Applying an Adult Development Lens to Explore School Leadership Patterns in Equity and Social Justice

Abstract

In 2018, Ontario regulations pertaining to principal and vice-principal performance appraisals were amended in order to explicitly require that principles of human rights and equity (1) be upheld in Performance Plan goals regarding student achievement and well-being and (2) be a focus of leadership competency development in their Annual Growth Plan. These changes were instituted to support the stated aim of identifying and addressing systemic barriers and biases. For these measures to lead to systemic change rather than mere “performative” equity exercises, those in supervisory roles require a relevant framework to guide and support this aspect of the professional development and performance of principals and vice-principals. Existing provincial educational leadership frameworks are limited in this respect. This chapter draws on foundations in Adult Development to propose how fostering an expanding capacity to hold complexity is key to socially-just leadership and the sought-after systemic change.

Citation

Sirois, N. (2022), "Applying an Adult Development Lens to Explore School Leadership Patterns in Equity and Social Justice", Chitpin, S. and White, R.E. (Ed.) Leading under Pressure (Transforming Education Through Critical Leadership, Policy and Practice), Emerald Publishing Limited, Leeds, pp. 163-184. https://doi.org/10.1108/978-1-80117-358-220221010