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I have always been an enthusiastic lover of children's books. There is no life lesson, idea, and/or argument that can't be expressed and/or absorbed through a good picture book.

Children's books are a great tool for instilling knowledge and understanding for many reasons:

simplicity and clarity - stories simplify complex ideas, making them easier to understand and allowing students to learn important life lessons and moral values

relatability - stories often have characters and situations that are easy for kids to relate to, allowing them to see themselves and connect ideas to their own life experiences

engaging and memorable - stories and illustrations work together to make ideas more memorable and therefore easier for kids to absorb, recall, and reflect on

moral and ethical lessons - stories often explore themes such as kindness, empathy, diversity, and courage

critical thinking - stories encourage readers to think critically about situations and characters, causing them to consider different perspectives and develop problem-solving and critical-thinking skills

cultural and social awareness - stories can introduce kids to diverse cultures, histories, and experiences, broadening their understanding of the world and promoting inclusivity and respect

emotional development - stories can help kids understand and manage their own emotions, providing a safe space to explore feelings such as fear, sadness, joy, and empathy

building vocabulary and language skills - through stories, kids expand their vocabulary and improve their language skills

inspiring creativity and imagination - stories ignite a child's imagination and creativity, encouraging them to think beyond the world around them

It is with this in mind that I set out to reflect my knowledge of the LQS through some of my favourite picture books. While some stories are better "fits" than others, you can see the competencies reflected in all of them. Many of the stories also reflect more than one competency, which highlights the interconnectedness of the leadership quality standards and their related competencies.

Resources used:

https://bookpagez.com/blog/the-brilliance-of-teaching-with-childrens-books/#:~:text=They%20use%20simple%20vocabulary%2C%20sentence,skills%2C%20and%20overall%20reading%20fluency

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7036210/

https://childmind.org/article/why-is-it-important-to-read-to-your-child/#:~:text=It%20exposes%20them%20to%20new,how%20to%20handle%20challenging%20feelings.

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Strictly No Elephants Lisa Mantchev's sweet story of a young boy and his pet elephant being left out of "Pet Club Day" highlights the competency of Fostering Effective Relationships. The story relays valuable lessons about empathy, inclusivity, and the importance of fostering positive relationships. When the boy and his pet elephant are excluded, it raises the issue of fairness and inclusion. Despite feeling left out, the boy and his elephant show empathy and concern towards others who have also been excluded. Through his actions of creating his own club, the boy shows compassion and promotes the idea of a safe and welcoming environment where everyone, no matter their background, size, shape, and/or colour, feels included and valued. Through friendship, collaboration, and inclusion, the boy and his friends show a commitment to health and well-being. By reaching out and inviting in other pet owners, the boy demonstrates the power of communication and collaboration in solving problems and building positive relationships. The book highlights set-backs and difficult times as opportunities to learn and develop strategies for resolving conflict, fostering empathy and promoting inclusivity.

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Modeling Commitment to Professional Learning

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Modeling Commitment to Professional Learning

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The Most Magnificent Thing by Ashley Spires is a story about a young girl (and her faithful dog) who set out to create "the most magnificent thing", encapsulating the competency of modelling a commitment to professional learning. She has a vision for what she wants and is determined to build it. She makes mistakes and has setbacks that cause frustration and anger. But along the way, after a good walk, she reflects on her progress and notices that there are "some parts of the wrong things that are really quite right." She learns from her mistakes and ultimately creates something truly "magnificent". Through it all, she shows dedication, perseverance, and a commitment to learning. This could be considered professional growth! Although the girl works alone for the most part, she has the support of her faithful dog, who serves as both assistant and cheerleader. Her tenacity and approach to problem solving and innovation are symbolic of applying research (and trial and error) to inform practice and build capacity. In the end, her "magnificent thing" reflects the principles of lifelong learning, critical reflection, collaboration, stick-with-it-ness, and learning from our mistakes — all key aspects of professional growth and effective leadership in schools.

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Stone Soup by Jon Muth tells a well-known folktale about three monks who arrive in a village and teach the villagers about the value of sharing and community. The story embodies the principles of visionary leadership by highlighting the importance of a shared vision, collaboration, and community involvement. Three monks arrive in a village to find a group of villagers who are weary and suspicious of one another after many years of difficulty and hard times. They start making soup with a stone and gradually, through their encouragement and example, inspire each villager to come together and contribute an ingredient, from a large pot to a bunch of carrots. Then, "something magical (happens) among the villagers. As each person open(s) their heart to give, the next person (gives) even more." In the end, the villagers create a delicious soup that everyone enjoys together, showing the power of collaboration and shared effort. We learn about the value of working together towards a common goal, appreciating diversity, and understanding the gift of "community" and continuous improvement. This is reflective of a student-centred approach to teaching and learning, valuing each individual's contribution to a shared goal. The monks understood and appreciated the potential for unity and generosity within the village. They recognized the value of diversity and responded to the hopes and dreams of others. They addressed challenges, set priorities (for a delicious soup!), and supported their community in fulfilling their roles and responsibilities for the greater good. The idea of making soup from a stone showed innovation, sparked engagement and community involvement, and promoted positive change within the village. To me, this reflects the essence of visionary leadership.

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You Matter by Christian Robinson illustrates the core principles of leading a learning community. The inclusive and empathetic story, told through a series of sweet descriptions and illustrations, shows the importance of equality, respect, shared responsibility, high expectations, and collaboration. It beautifully explores the idea that everyone is important, no matter their size, shape, or situation. Through the sharing of different perspectives, from a tiny bug to a distant star, the story emphasizes that everyone has value and significance, which is essential to a supportive and inclusive learning environment. It reflects empathy, inclusion, and the interconnectedness of all things. It fosters the mindset that everyone has value and potential, promotes high expectations, and reflects the importance of collaboration and working together. It shows that everyone plays a role in supporting the well-being of all, while also celebrating the value, uniqueness, and accomplishments of every individual. You Matter highlights a sense of community and belonging, where diversity is embraced and all are welcomed, respected, and cared for. It also brings to mind the importance of creating meaningful, collaborative learning opportunities for all, as that fosters a sense of collaboration, positive achievement, and support: "Those who swim with the tide and those who don't... The first to go first and the last... If you fall down... If you have to start all over again. .... You matter."

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Supporting the Application of
Foundational Knowledge about First
Nations, Métis and Inuit

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Supporting the Application of
Foundational Knowledge about First
Nations, Métis and Inuit

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When We Were Alone by David A. Robertson embodies the theme of supporting the application of foundational knowledge about First Nations, Métis, and Inuit peoples. Through its touching story and illustrations, the book teaches about the historical impacts of residential schools, while celebrating resilience and fostering an environment of reconciliation and mutual respect. The story follows a young Indigenous girl and her grandmother as they work in the garden. Her “kokum” shares stories about her experiences in residential schools and the importance of maintaining her culture and identity. Through her stories, she provides insight into the historical, social, economic, and political implications of residential schools, and their legacy and impact on Indigenous peoples and communities. The book demonstrates the importance of aligning resources and building capacity to support Indigenous students and create a more knowledgeable and inclusive school community. By sharing her experiences and cultural knowledge, the grandmother empowers her granddaughter (and readers) to appreciate and respect Indigenous perspectives. It shares rich cultural traditions, such as language, hair, and clothing, which were taken away by the residential school system. It serves to educate non-indigenous students and staff about the significance of culture and tradition, fostering respect and appreciation. The book encourages reconciliation by providing opportunities for reflection and conversation about the impacts of colonialism and the importance of honouring Indigenous cultures and identities. The story is about understanding and healing, and provides a starting point for educators and students to engage in meaningful conversations and promote moving forward “in a good way” toward healing and reconciliation.

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The Dot by Peter H. Reynolds is a sweet and inspiring story that reflects the competencies of providing instructional leadership. It tells the story of a little girl named Vashti who believes she can't draw. Encouraged by her teacher to "make her mark," Vashti reluctantly draws a small dot on a piece of paper. With encouragement and inspiration, Vashti discovers her own creativity and builds the confidence to explore various ways of making dots. Through Vashti's journey of self-discovery and creativity, we learn valuable lessons about confidence, resilience, and the power of believing in oneself. The story of The Dot demonstrates the importance of building teacher capacity by encouraging exploration and creativity to overcome self-doubt. Through her teacher’s guidance, Vashti learns to see herself as capable and talented. This highlights the role of educators in nurturing students' skills and confidence. Her transformation from a reluctant artist to a confident creator reflects the professional growth process for teachers. Just as Vashti learns and grows through experimentation and encouragement, teachers can engage in reflective practices and receive support to continuously improve their teaching practices. The teacher in the story also reflects the importance of mentorship, professional development, and support for both teachers and leaders. By providing guidance, encouragement, and opportunities for growth, mentors can help teachers and leaders navigate their roles effectively and build their capacity in positive ways. The story promotes effective pedagogy by encouraging open-ended exploration and creative expression. The teacher's approach emphasizes process over product, fostering a love of learning and a growth mindset in Vashti and her classmates. Vashti's journey also highlights the importance of fair and appropriate assessment practices. Rather than focusing solely on final products, teachers can assess students' growth, perseverance, and creativity, valuing the process of learning as much as the outcomes. The teacher in "The Dot" demonstrates the importance of interpreting data, such as Vashti's progress and engagement, to inform instructional practice. By observing and understanding her strengths and needs, the teacher adapted her teaching to better support Vashti’s learning and development. "The Dot" also emphasizes the role of educators in facilitating access to resources and experts to enhance student learning. By providing opportunities for students to explore different materials, techniques, and inspirations, teachers can enrich learning experiences and broaden creative horizons.

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What Do You Do With a Chance? by Kobi Yamada is a sweet and inspiring book that reflects the competency of leadership development for both teachers and students. The story follows a young boy as he encounters “a chance” but is unsure of whether or not to take it. He approaches the chance with reluctance, and it flies away. Given another chance, he “missed it and fell”. Feeling embarrassed and foolish, the boy gives up. As he moves through his journey, the boy realizes that opportunities are precious and decides to “be ready” to embrace the next chance that comes his way. The story encourages us to embrace opportunities, take risks, and pursue our goals with courage and determination, just as we encourage teachers to take chances and embrace opportunities for growth and innovation in their practice. Like the boy who learns to take a chance, teachers can develop leadership by stepping out of their comfort zones, trying new approaches, and inspiring their students. The story fosters a growth mindset by teaching us that mistakes and failures are part of learning. Teachers and students are encouraged to view challenges as opportunities for growth and development, cultivating resilience and determination in the face of obstacles. The book also celebrates collaboration, as the boy is quietly supported throughout the story by a bear and a fox, both of who stay by his side as he ventures out towards his “chance”. Through supportive relationships, we all can develop the confidence and skills to become an effective leader.

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Understanding and Responding to the Larger Societal Context

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Understanding and Responding to the Larger Societal Context

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The Day You Begin by Jacqueline Woodson is a beautiful book that reflects the competency of understanding and responding to the larger societal context. It tells the story of different children who feel like outsiders for various reasons, whether it's because of their background, appearance, and/or life experiences. The story addresses the feelings of being different and emphasizes the importance of sharing one's story and embracing diversity. It highlights the courage it takes to step into new situations and the strength that comes from celebrating our own unique stories: "there will be times when you walk into a room and no-one there is quite like you until the day you begin to share your stories...to find the place inside your laughter and your lunches, your books, your travel, and your stories, where every new friend has something a little like you - and something else so fabulously not quite like you." The book helps foster a deeper understanding of societal issues and promotes a welcoming and supportive school environment. The different experiences of the characters reflect the varied needs of students, and promotes empathy and understanding, which are essential for representing and advocating for students in schools. It shares the importance of inclusivity and diversity, which are key principles in educational policies and frameworks. It encourages an environment where all students feel valued and understood. The book emphasizes the importance of sharing personal stories and listening to others, which is fundamental when engaging with others in the community. By highlighting the different backgrounds and experiences of the characters, the book reflects societal issues such as immigration, cultural diversity, and social inclusion. It helps us understand the implications of these issues in schools. It encourages conversations about diversity, acceptance, and the value of different perspectives, and helps us understand and appreciate the complexities of cultural and social diversity.

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Managing School Operations and Resources 

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Managing School Operations and Resources 

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The Principal from the Black Lagoon by Mike Thaler is a lighthearted children's book that reflects the competency of managing school operations and resources. The story follows a young boy named Hubie who has a wild imagination. Hubie envisions his new school principal as an awful monster with strict rules and terrible punishments, going so far as to proclaim that the rug in her office is red to “hide the blood.” But as Hubie moves through his first day of school, he quickly realizes that the principal, Mrs. Green, is actually quite kind and helpful. The story provides a light-hearted look at the school setting and the role of school leaders in creating a positive and supportive learning environment. Although tongue-in-cheek, it raises issues about school leadership and the importance of effective school administration and management. This includes the importance of aligning practices, procedures, and resources with school and system goals to create a successful and cohesive learning community. The principal's following of school policies and regulations is seen through her enforcement of rules and expectations for student behaviour (Hubie had to do something to land in the principal's office!). The story also indirectly addresses the idea of identifying and planning for areas of need within the school environment. Hubie's initial fear of the principal reflects his fear and anxiety about school, highlighting the importance of addressing students' emotional needs in addition to their academic ones, and maintaining a safe and structured learning environment. Through her actions with Hubie, Mrs. Green fosters a positive climate conducive to academic and social learning.