School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
As education is under the exclusive jurisdiction of each of the 13 provinces and territories, there is no national or pan-Canadian definition to refer to the head of a school.
The 1995 Saskatchewan Education Act uses and defines the terms “principal” or “directeur d’école” as “a teacher appointed by a board of education, the conseil scolaire or the SDLC, as the case may be, to perform the duties of a principal.” Ontario, Yukon, and Alberta use the same terms and define them similarly.
The 1996 Independent School Act in British Columbia defines “principal” as “the teacher responsible for administering and supervising an independent school”. The British Columbia 1996 School Act for public schools uses the term “principal” but does not define it. The 2018 Nova Scotia Education Act defines “’principal’ as the principal of a public school under the jurisdiction of an education entity.”
Prince Edward Island’s 2022 Education Act defines “principal” as “a teacher appointed by an education authority to exercise educational leadership and supervisory and administrative responsibilities for a school.” In Newfoundland and Labrador, "principal" means “a teacher designated as a principal or acting as a principal of a school and includes a person who is the head of a private school.”
The Northwest Territories, Manitoba, Nunavut, Quebec, and New Brunswick use the term “principal” in their respective Education Acts, but do not explicitly define it. Quebec also uses the title ‘centre director’ for adult general education centres and vocational training centres, which distinguishes them from primary and secondary school directors for young people subject to compulsory school attendance.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Saskatchewan, the Northwest Territories, Quebec, Alberta, Ontario, Nova Scotia, Manitoba, New Brunswick, Newfoundland and Labrador, Yukon, Nunavut and Prince Edward Island all include descriptions of principal duties within their respective education acts. Some have further regulations which outline the principal duties in more detail, such as Ontario’s Regulation 298.
Many provinces and territories have developed their leadership standards. British Columbia outlines the general powers and duties of Principals, Vice Principals and Directors of Instruction in the School Regulation. The BCPVPA Leadership Standards for Principals and Vice-Principals in BC is a key guiding document for principals and vice principals in the province. The Northwest Territories has a Principal Growth and Evaluation Guide. Alberta’s provides a framework to support the professional growth, supervision and evaluation of all principals and school jurisdiction leaders. The 2013 Ontario Leadership Framework, developed by the Ontario Institute for Education Leadership, provides leaders with a clear picture of what effective leadership looks like at both the level of the individual leader and the organization. The provinces of Newfoundland and Labrador, New Brunswick, Nova Scotia, and Prince Edward Island utilize the 2020 Atlantic Provinces Standards of Practice for School-based Administrators. Yukon’s Department of Education has developed the 2011 Educational Leadership Framework for Yukon Principals and Vice-Principals. The Nunavut Professional Standards for School Leaders (Standards) was developed by the Department of Education to support school leaders to grow in their profession. Lastly, Manitoba has established five knowledge and skill domains for school leadership. As of 2024, Manitoba has published the Manitoba School Leadership Framework. The framework identifies the evidence-based knowledge, skills, and behaviors required to promote student success in an inclusive, safe, and caring environment. School districts/divisions may also have their own locally developed school leadership frameworks, though they will not be utilized for this profile.
Roles
Setting expectations/objectives: The responsibility of principals to set objectives and then coordinate the implementation for their schools is consistently required throughout the provinces and territories. For example, in Saskatchewan, according to the 1995 Saskatchewan Education Act, the duties of a school principal include organizing the programme of courses and instruction; conducting a continuing programme of planning and evaluation with respect to the objectives, curriculum, pedagogy and effectiveness of the instructional programme of the school; defining and prescribing the standards of the school; and preparing reports to parents, the director, the Board of Education (BOE), the ministry, and other relevant bodies. Quebec’s Education Act states that the principal shall coordinate the analysis of the situation prevailing at the school or training center and the development, implementation and periodical evaluation of the school or center’s educational project. Principals in Nova Scotia assist in the development of school improvement plans and, upon approval by the education entities, co-ordinate their implementation. Education entities have System Improvement Plans that complement school-based Student Success Planning and focus efforts on the high leverage strategy of collective professionalism to meet the needs of each student. Student Success Planning guides the public school system in Nova Scotia in using an equitable and systematic way of planning school improvement with identifying measurable goals.
Many provinces also require that principals work together with stakeholders when developing school plans. Prince Edward Island’s Education Act states that the principal initiates the development of a school effectiveness plan and works with the school staff to implement and achieve the goals it sets out. In Manitoba, principals are responsible for the process of co-creating a vision, strategies, and goals for high quality education, taking into consideration local, divisional, and provincial priorities. Every year, they must prepare an annual school plan with the consultation of parent groups. According to the School Leadership Framework, these plans must ensure the diversity of students is reflected. Both student voices and Indigenous Rights Holders are represented in this process. The duties of a principal in New Brunswick includes both, stating that principals prepare “in consultation with the Parent School Support Committee and the school personnel, a school improvement plan and coordinating its implementation.”
Nunavut differentiates between two different school plans, only one of which is the principal’s responsibility. According to Nunavut’s 2020 Education Act, the principal develops an education programme plan for the school year. The plan includes teacher schedules, student timetables, and a record of staff members. The school improvement plan, on the other hand, is developed by the district education authority with the support of the principal. The principal then ensures its implementation.
In Nova Scotia, principals also assist in the development of student success plans (SSPs) and, upon approval by the education entity, coordinate their implementation. SSPs are expected to be shared with the School Advisory Council, and progress updates are provided by administrators throughout the year.
Developing teaching and learning: The provinces and territories of Canada prioritize different things when it comes to principals and their responsibility to develop teaching and learning; For example, learning environments. School principals in the Northwest Territories develop a positive learning environment and ensure the education programme is delivered in accordance with the curriculum. The principals there encourage a standard of teaching consistent with the goals of education. A principal of a school in Alberta is required to “provide a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging.” According to the 1997 Education Act of New Brunswick, principals must “ensure that reasonable steps are taken to create and maintain a safe, positive and effective learning environment.” To do this, they collaborate with the Parent School Support Committee and students to develop and implement a “positive learning and working environment plan.” A “safe and caring environment” is also important for principals in Newfoundland and Labrador to provide; Manitoba adds “inclusive” to the phrase. School leaders practice this by working to treat students equitably and identify and remove systemic barriers.
Nova Scotia’s Teacher Growth & Evaluation Policy supports the recognition and continuous reinforcement of effective instruction and assessment practices through a supportive and collaborative professional learning process that supports inclusive education. This policy was developed to align with the Nova Scotia Teaching Standards which describe what teachers should know and be able to do to meet the learning needs of their students. They describe a shared vision and promote a common understanding of high quality professional practice, teaching, and learning with a focus on continuous improvement, growth, equity, and inclusive education. Nova Scotia’s Inclusive Education Policy is a commitment to ensuring a high-quality, culturally and linguistically responsive and equitable education to support the well-being and achievement of every student. Under this policy, school administrators work with parents/guardians to empower them as essential decision-makers regarding programming and/or supports for their child, and with teachers to support effective instructional strategies as evidenced by student growth socially, emotionally, and academically. School administrators are also responsible for ensuring teachers and school staff have access to information and opportunities for professional learning that aligns with teachers’ assessments of students’ learning strengths and challenges.
Principals in Quebec, or center directors, are responsible for the design of the local programme of studies and sets the criteria for the introduction of new instructional methods. They also approve the textbooks and instructional materials as well as the standards and procedures for the evaluation of student achievement. The principal or center director also manages all physical resources of the school. If the school has any requirements such as equipment, construction, conversion, or repair, the principal informs the school service Carrera (The public school network currently comprises 60 French-language school service centres, one special-status school service centre (the Centre de services scolaires du Littoral), 9 English-language school boards and 2 special-status school boards (the Cree School Board and Kativik Ilisarniliriniq)).
In Nunavut, a principal “develops and provides activities, programmes and services for their students in addition to the education programme.” They also ensure that the students of their school are assessed consistently and fairly on an on-going basis and that the parents of a student receive regular reports on the student's progress. The BCPVPA Leadership Standards, state that principals continually and collaboratively plan, monitor, and review the effectiveness of instruction. They involve teachers in data collection, analysis, and dialogue about student learning.
Promoting collaboration: In the 1995 Northwest Territories Education Act, the principal’s duty includes “promot[ing] the co-operative development of school goals, plans and policies by students, parents, school staff, community elders and other members of the community in order to facilitate partnership and excellence in education”. They also develop and implement programmes and procedures for parent and community involvement in the school programme. The BCPVPA Leadership Standards calls for principals to develop an inclusive and collaborative culture. They develop networks between schools and the community. In Quebec, under the Education Act, the principal encourages concerted action between the parents, the students and the staff and their participation in school life and in educational success. The 2013 Ontario Leadership Framework states that principals should ensure that “students, parents and community members are engaged and welcomed as respected, valued partners in student learning”. They also build partnerships between the school and community to enhance learning opportunities and well-being for students. Ontario Regulation 298 states that principals “promote and maintain close co-operation with residents, industry, business and other groups and agencies of the community.”
Under the Manitoba School Leadership Framework, “Building Relationships” is included as a main focus area. School leaders cultivate and support trusting and meaningful relationships in the school, with the community, and with colleagues. Principals in Nunavut are also very involved with their communities. The 2020 Education Act calls for them to work with community organizations to develop local community programmes. The programmes are continuously evaluated and progress is reported to the district education authority. Yukon, in the Educational Leadership Framework, also emphasizes the importance of partnering with Yukon First Nation Communities, alongside parents, the school council, and community organizations. The first competency in Alberta’s Leadership Quality Standards (2023) is “Fostering Effective Relationships; a leader builds positive working relationships with members of the school community and the local community.” Achievement indicators include “creating opportunities for parents/guardians, as partners in education, to take an active role in their children’s education; [and] establishing relationships with First Nations, Métis and Inuit parents/guardians, Elders/knowledge keepers, local leaders and community members.”
The Education Act of Alberta and Yukon as well as the Schools Act of Newfoundland and Labrador mentions cooperation between the school and the community it serves. The Education Acts of Ontario, Nova Scotia, Manitoba, Nunavut, New Brunswick, and Yukon mention communication with parents.
Supporting staff development: School principals have several responsibilities when it comes to the professional development of their staff. The duties of a school principal in Saskatchewan, according to the 1995 Saskatchewan Education Act, include providing leadership for enhancement of the professional development of staff. According to the Quebec Education Act, the principal is responsible for the management of the staff of the school and determines the duties and responsibilities of each staff member. They organize professional development activities and ensure that teachers fulfill their continuing education obligations. According to Nunavut’s 2020 Education Act, “a principal shall ensure that professional development activities and in-service training are available to teachers, including vice-principals and themselves and that they participate in those activities and take that training, as appropriate.”
In New Brunswick, the principal is responsible for encouraging and facilitating the professional development of teachers and other school personnel employed at the school. They also create a positive learning and working environment that allows for open discussion, constructive dialogue and the sharing of concerns or constructive feedback by school personnel and volunteers. The 2013 Ontario Leadership Framework outlines how school leaders can provide “job-embedded professional learning.” For example, successful principals “provide professional learning opportunities for both teachers and school-level leaders, most of it through some form of learning community or on-the-job context.” They "align the content of professional training with the capacities needed for district and school improvement” and “require individual staff growth plans to be aligned with district and school improvement priorities.”
Acting in accordance with the ethical principles of the profession: In Nunavut, teachers are asked to “comply with any code of ethics adopted by the Nunavut Teachers' Association and shall conduct themselves in such a manner as to maintain the prestige of their profession so that no dishonour may befall them or their profession through their actions.”
The first domain of the BCPVPA Leadership Standards is “ethical leadership.” The domain focuses on the principals’ role in setting and sustaining a sense of moral purpose. The decisions they make should use an ethical framework and always consider morals.
According to the 2020 Atlantic Provinces Standards of Practice for School-based Administrators, “School-based administrators act ethically, equitably, and confidentially in personal conduct, behaviour, and all aspects of school leadership according to professional standards. They serve as role models accepting responsibility for using their position constructively to promote inclusion and student and teacher success and well-being.”
The first dimension of the 2011 Educational Leadership Framework for Yukon Principals and Vice-Principals highlights the individual ethical values and beliefs that guide the moral compass of educational leaders. The “Leadership Dispositions” of the Manitoba School Leadership Framework includes a commitment to ethical principles which are based on the core values of equity, inclusiveness, social justice, respect, honesty, and compassion. School leaders must hold these values as they interact with students, staff, families, colleagues, and the community.
Others: In regard to teaching duties, principals in Nova Scotia may perform the duties of a teacher; however, they may not spend more than half of their working hours doing so. Yukon principals also may perform teaching duties as may be required. Principals in Prince Edward Island perform teaching duties as assigned by the education authority.
Principals are also responsible for the health and well-being of their students and staff members. According to the 1990 Ontario Education Act, principals may refuse admission to the school any person who the principal believes is infected with or exposed to communicable diseases until furnished with a certificate of medical health. They must also report promptly to the board and the medical officer of health. New Brunswick and Prince Edward Island have similar articles in their Education Acts about refusing admission.
The training of new teachers is also a place where principals may contribute. In Nova Scotia and Sasketchewan, principals are asked to assist the education entities in the development and implementation of professional-development programmes. Nunavut, Saskatchewan, and Quebec ask their principals to cooperate with local universities on the training of teachers by, for example, hosting student teachers.
Other common themes in principal duties in Education Acts include the monitoring of student attendance (Nova Scotia, Ontario, Nunavut), managing anti-bullying and anti-violence measures and procedures (Quebec); and protecting cultural heritage (Yukon, Newfoundland and Labrador (Schools Act)). Nova Scotia’s Provincial School Code of Conduct Policy establishes standards of behaviour for all schools and acknowledges that all members of the school community have a role to play in the awareness and prevention of unacceptable behaviour.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Each province and territory has its requirements for principalship. Most require formal initial university training, relevant teaching experience, and additional principal qualifications, which may use different terminology. For example, in the Northwest Territories, a “certificate of eligibility” as a principal is necessary for a teacher to be employed as a principal. Teachers who are employed as principals without said certificate have two years to obtain the certificate. In British Columbia, principals must also hold a “certificate of qualification” as a teacher. According to Alberta’s Education Act (2019) a principal must be a teacher who holds a “leadership certificate”.
Of course, other provinces have specific requirements. In Nunavut, to become a school principal or vice-principal, an individual must have a bachelor’s degree, a teacher’s certificate, and a certificate of eligibility as a principal. In Manitoba, a person may qualify for a “Certificate in School Leadership” when they hold a valid “Manitoba Permanent Professional Teaching Certificate”; have at least three years of teaching experience; and have completed either an approved post-baccalaureate programme with a focus in educational administration or an approved Master of Education with a specialization in educational administration. Principals in Quebec are required to have a bachelor’s in education, several years of experience as a teacher or head of department, authorization to teach, and a permanent teaching certificate for school principals. The requirements are almost the same in Prince Edward Island where principals must have a valid Teacher’s Certificate Level 6, a minimum of seven years of approved teaching experience, and have completed an Administrator’s Leadership program approved by the Minister. To attain the position of a principal in Ontario, a teacher should possess a minimum of five years of teaching experience, be certified in three out of the four age divisions (primary, junior, intermediate, and senior), hold two Specialist qualifications or a master's degree, and successfully finish the Principal's Qualification Programme (PQP).
Appointment decision
Many provinces and territories appoint principals at the school district level. According to the 1995 Northwest Territories Education Act, the education body responsible for a school with more than one teacher requests the Superintendent of the district to employ a teacher to be the principal of the school. In Quebec, principals are appointed by the district school service centre (or a school board) after consultation with that governing board. In Alberta, the principal is designated by the district school board which operates one or more schools. The same is true for Newfoundland and Labrador’s Conseil scolaire francophone provincial (CSFP), however in other instances, the province’s Department of Education now designates principals. According to the Nunavut 2020 Education Act, the appointment or reappointment of a principal or vice-principal is made on the recommendation of a panel appointed by the district education authority. In New Brunswick, Policy 201 on the Appointment of School Principals states that the superintendent assigns a principal to schools and may assign a principal to two schools at once in exceptional circumstances. In Ontario, the district board is responsible for the final decision to hire and place principals; however, the board must consult with the school council during the selection process. The school council may prepare a principal profile to communicate to the board their needs.
Some territories do assign principals at the provincial level. In Yukon, the Minister appoints the principal for each school.
Employment equity measures
The 1995 Northwest Territories Education Act states that an education body should achieve and maintain in the school staff for an education district a representation of cultural backgrounds that reflect the cultural variation of the population of the education district.
Working conditions
Provinces have varying lengths of service for principals. The 1995 Northwest Territories Education Act states that the term for principals must not exceed five years. However, they may be employed for additional terms. In Alberta, a principal’s designation may be terminated once the prescribed leadership certificate is suspended, canceled, or expired. According to Nunavut’s 2020 Education Act, teachers, principals and vice-principals are members of the public service. The term for a principal or vice-principal is for four years and may be renewed if their performance appraisal is satisfactory.
Principals also have the opportunity for promotion. Quebec has three levels of certification for Educational Leadership.
Several provinces and territories have active associations for school leaders, such as British Columbia’s Principals’ & Vice-Principals’ Association (BCPVPA) and the Public School Administrators Association of Nova Scotia (PSAANS).
2.3. Leadership preparation and training
Pre-service training
Most provinces and territories require principals to have formal initial government-recognized university training. Different universities offer programmes which result in a certification that qualifies the person for principalship. For example, in Nunavut, a the Certificate in Educational Leadership in Nunavut (CELN) is required for all principals to be eligible for the position. The program is at minimum 240 hours with two practicum projects. The certificate is earned through the completion of coursework focused on school leadership in Nunavut, and the priorities of the Nunavut education system, as outlined in the department’s Annual Plan.
In Ontario, aspiring principals must take the Principal’s Qualifications programme (PQP), a four-semester, pre-service teacher education program to become qualified to teach. The programme includes 250 hours of content and 60 hours of in-school practicum. The Ontario College of Teachers, the teaching regulatory body, develops guidelines for PQP providers and accredits them. The programme is “designed to proactively explore leadership dimensions associated with the effective management of publicly funded schools. Candidates will increase their capacity to foster school improvement. Framed within an anti-oppression foundation, candidates will analyze issues and develop strategies for identifying and removing barriers at school and system levels to nurture a culture that promotes learner success, well-being and life-long learning.”
Manitoba’s Guidelines to Qualification for School Leadership show that aspiring principals must take a programme or degree which specializes in educational administration. Specifically, the course must be linked to the five Domains of Knowledge and Skill: Cultural and Educational Context; Educational Leadership; Instructional Leadership; Personnel Leadership; and School Administration.
Induction and in-service training
Principals in Ontario continue to “engage in professional learning offered in various formats such as sessions offered by Ministry of Education, School Board or community partners, professional reading and Additional Qualification (AQ) courses”. Those who already hold principal’s qualifications and have two years of successful experience as a principal or vice-principal may continue their professional learning through the Principal’s Development Course. In this course, “candidates advance their professional practice and learning goals to maintain a safe and inclusive school learning environment that ensures every learner receives equitable educational opportunities.” They are also exposed to new and existing legislation, as well as resources to be explored within the context of the course.
In British Columbia, principals may take short courses offered through the BC Principal’s and Vice Principal’s Association, such as Foundations for New School Leaders, which is aimed towards helping new principals facilitate critical transitions from the classroom to school leadership. Other courses offered by the BCPVPA are outlined in the document, Leadership Development in the B.C. Education Sector. In addition, British Columbia is in the process of piloting an induction program designed to provide school principals with the knowledge, skills, and practical tools they need to support student success. In Manitoba, according to the Manitoba School Leadership Framework, school principals are expected to model a personal commitment to continuous improvement through the development of an annual inquiry-based professional learning plan.
The continuous training of school principals seems to be a responsibility of local school districts.
3. Teachers, parents and students
3.1. School management committees and boards
In Saskatchewan, the rules for schools in the francophone education area (fransaskois school) and those outside of it have differing rules on school management committees. According to the 1995 Saskatchewan Education Act, a fransaskois must have a school board (conseil d’école) with a minimum of three and maximum of eight persons each of whom is the parent of a pupil attending the fransaskois school. Representation of minority language adults is mandatory. Responsibilities of the conseil d’école may include participating in the planning and development of educational services; promoting communications between the school, community, parents, and teachers; and managing the maintenance of school facilities. Schools not part of the francophone education area each have a community council of schools. These councils have between five and nine members who may be parents or guardians of pupils; or appointed members. Two or more school community councils in the same school division may petition the board of education (BOE) to form one school community council. Duties and powers include: facilitating parent and community participation in school planning; providing advice to its BOE, school staff, and other agencies; and complying with the regulations and policies of the BOE. The 2006 document, the Principalship in Saskatchewan is a resource guide for school boards on the role of the principal and how to develop, recruit, select, and retain principals.
In Newfoundland and Labrador, the 1997 Schools Act states that the principal shall establish a school council for the school. For each French first language school, a conseil d’école is responsible. The council consists of eight to fifteen members including the principal, teachers, parents, a student (secondary level), and community representatives. The function of the school council is to represent the educational interests of the school, advise the principal and the board, and facilitate parent and community involvement in teaching and learning in the school. Newfoundland and Labrador have prepared a Handbook for School Councils, which defines school councils as “a legally constituted body consisting of the principal, parents, teachers, community representatives, and students (where applicable) from the local school community who, while representing the interests of all students, work together for the purpose of enhancing the quality of teaching and learning and improving the levels of student achievement in their school.” The handbook also contains a Code of Ethics specific to school council members.
In Quebec, the Education Act (amended in 2022) states that each school must establish a governing board. The board must not have more than 20 members and be comprised of at least four parents, at least four members of the school staff (including two teachers, one non-teaching staff member, and one support staff member), two students (at the secondary level), two representatives of the community, and a staff assigned to childcare in the case of a school where childcare is organized. The principal and the community representatives take part in the meetings but are not entitled to vote. The governing board is responsible for adopting the school’s educational project, implementing it, and evaluating it at set intervals. It is mandatory for governing board members to attend training designed to help them exercise the functions and powers conferred on them by the Education Act.
Yukon’s 2002 Education Act has both school committees and school councils. The school council’s function is to review and approve the school objectives, educational priorities and courses of study; and other matters required for the effective functioning of the school.
Ontario Regulation 612/00 and Regulation 298 address the purpose of school councils, operational matters, and the obligation of the principals and boards to consult with the school council. According to Regulation 612/00, school councils must consist of a majority of parents, the principal or vice-principal of the school, one teacher employed at the school, one non-teaching employee, one student (secondary level), one or more community representatives appointed by the elected council, and one person appointed by an association such as one for homeschooling. Effective school councils are involved in setting school priorities for improving student achievement; promoting parent and community involvement; and focusing on student learning and improving student achievement.
Nova Scotia’s Education Act provides that a school advisory council (SAC) may be established for a public school or group of schools. SACs are advisory bodies to individual school principals, the RCEs and the CSAP on a range of issues related to their local schools and the overall school system. SACs provide parents/guardians, school staff, community members, and, when appropriate, students, with a voice to influence decisions that impact student learning. The Nova Scotia School Advisory Council Handbook developed by the Department of Education and Early Childhood Development, describes the duties and responsibilities of SACs. Nova Scotia’s Conseil scolaire acadien provincial Act highlights the leadership role of the French school board in promoting quality education, the delivery of and administration of all French-first-language education programs in the Province, and enhanced community involvement in CSAP schools across the province. In providing educational programs and related services, the CSAP engages in activities that promote Acadian culture and the French language.
In New Brunswick, the Parent School Support Committee functions similarly to a school council. The District Education Council represents all the schools in the district.
In the Northwest Territories, Ontario, Manitoba, and British Columbia, the Education Acts mention only a board at the school district level which is responsible for the improvement of student achievement in all the schools in the school district. In British Columbia, these school boards at the district level are required to establish an Indigenous Education Council to ensure Indigenous peoples have input into decisions affecting Indigenous students.
3.2. Middle leaders
Teachers in Canada can progress in their careers by participating in professional development and training to take on leadership roles. In Ontario, teachers can receive Additional Qualifications which are gained through short courses that may be focused on specific content areas. Ontario’s Regulation 298 also states that the “board may appoint for each organizational unit of an elementary or secondary school a teacher to direct and supervise, subject to the authority of the principal of the school.” The board may also “appoint a teacher to supervise or co-ordinate the subjects or programs or to act as a consultant for the teachers of the subjects or programs.” Principals work together with these teachers for educational matters.
According to Alberta’s 2019 Education Act, a “teacher leader” is a teacher who holds or once held a leadership certificate or superintendent leadership certificate. In Nova Scotia, teachers have three opportunities to upgrade the classification level of their teacher’s certificate level to Advanced Teacher 1, 2, and 3. Each increase in classification requires the completion of graduate level university studies to enhance their skillset.
3.3. Parents
The various provinces and territories have their own version of parent-teacher associations with different names. The Newfoundland and Labrador Handbook for School Councils uses the term “Parent-Teacher Association” and defines it as a “voluntary organization of parents and educators involved in the current education and development of children.”
The British Columbia School Act (1996) gives parents the right to establish a “parents’ advisory council” for that school. The parent’s advisory council may advise the board, the principal, and the staff of the school. Parents in Quebec may decide if they want to form a “parent participation organization”. The purpose of a parent participation organization is to encourage the collaboration of parents in developing, implementing and periodically evaluating the school’s educational project and their participation in their child’s educational success.
In Manitoba, a “school-based parent group” may be a parent advisory council, parent council, or school committee. Parents have the right to become a member of the group and information about the role and function of a parent group must be provided by the school principal.
According to the 1997 New Brunswick Education Act, each school must have a Parent School Support Committee. The committee has between six and twelve members with a majority of members being parents. One member must be a teacher employed at the school, and one must be a student (secondary level). Members are elected by parents of pupils in the school. Members may also include community members. Duties include advising the principal, reviewing the school performance report, and communicating with the district education council.
In Nova Scotia, School Advisory Councils (SACs) are encouraged to add more parent members on their council than what is currently allowed so that parents can have a greater voice and influence in supporting student achievement and well-being. The Regional Centres for Education also hold engagement sessions between parents/guardians and regional leaders to discuss student achievement, well-being and capital planning.
3.4. Students
Northwest Education Act. However, the act states that students have the right to select a student representative to attend and participate on behalf of the student body, in the public meetings of the District Education Authority.
In Quebec, under the Education Act, the principal of a secondary school oversees the formation of a student committee. The purpose of the student committee is to encourage collaboration among students in developing, implementing, and periodically evaluating the school’s educational project, as well as promoting their participation in their educational success, school activities, and the student consultations held by the governing board.
Manitoba’s education act does briefly mention student councils in regard to funding but does not explicitly define it or its duties. Many provinces such as New Brunswick and Saskatchewan, have provincial student councils.
In Nova Scotia, the Minister’s Student Advisory Council (MSAC) provides the Minister of Education and Early Childhood Development (EECD) with information and advice on matters relating to the needs and concerns of Nova Scotia’s students. The MSAC is comprised of approximately 16-24 youth, appointed by the Minister of Education and Early Childhood Development. Nova Scotia has also established Regional Student Advisory Committees that report directly to the regional executive directors/superintendent on topics such as achievement and well-being and other aspects of student experiences.
4. Governance
4.1. Autonomy of school leaders
In Nova Scotia, principals plan, organize, direct, control and evaluate the activities of teachers and other staff of an elementary or secondary school. Principals in New Brunswick also participate in the selection of school personnel for the school.
The principals in the Northwest Territories are required to prepare and submit to the appropriate education body a budget for the school year. They also supervise all expenditures made from the school budget. According to the Principal Growth and Evaluation Guide of the Northwest Territories, the principal leads the school community in finding the best programming and teaching strategies to meet student needs. In Quebec, principals prepare the annual budget, submit it to the governing board for adoption, administer the budget, and render an account thereof to the governing board.
According to the Manitoba School Leadership Framework, school principals implement effective strategies for hiring and retaining teachers. Meanwhile, the document Leadership Development in the B.C. Education Sector asks principals in British Columbia to learn financial management skills such as preparing budget plans, preparing financial statements, and forecasting revenue streams and expenditures. Principals must also understand the hiring and dismissal processes and develop recruitment plans based on relevant needs.
4.2. Assessment and accountability of school leaders
Principals in Nova Scotia are held accountable to the regional executive director/superintendent, for designate, for money received from the education entity or any other source. They are held accountable to the Minister, through the regional executive director, for the performance of the school. The regional executive director is responsible for the evaluation of principals and vice-principals with respect to their duties, including any teaching duties.
In Nunavut, according to the 2020 Education Act, a school principal reports directly to the district education authority and the minister. They must communicate the effectiveness of the local community programme, the education programme, and the school improvement plan. The Minister of Education ensures that the overall performance of a principal and vice-principal is appraised by an employee of the department at least once in each school year during the period in which the principal or vice-principal may be dismissed and in the final year of the contract.
According to the Principal Growth and Evaluation Guide of the Northwest Territories, beginning principals and principals new to the Northwest Territories will be engaged in a formal evaluation process under the supervision of the superintendent and/or supervisor of schools. Those not involved in formal evaluation develop and work on a personal professional growth activity and are evaluated every three years. Evaluations are based from school visits, discussions, and other evidence.
Other territories rely on self-assessment such as British Columbia and Ontario. In British Columbia self-assessment is encouraged through the offering of tools developed by the BCPVPA, however, there is no formal provincial policy or guidelines on this.
4.3. Teacher assessment by school leaders
In Saskatchewan, according to the 1995 Saskatchewan Education Act, the duties of a school principal include exercising general supervision over the work of all members of the school staff. In the Northwest Territories, additional duties of the principal as laid out in the 1995 Northwest Territories Education Act include the evaluation of school staff in accordance with the regulations. According to the 1990 Ontario Education Act, performance appraisals of teachers are conducted by the principal assigned to the school where the teacher is assigned. If the teacher’s rating is not satisfactory, the principal is to explain to the teacher what is lacking and prepare a written improvement plan which contains steps and actions that the teacher should take to improve his or her performance. Alberta’s Leadership Quality Standard (2023) states that a leader implements professional growth, supervision and evaluation processes to ensure that all teachers meet the Teaching Quality Standard.
The Education Acts of Alberta, Nunavut, New Brunswick, Newfoundland and Labrador (Schools Act), Prince Edward Island, and Nova Scotia also require principals to evaluate the teachers employed at the school, ensuring that the instruction provided by the teachers is consistent with the courses and programmes of study prescribed. Under Nova Scotia’s Teacher Growth & Evaluation Policy, principals conduct evaluations of all teaching staff in a manner consistent with the teacher’s employment status. Principals work with teachers to maximize teacher growth and ensure they are actively engaged in the growth and evaluation process Northwest Territories explicitly give principals the duty to discipline teachers and other staff in accordance with regional policies. The Manitoba School Leadership Framework asks principals to implement effective strategies for retaining, supporting, supervising, and evaluating teachers and staff.
In British Columbia, there is no overarching requirement for all teachers to undergo an annual evaluation or appraisal. However, many principals meet with teachers to develop professional learning plans for the school year and school districts may undertake formal or informal evaluations of individual teachers from time-to-time in accordance with collective agreement requirements.
This profile was reviewed by the Council of Ministers of Education of Canada, with the support of the Permanent Delegation of Canada to UNESCO. Thank you to the Council of Ministers of Education of Canada for providing the courtesy translation of this profile into French.
