PROFESSIONAL PRACTICE COMPETENCIES
FOR SCHOOL LEADERS
REFLECTIVE TOOL 2.13
Competency #1—Fostering Effective Relationships
A school leader builds trust and fosters positive working relationships on the basis
of appropriate values and ethical foundations within the school community—
students, teachers and other staff, parents, school council, and others who have an
interest in the school.
Descriptors
A School Leader:
a) acts with fairness, dignity and integrity;
b) demonstrates a sensitivity to and genuine caring for others and cultivates a
climate of mutual respect;
c) promotes an inclusive school culture respecting and honouring diversity;
d) demonstrates responsibility for all students and acts in their best interests;
e) models and promotes open, inclusive dialogue;
f) uses effective communication, facilitation, and problem-solving skills;
g) supports processes for improving relationships and dealing with conflict within
the school community; and
h) adheres to professional standards of conduct.
2008 The Alberta Teachers' Association, Revised 2014
FOSTERING EFFECTIVE RELATIONSHIPS
REFLECTION TOOL
Your knowledge of staff, students and parents helps to shape your image of the
school community.
Provide examples for each of the statements below to reflect on the beliefs and
values that drive your behaviours and actions.
1. What have you done to establish effective lines of communication with students,
teachers and parents?
Students
Teachers/Other Staff
Parents
2008 The Alberta Teachers' Association, Revised 2014
2
2. How do you demonstrate sensitivity, caring and respect for students, teachers
and parents?
Students
Teachers/Other Staff
Parents
3. Provide examples of recent quality interactions with teachers and students.
Teachers
2008 The Alberta Teachers' Association, Revised 2014
3
Students
4. What relationships provide you with diverse information and help you in the
role as leader?
5. In establishing effective relationships, what are your strengths and weaknesses?
Strengths
Weaknesses
2008 The Alberta Teachers' Association, Revised 2014
4
FOSTERING EFFECTIVE RELATIONSHIPS
REFLECTION TOOL
Personal reflection and analysis of actions helps to determine one’s
beliefs and values. If a school leader values building effective relationships and
resolving conflict, his/her actions and behaviours will provide evidence of these
strongly held beliefs.
A. Place a  mark on the continuum to indicate the extent to which you have
demonstrated the descriptor.
Descriptor
The School Leader
To What Extent Have I Demonstrated the Descriptor?
Not at all
Somewhat
Often
Always
1. Acts with fairness,
dignity and integrity
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
4. Models values, beliefs
and attitudes that support/
develop, inspire others
1
2
3
4
5
6
7
8
9
10
5. Demonstrates sensitivity
to diversity and respect
for others
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
2. Demonstrates caring,
mutual respect
3. Models professional
standard of conduct and
leadership in line with
school authority’s vision
and mission
6. Supports processes for
improving relationships
and dealing with conflict
7. Demonstrates effective
oral and written
communication skills
8. Uses effective
facilitation, problemsolving and negotiating
skills
B. Place an X on the continuum to indicate the importance you believe this
statement should have in your practice.
2008 The Alberta Teachers' Association
5
FOSTERING EFFECTIVE RELATIONSHIPS
REFLECTION TOOL
Gap Analysis
Plot your responses on the graph below.
1
10
9
8
8
2
7
6
5
4
3
2
1
7
3
0
6
4
5
Reflect on the gap between perceived and desired levels.
1.
What areas have the smallest gap?
2.
What areas have the largest gap?
3.
What two areas do you want to improve? How?
2008 The Alberta Teachers' Association, Revised 2014
6
2008 The Alberta Teachers' Association, Revised 2014
7
FOSTERING EFFECTIVE RELATIONSHIPS
REFLECTION TOOL
As trusting relationships are created, the chance of both affective (emotional) and
cognitive (teaching and learning models) conflict can increase. Staff, students and
parents find it easier to challenge or disagree with the school leader. For each of
the statements below, use the scale to indicate the degree to which the statement
applies to you.
1
2
3
4
Never
Seldom
Usually
Always
______1. I have a process that recognizes and celebrates accomplishments and
acknowledges failure.
______2. I move toward resolving conflict rather than shying away from it.
______3. I have a strong physical presence and I am accessible.
______4. I face conflict and am confident in using problem-solving and conflict
resolution skills.
______5. I am knowledgeable about different conflict resolution strategies.
______6. I am able to help a group avoid affective personal conflict, focus on the
issues and stay within cognitive conflict.
______7. I am able to recognize the individual needs of all staff and students .
2008 The Alberta Teachers' Association, Revised 2014
8