Course Modules Description – Series IX

Program Learning Strategy

The program offers many different experiential learning opportunities and challenges that are designed to lift participants out of their comfort zones.

Participants will:
  • Be exposed to leaders and situational cases from outside the education sector to encourage higher order conceptual thinking to extract the principles of leadership, decision making and integrative thinking;
  • Be encouraged to take individual ownership for their own development in the program so that they will accelerate their leadership progress;
  • Be encouraged to promote a greater focus on collective leadership rather than individually, with the view to spreading leadership capacity throughout their organizations;
  • Be encouraged to put a greater focus on innovation in leadership development methods that will combine diverse ideas in new ways to enhance organizational improvement.

A key feature of the program is the use of a peer advisory process, in which small teams of participants from different boards act as peer mentors throughout the course. This peer advisory process is centred on the design and implementation of each participant’s chosen individual improvement project, conducted during the course of the program. Peer advisory deliberations are private and confidential to each advisory team.

Feedback and reflection is integral to personal growth and effectiveness. This Learning Partnership Executive Leadership Program integrates a process for soliciting external feedback about personal effectiveness, offering feedback about program effectiveness, and requiring participants to identify and carry out an individual improvement project, with outcome expectations that help focus the application of program learning.

Regular reflection upon the expectations for system-level leadership, articulated in the Ontario Leadership Framework, will be an ongoing process designed to enhance the participants’ understanding of the strengths and development needs of their personal leadership resources.

Module 1: Framing Leadership for Impact

participants will be introduced to teamwork and teaming, which is a framework and approach to peer-based learning that will be developed through case studies from the business world. A session on integrative thinking will set the frame for influence, followed by a session on knowledge systems, which will set the context for participants’ view of their role. Systematic blindness will lead participants to an understanding of the basic premise around the theory, and mitigating its impact on their leadership compass. Participants will be introduced to a leadership model, which will emphasize the dimensions of leadership that persons in executive roles must draw upon in times of uncertainty. A peer advisory process will be introduced, which will guide participants through the development of individual improvement projects. Regular reflection on the connection of learning to the Ontario Leadership Framework (OLF) will commence.

Module 2: Enabling a Learning Culture in Your School District

 A change management simulation will introduce participants to the concept of change implementation through a scenario developed from outside of the education sector. A case study will be undertaken, focusing on building strategic and knowledge-sharing networks in siloed environments. Participants will get a deeper sense of their own leadership canvas through Authentic Leadership. Throughout this module, participants will consolidate understanding of their personal learning resources. Reflection on the connections to the OLF will continue as will the peer advisory process.

Module 3: Modulating Intuition and Validity as a Leader

participants will have an interactive session on Understanding Global Economics, with a specific focus on implications for schools. In the Business Design user-centered innovation will be studied, emphasizing the need for putting the customer at the centre. Through a session on strategy framework, participants will be led to an understanding of five key questions to ask as a strategic leader. Individual improvement projects will be refined through the process peer advisory and reflection upon the course learnings and implications for leadership will continue.

Module 4: Leveraging Networks and Refining Your Legacy as a System Leader

Emancipatory leadership will lead participants to an understanding of the impact of valuing diversity and building meaningful and strategic engagement across an organization. Using a case study from the business world, participants will be led to an understanding of the dynamic and constantly-shifting requirements for leaders to balance skills in order to lead people and the business itself. In leadership legacy, participants will reflect upon their own leadership legacy and the impact that they will establish. During a session on resiliency, participants will explore strategies for renewal in their leadership. The governance as leadership session will explore models that inform the right combination of governance and leadership across the superintendents’ respective systems. Participants will reflect upon how their personal leadership resources can impact the ability to enact leadership practices. Finally, participants will collaboratively reflect upon the results of their individual improvement projects and a celebration of the learning journey will conclude the course through a graduation exercise.

Course Schedule

Module 1:       July 5 – 7, 2017
Module 2:       October 12 – 14, 2017
Module 3:       November 23 – 25, 2017
Module 4:       February 1 – 3, 2018

Course Location

Rotman School of Management, University of Toronto
For more information and to register please contact:

Rod Thompson
Director of Executive Leadership Programs
416 440 5108
Sponsor Acknowledgement