Manitoba School Leadership Framework

Leadership Focus Area

Building Relationships

The school leader cultivates and supports trusting and meaningful relationships in the school, with the community and with colleagues. They demonstrate effective interpersonal skills, build and strengthen relationships in the school, and pursue meaningful engagement with families, Elders, Knowledge Keepers and Grandparents, newcomer communities, diverse cultural groups, and the community.

Leadership Practices and Behaviours: Actions to Support Leadership Practices and Behaviours
Leadership Practices
and Behaviours		 Actions to Support Leadership Practices and Behaviours
Developing Self Nurturing Teams Leading Schools
Demonstrate effective interpersonal skills
  • Demonstrate care and respect for all.
  • Model active listening from a compassionate stance.
  • Establish trust through transparency and openness.
  • Demonstrate the ability to hold courageous and respectful conversations when establishing cultures of care and support for all staff and students.
  • Model relationships that reflect the core values of the school, division, and province.
  • Develop a culture based on openness, trust, and transparency.
Build and strengthen relationships with individuals and teams within the school
  • Acknowledge all staff and create a culture that is inclusive of a range of voices.
  • Demonstrate to all staff that their work and opinions are valued in decision-making processes.
  • Model open and collaborative dialogue while engaging in collegial relationships.
  • Create opportunities for collaboration.
  • Recognize the contributions of staff.
  • Promote respectful and caring interactions in the school community.
  • Invite and engage with parents/caregivers, families, Elders, and Knowledge Keepers in school events and celebrations.
Pursue meaningful engagements with families and the community
  • Strive to provide communication in the spoken language of the family and community.
  • Become aware of issues that may stigmatize students, staff, families, and community members, and take action to eliminate anything that stigmatizes and marginalizes people.
  • Develop cultural awareness including an understanding of different cultures and traditions.
  • Create mutually supportive relationships with families/caregivers.
  • Continuously work to ensure that the school represents the values and diversity of the community.
  • Create opportunities for families/caregivers to take an active role in their children’s education.
  • Form authentic and respectful partnerships with families, First Nations, Red River Métis, Inuit, newcomers, cultural groups, educational partners, and the community.
  • Communicate with families and community in a way that builds a culture of trust, respect, and inclusivity.

Self-Reflection Tool