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Nomination Process

Nomination Process

Process Overview    
  1. Nominations are invited from school boards, colleagues, parents, teachers, students and all community members. Principals in federally or provincially funded public schools only are eligible. Nominations are due on Monday, October 29, 2018.
  2. Final judging is completed by a National Selection Committee composed of leaders from government, business and education.
  3. Recipients are announced in late January.
  4. The awards ceremony is held in Toronto during the last week of February to coincide with the executive leadership program at the University of Toronto Rotman School of Management.
 
Nominations
Nominees should demonstrate innovative leadership, an entrepreneurial spirit and should have done something remarkable in their school community. They should also have the career potential and willingness to have an even more important impact on publicly funded education in the future. Nominations must include a Leadership and Student Achievement Personal Case Story about the nominee’s leadership experience in establishing deep, cultural change in a school that led to improved student achievement. This case story should illustrate a successful partnership that actively engaged staff, parents and community.
 
Nominations must include supporting letters from at least three stakeholders to support the case story: school staff, (secondary school) students, district supervisory officials, parents, local business members, members of the community at large, or social agency partners. One letter must be from a parent.
 
Travel (air and ground), accommodation expenses, the awards ceremony and reception, breakfasts and lunches will be paid by The Learning Partnership. However, meals on free evenings are the responsibility of the winner.
 
Personal Case Story Illustrating Leadership and Student Achievement 
  • Establishes a future-orientated common vision for improved student achievement and enlists and motivates others to make it operational.
  • Demonstrates understanding and political awareness of the complexities—barriers and challenges—of change.
  • Develops an action plan to move towards the desired change initiative or innovation.
  • Establishes structures to support professional learning teams focused on the desired change.
  • Demonstrates effective communication skills to build and extend relationships to support the action plan.
  • Identifies key players (may include outside agencies or business partners) required to effect the improvement highlighted.
  • Focuses all stakeholders on improvement of student achievement.
  • Acquires the necessary resources and professional development to support the change initiative or innovation.
  • Establishes structures to sustain and institutionalize the change initiative.
  • Establishes structures to foster ongoing participation in school decision-making.
  • Reflects sensitivity to the unique needs of the community.
  • Demonstrates knowledge of current research, best practice and provincial/district direction on improving teaching and learning.
  • Uses data (community/parental/student/staff) to make decisions and monitor the effectiveness of the initiative/innovation.
  • Reviews progress and revises plan based on data feedback.
  • Continues to consult, communicate and work collaboratively with partners.
  • Explores and develops opportunities for future partnerships.
  • Stakeholders represent key groups within a school community.
  • Letters reflect a variety of successful solutions/interventions.
  • Letters demonstrate positive impact of the principal on students.
  • Letters provide evidence of ongoing relationship building.
  • Introduces new ideas, methods, or has new ideas about how something might be done.
  • Develops an action plan to move towards the desired change of initiative or innovation.
  • Acquires the necessary resources and professional development to support the change initiative or innovation.
  • Establishes structures to sustain and institutionalize the change of initiative.