
School Councils
School Activities and Field Trips
Labour Relations, Employment Law and Terms and Conditions of Employment
The Ontario College of Teachers
Special Education
Supervision of Staff Performance and Behaviour
Safe and Accepting Schools: Understanding your responsibilities - New
Protecting Students at Risk
Occupational Health and Safety
Emergency Preparedness
Student Medical Needs
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Duties of the Principal Last Updated: 2012-06-15

  1. The Occupational Health and Safety Act (OHSA), and the Education Act both stipulate the responsibilities of district school boards and the role of principals in administering and enforcing the legislation that governs health and safety issues for staff and students.

    The OHSA deals exclusively with health and safety issues relating to ”workers.” The principal, as the person “with charge” of a workplace and authority over “workers,” is a “supervisor” under the Act, with specific responsibilities. In addition, principals are also ”workers” themselves and generally entitled to the benefit and protection of OHSA. Where the principal does not have authority over a particular “worker” (e.g. custodians), the supervisory responsibilities under OHSA are sometimes shared with other board personnel; however, notwithstanding this practice of sharing responsibility, as the person “with charge” of the workplace, the principal continues to retain responsibility for the duties of a supervisor under the Act.

    As is further discussed under the Work Refusal section of this chapter, it is important to note that OHSA applies to principals, vice-principals and teachers in a manner similar to all other employees except in the area of work refusals. Principals, vice-principals and teachers are not permitted to refuse work where the circumstances are such that the life, health or safety of a pupil is in imminent jeopardy. (R.R.O. 1990, Reg. 857, s. 3.) In contrast, Education Assistants and Early Childhood Educators’ right to refuse work is not fettered in this way.

    The Education Act deals with health and safety issues for both school staff and students. Principals are obligated to discharge certain on-site duties as identified in the Education Act and board policy

    It is important that the principal review and in-service staff concerning the board’s occupational health and safety policy and procedures. This will be particularly important given the 2010 amendments to OHSA which in turn gave rise to the creation of a new board policy dealing with workplace violence and a revised or new policy dealing with workplace harassment. Each of these policies will have created new responsibilities for principals.

    Occupational health and safety board policies and procedures will be numerous and likely to cover topics ranging from smoking on board premises to Workplace Hazardous Materials Information Systems (WHMIS), the system designed to reduce the risk from hazardous products in the workplace which is governed by both federal and provincial laws.

    It is also important to review all of the relevant collective agreements for clauses related to occupational health and safety to ensure compliance.

    Finally, principals should be familiar with the occupational health and safety representatives, committee members and their inspection/reporting obligations within the school.

  2. Principals' supervisory duties as outlined in OHSA include:

    Duties of supervisor
    27.(1) A supervisor shall ensure that a worker
             (a) works in the manner and with the protective devices, measures and procedures required by this Act and the regulations and
              (b) 
    uses or wears the equipment, protective devices or clothing that the worker’s employer requires to be used or worn (e.g. protective equipment for use with potentially violent students).

    Additional duties of supervisor
    (2) Without limiting the duty imposed by subsection (1), a supervisor shall
        (a)advise a worker of the existence of any potential or actual danger to the health or safety of the worker of which the supervisor is aware
        (b) where so prescribed, provide a worker with written instructions as to the measures and procedures to be taken for protection of the worker and
        (c)take every precaution reasonable in the circumstances for the protection of a worker. R.S.O. 1990, c. O.1, s. 27.

  3. In addition, a principal has many other related duties, including (but not limited to) those listed below from the Education Act.
    • Maintaining “proper order and discipline in the school;”
    • Giving “assiduous attention to the health and comfort of the pupils, to the cleanliness, temperature and ventilation of the school, to the care of all teaching materials and other school property, and to the condition and appearance of the school property, and to the condition and appearance of the school buildings and grounds;”
    • Reporting “promptly to the board and to the medical officer of health when the principal has reason to suspect the existence of any communicable disease in the school, and of any unsanitary condition of any part of the school buildings or grounds;”
    • “Inspecting the school premises at least once a week and reporting forthwith to the board if repairs to the school are, in the opinion of the principal, required;”
    • Reporting any lack of attention on the part of the building maintenance staff of the school to the board.
    • Arranging for at least one emergency drill per semester in respect to emergencies other than those occasioned by fire. (Note: These emergency drills must be held during the period in which instruction is given, including evening classes or classes conducted outside the school year.)
    • Consult board policy about the frequency and procedures for emergency drills (i.e. evacuation, lockdown).