Pages - Empower Ethical Leadership
Google Translate           
Empower Ethical Leadership
Empower Ethical Leadership
Champion Equity and Inclusivity graphic icon 


We lead ethically by focusing on students and upholding our values.


To raise the achievement and well-being of our underserved and underperforming students, we will:

5. Elevate student voice in learning, assessment and decision-making.


Decorative BorderSchool Classroom and Workplace

Key Actions (2018-19)
Look Fors
5.1 Educators and school staff develop mindsets and skills that value and leverage student voice in learning, assessment, and decision-making  (MYSP Town Hall Report).


  • Demonstrating understand of the importance of knowing their learners (e.g., using CRRP to develop their socio-cultural consciousness).
  • Exploring how their social identities and social location influence whose voices are leveraged in learning and assessment.
  • Developing their own and others’ capacity to listen to marginalized voices with the intention to understand  (Leadership Strategy).
  • Incorporating learners’ identities, lived experiences, needs, and interests to inform learning, assessment, and decision-making.
  • Students are being engaged by educators in the assessment and learning processes through co-constructing success criteria, self-assessment, and providing feedback to their peers.
  • Creating conditions that support leadership opportunities for students, particularly those who have been marginalized and underserved.
  • Students whose intersecting social identities are representative of the school community are actively engaged in leadership opportunities.
  • Learning about the lived experiences of students through building relationships with families.
  • Classroom tasks involve student collaboration, invite choice, and reflect the diverse needs and interests of students.
  • Elicit and include student voice on an ongoing basis in decision-making and the development of programs and school improvement goals (Equity Action Plan, MYSP Town Hall Report).


Key Actions (2018-19)
Look Fors
5.2 A working group representative of the social identities in York Region will revise the Modern Learning frame to explicitly:
  • define student voice as: “the co-design and co-implementation of both learning and assessment,”
  • elevate the role of experiential learning, and
  • integrate equity as a through-line.
  • Members of the Working Group and Think Tanks are reflective of the social identities of the Board community.
  • Think Tanks with students, teachers and administrators are held to inform the revision process.
  • Revised Modern Learning frame is communicated to the system



6. Build a collective understanding of ethical leadership.

Decorative BorderSchool Classroom and Workplace

Key Actions (2018-19)
Look Fors
6.1 School and Board staff engage in critical self-reflection to examine their leadership for ethical practices.


Key Actions (2018-19)
Look Fors


6.2 Develop a shared understanding of ethical leadership:

  • Create a working definition of Ethical Leadership (EL),
  • Build Ethical Leadership competency and consciousness in all aspects of school and department leaders’ work (e.g., decision-making, relationship building, problem-solving, communicating, monitoring of impact), and
  • Strengthen the focus on Ethical Leadership in the Leadership Strategy.
  • Ethical Leadership definition is reflective of a critical literature review of EL in an educational context. 
  • Students, staff, parents and community are engaged in developing the working definition of ethical leadership (EL). 
  • School and system actions in the Leadership Strategy are aligned with Ethical Leadership.
  • Tools and training are developed to build school and department leaders’ understanding of EL and to inform behaviours and practices.



Share |