Access your PheedLoop member portal
Competencies
Voices of BC modules
Youtube links | listen + read
- Contextual Literacy: New to Role
- Growing the Capacity of Self and Others
- Indigenous Perspectives - Humility - Growing Capacity of Self and Others
- Aligning Systems and Structures with Vision for Learning
- Fostering a Culture of Curiosity and Inquiry
- Stewardship for the Future of All Children - Belonging and Inclusion
- Stewardship for the Future of All Children - Overcoming Barriers
Spirit of Leadership in Action
Read + listen to Youtube
- Contextual Literacy - New to Role
- Growing the Capacity of Self and Others
- Indigenous Perspectives - Humility - Growing Capacity of Self and Others
- Aligning Systems and Structures with Vision for Learning
- Fostering a Culture of Curiosity and Inquiry
- Stewardship for the Future of All Children - Belonging and Inclusion
- Stewardship for the Future of All Children - Overcoming Barriers
Summer Gathering Learning Guide
Post-Summer Resources
- TSOL - Values and Beliefs
- Adapting TSOL papers for BCPVPA Competencies
- Discussion Paper - Stewardship for the Future of All Children
- Discussion Paper - Fostering a Culture of Curiosity and Inquiry
- Discussion Paper - Growing the Capacity of Self and Others
- Discussion Paper - Contextual Literacy
- Discussion Paper - Aligning Structures with Vision for Learning
- Resource for Districts
Working with PVP Modules
- Discussion Paper - Bridging Policy and Practice PVP
- Discussion Paper - Aligning Structures with Vision for Learning PVP
- Discussion Paper - Contextual Literacy and Agency PVP
- Discussion Paper - Fostering a Culture of Curiosity and Inquiry PVP
- Discussion Paper - Growing the Capacity of Self and Others PVP
- Discussion Paper - Aligning Structures with Vision for Learning
Professional Growth Plan
Stewardship for the Future of All Children
System leaders have a responsibility for a quality education for all children and for the future that education empowers. A quality education, and educational systems that nurture powerful learning, must foster a future in which children feel confident and secure not only in their identity, but in their relationships with others and with the environment. The district should, in other words, both teach about and help enact a more just and sustainable society.
Indigenous Perspectives and Considerations
- Respect for all things; teachings come from the interconnectedness of self, land, sea, and sky.
- Be intentional with your actions, words, and thoughts; heart and spirit energy effects all things.
- Reach back to connect to the teachings of the ancestors and embody them and to share them with those who are still to come.
- Care for self and others by lifting each other up.
Stewardship for the Future of all Children
Ensure that each child is supported in their journey to a more secure sense of themselves their learning, and their well-being.
Leading Self
Demonstrate strong critical awareness of personal identity.
Practice humility in acknowledging the limitations of personal experience.
Model self-care and self-respect.
Leading Teams
Engage with colleagues in ways that empower them in the expression of their own identity as they see fit.
Model sincere appreciation for the value of diverse identities.
Draw upon the systems of meaning practiced by others.
Leading Organizations
Build and maintain systems that foster universal design for learning.
Sustain healthy communities in which diverse personal identities are respected and cherished.
Expand the diversity of representation in educational resources.
Increase the diversity of the district workforce.
Ensure that each child is supported in their self-exploration.
Ensure that each child values diverse peoples and seek justice in their communities and beyond.
Model ethical conduct Model concern for others and commitment to the betterment of their lives.
Identify key and emerging contexts of justice in the local community and broader society.
Draw attention to ethical commitments and ethically salient components of issues faced by teams.
Lead, empower and follow leaders in equity, diversity, and inclusion initiatives.
Lead, empower and follow leaders in decolonization and Indigenization initiatives.
Practice cultural safety, especially (but not exclusively) in the context of relations with Indigenous people.
Build and maintain systems that make the district a leader in social justice in the community, both in its lessons and its practices.
Ensure each child is, by the time of their graduation, provided with tools to seek and sustain a more just society both for themselves and for others.
Ensure that each child is a steward of the natural environment, and that the district’s own impact on that environment reflects this commitment.
Recognize opportunities to reduce environmental impact.
Practice sustainability in daily work.
Articulate environmental impact data and information.
Contextualize decisions within considerations of environmental impact and sustainability.
Draw attention to the direct and indirect environmental consequences of practices and decisions.
Identify opportunities for teams to increase the sustainability of their practices.
Empower teams to enact new, sustainable practices.
Increase overall district sustainability.
Empower students and staff to propose and enact sustainable practices within their schools and across the district.
Ensure each child is, by the time of their graduation, provided with the tools to seek and enact sustainable practices in their lives, their community, and the wider world.