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Network 9: Leadership with F. Massé

Network 9: Leadership with F. Massé

Overall learning goal

By the end of the fifth learning session, participants will:

  • Have a better understanding of the importance of considering the effect of school cultures on the implementation of effective PLCs

Instructional design


The principals involved in the network are welcomed to the second of two PD sessions delivered by Francois Massé, from Solution Tree.  Francois Massé is introduced and the last session on school culture is recapped before an overview is given of what will be covered in this second session.

Day 2: Role of principal in a PLC : Making a difference in student success!

The session starts by looking at the Organizational Performance Cycle and considering why school improvement planning sometimes fails.

Activity 1:

  • Identify the one pitfall your school should attend to as a matter of better planning for next year.
  • How could your school take steps to overcome this challenge?

The need to prioritise the creation of an adaptive culture and technical structure and ask the appropriate questions to assist reflection and planning are reviewed.

Participants discuss leadership capacities and personal resources that affect these, from the Ontario Leadership Framework. The psychological resources of great leaders, such as optimism, self-efficacy, resilience & proactivity are explored in greater detail.

Activity 2

The characteristics of kind and compassionate leaders are also explored in detail.

Activity 2:

  • Pick one strength from the list of eight characteristics and identify one example of how that translates in your work environment. Share with a partner
  • Pick an opportunity for growth and ask for strategies in order to get better. Share with a partner
Activity 3: School Leaders
  • First part : individually
    Read article «What Principals do ».
    Underline three passages that you find most interesting.

  • Second part : in groups
    One person reads one of the three passages without any comments;
    In a clockwise fashion each member comments on the passage that has just been read; The person who read the passage is the final person to talk and explains why they chose that passage; Go on to the next person and start the same pattern once again until all participants have had the chance to share their passage.

Formative assessment.

A discussion was led by F. Massé about what, why and how we assess, as well as the specific characteristics of formative assessment. The link between formative assessment and feedback is made.The various types of feedback are reviewed.

Principals are introduced to the six-tier pyramid of support for learning teachers.


The day concludes with the Bad Leader`s Manifesto Poster. The EBP Project and Network for Principals thank F. Massé for his presentations and support.


Participants complete evaluation forms and are asked to say what they came expecting, what they experienced, and their hopes for future sessions.