Training for Leadership Anywhere

It’s called the principal’s qualifications program (PQP) but it’s not just for those who aspire to be administrators.Participants in ETFO’s PQP courses have found they are a valuable learning experience for anyone who wants to become an effective leader, be it as a consultant, union activist, or classroom teacher.

PQP (parts I and II) are offered by ETFO through innovative partnerships with several school boards. In courses offered annually in York Region, for example, teachers from a variety of area boards gather with practising administrators who guide their exploration of issues requiring legal, operational, theoretical and interpersonal skills.

Each participant brings a wealth of knowledge to the PQP course. Participants in the York Region PQP II course held last May had a total of 185 years of teaching experience. Almost all had previous leadership roles, such as lead teacher, division head, or special assignment teacher. Many had chosen teaching as their second career, bringing a range of skills and talent to their teaching and to the profession.

Participants truly become a community of learners who are encouraged to support one another in acquiring new knowledge, and exploring how it can be best applied in a school setting. Within two to four classes, the instructors can count on hearing, “I had no idea how much principals had to know!” from the course participants. By the end of the course, participants are pleased to report their success in finding answers to questions they had at the beginning, as well as the answers to a variety of issues that arose during the classes.

PQP participants discuss case studies from real-life situations, read articles and books, perform action research at their school, explore online resources, and make presentations to their colleagues. They engage in simulation games to explore how to successfully introduce change in a school and in a school district.

“I leave each session understanding the bigger picture and already see a skill in how I tackle issues at school,” said a PQP participant.

Said another: “The assignments have made me look at my current position and school more objectively.”

Course topics include leadership theory and practices for learning organizations, student-focused leadership, and the creation of safe school environments. Participants soon learn about the myriad of resources and supports leaders can draw on to help them make informed decisions.

Past participants have noted that, “lots of hands-on and practical experience from instructors made it timely and pertinent.” Theoretical discussions and course assignments are woven in with the daily observations garnered from classroom, school, board, and union level activities.

Course work in PQP part I is followed by a practicum in which participants focus on strategiesto improve student learning. Upon successful completion, they are eligible to take part in part II.

PQP course participants continue the exchange of ideas begun in class by taking part in online discussion groups. Participants have an opportunity to job shadow administrators, often choosing a school with a student population different from their own, so that they can expand their knowledge of the many ways to foster student learning.

While successful completion of PQP parts I and II is a requirement for principals and vice-principals in Ontario, it is also an important step in becoming a fully cognizant teacher who understands the issues that arise in schools and how they can be handled effectively. Participants become skilled at working with others to find solutions to problems. They learn a tremendous amount about school administration and gain an understanding of the larger environment in which they teach.

“I think that every teacher would benefit from the course even if they weren’t planning to be an administrator,” said one course participant. “It would make them a better teacher.”