Manitoba School Leadership Framework

Leadership Focus Area

Leading Learning

The school leader plays an integral role in creating and sustaining a learning environment that supports the success of all students. They develop a learner-focused school climate and engage in instructionally focused interactions and processes of inquiry with staff. The school leader continually works to build the capacity of staff and themselves.

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
Develop a learner focused school climate
  • Promote high expectations in learning.
  • Respect and employ each student’s strengths, diversity, and culture in the teaching and learning environment.
  • Promote collective responsibility for the learning and well-being of all students.
  • Work with teachers to create a shared responsibility for student learning.
  • Systematically collaborate with staff and individual teachers on the collection and analysis of evidence of student learning and well-being.
  • Create, support, and foster a climate where individuals engage in and co-create practices that promote and support effective teaching and learning.
  • Use resources and networks beyond the school to strengthen and deepen practices.
Engage in instructionally focused interactions and inquiry with teachers
  • Demonstrate the knowledge and understanding of curriculum, student learning and well-being, pedagogy, and assessment, which is grounded in evidence and educational research.
  • Demonstrate and facilitate processes that are focused on inquiry in action.
  • Provide leadership in the implementation of curriculum, instruction, and assessment practices.
  • Promote the inclusion of Indigenous perspectives and languages.
  • Coach teachers in the use of on-going, actionable feedback to support their improvement.
  • Ensure that instructional programming aligns with provincial curricula and policies and the use of effective pedagogy, and that it considers the needs and well-being of each student.
  • Develop questions of inquiry that begin with evidence of what is known about learners.
  • Identify strategies intended to improve the learning and well-being of all students.
  • Reflect on how strategies are achieving desired results and adjust plans accordingly.
Build capacity of staff and self
  • Support the leadership potential of others.
  • Develop a deep understanding of the inquiry process, including relevant research.
  • Model inquiry in personal learning through the development of an annual inquiry-based professional learning plan.
  • Build staff capacity to create inquiry-based learning tasks that reflect student identities.
  • Support professional learning related to the impact of intergenerational trauma on families and children.
  • Support professional learning that promotes world views, values, and traditions of Indigenous peoples.
  • Select and participate alongside staff in professional development experiences that generate powerful learning opportunities.
  • Facilitate collaboration and professional learning communities.
  • Build and sustain a coaching and mentoring culture focused on student learning and well-being.

Self-Reflection Tool