Auditor's Report with regards to compliance as at April 15, 2009
Smith, D., & Qua-Hiansen, J. (2015). Democratic dialogue as a process to inform public policy: Re-conceptualizing a supervisory officer’s qualification program. International Journal of Education Policy and Leadership 10(1), pp. 1-32.
Smith, D. (2010). Developing leaders using case inquiry. Scholar-Practitioner Quarterly, 4(2), pp. 104-124.
In this article the author describes a collaborative project undertaken by two provincial education organizations to foster the leadership formation of school leaders. Leadership development through case inquiry was the focus of this innovative partnership between the Ontario College of Teachers and the Catholic Principals’ Council of Ontario.
Ethical practice resides at the core of the teaching profession in Ontario, Canada, and is based on an agreed-upon set of ethical standards and principles by both the teaching profession and the public. Starratt’s (2004) understanding of ethics as the principles, beliefs, assumptions, and values that characterize a moral life shapes this core.
Smith, D., Kelly, D., & Allard, C. (2016). Dialogic spaces: A critical policy development perspective of educational leadership qualifications. International Journal of Leadership in Education. 20(4), pp. 393-415.
The Council of the Ontario College of Teachers approved this advisory on June 4, 2015 to remind members that they have a duty to report abuse and/or neglect of children and youth. This may be read in conjunction with previous advisories such as Professional Misconduct Related to Sexual Abuse and Sexual Misconduct, and Safety in Learning Environments: A Shared Responsibility.
Smith, D. (2012). The power of collective narratives to inform public policy: Reconceptualizing a principal’s qualification program. International Journal of Leadership in Education 16(3), pp. 1-18.
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