Leadership Within a Unique Context
Descending into Winnipeg, from my window seat, the vast prairie landscape stretched endlessly below in a patchwork of fields, crisscrossed by roads and framed by the winding Red River. The city rises gently from the flat land, its skyline modest but distinct, with the Canadian Museum for Human Rights standing as a striking landmark. The openness of sky and land creates a sense of calm and clarity — a quiet welcome to the heart of the Prairies. This was the setting for the annual Canadian Association of Principals conference this past week; a conference attended by Principals and Vice Principals from every Province and Territory of this country. Despite the differences in our contexts, what struck me more was the similarities in our work. We know that the role of the school leader is both complex and distinct. As Principals and Vice-Principals, we lead with professionalism, compassion, and a deep sense of responsibility — not just for our schools, but for the broader educational system we help shape. What sets us apart, structurally, is that in B.C., we work outside of a collective bargaining unit — a context we share only with our colleagues in Nova Scotia, Ontario and Quebec.
Unlike the majority of school leaders across Canada, who belong to collective unions, B.C.'s Principals and Vice-Principals operate outside of unionized structures, even as we work closely and respectfully with unionized staff every day. This positioning places us firmly within the sphere of management, while also demanding a nuanced approach to leadership — one that balances operational oversight with a strong commitment to collaboration, equity, and relationships.
Upon asking one of the leaders from Manitoba how he does all the work that we in BC typically see ourselves doing during the summer months, he simply stated, “ schools close on June 30th”. If leaders work in the summer , typically remuneration happens with days in lieu. Some might suggest that the biggest difference for us isn’t how we are remunerated or compensated; it is how we see ourselves as leaders. We are educational leaders first, but also navigators of complex systems, responsible for interpreting collective agreements, implementing district policy, and ensuring learning environments are both caring and accountable. Our leadership is grounded not in positional authority, but in relational influence and the ability to bring people together, even in the face of competing interests or challenging dynamics, always keeping our eye on the main target; improving outcomes for students.
We have always held and continue to hold a deep respect for the professional unions we work alongside. Our ability to sustain healthy, productive schools is directly linked to the quality of our relationships with teachers, support staff, and all unionized employees. Leading in a non-unionized role does not place us in opposition to unionized colleagues — rather, it reinforces the importance of mutual respect, clarity, and trust in every conversation and decision.
It’s important to note that while our context is distinct, the dedication and integrity of school leaders across Canada is universal. Whether inside or outside of a bargaining unit, Principals and Vice-Principals from coast to coast to coast share the same passion for student success, the same desire to support our teams, and the same unwavering belief that public education is the root of a democratic society.
And, with that, once again I thank you for your unwavering commitment to students, staff and families in all of our communities in this beautiful province.