Educational Leadership Mapping Tool

The Educational Leadership Mapping (ELM) tool is an organizing framework to help you make sense of where you are within the educational leadership “landscape.” It is designed to help you plot past and future journeys and contributes to a shared understanding across all faculty members (although educational leadership is a formal requirement among Educational Leadership Faculty, it is not exclusively enacted by these faculty members.)

The Educational Leadership Mapping Tool, developed by Simon Bates, helps instructors make sense of where they are in the EL landscape
The Educational Leadership Mapping Tool helps instructors make sense of where they are in the EL landscape

The map is intended to be:

  • A conversation starter about EL and how leadership differs from services.
  • A planning tool to support annual reviews and pathways towards promotion/tenure.
  • A framework for building professional development activities around.
  • A starting point for thinking about what the impact of EL has been, and how that is evidenced.

Download the Educational Leadership Mapping tool (PDF) >

Understanding the tool

This tool is a simple two-dimensional framework, encompassing -from an individual perspective- actions instructors perform in relations to teaching/learning and their forms of enactment.

Dimensions of teaching

The dimensions of teaching comprise the four types of activities educators use to deliver, design, develop and disseminate their message to learners.


Delivery refers to the broad range of activities that support and facilitate learning, including the time spent interacting with students in class, out of class, during office hours, seminars, etc. Activities that fall within this dimension are directly observable by students.


Design refers to the development of opportunities for learning: modules, courses, program and curricula. Activities that fall within this dimension are generally not directly observable by students, but are vital to the coherence of the educational offerings they receive.


Development refers to the personal and professional growth from engaging in a process of reflective and scholarly teaching. This is part of an on-going process by which instructors understand, reflect on, and modify their approaches or attitudes to teaching based on interactions with colleagues, collaboration with other experts, from experience and reflection to staying current with disciplinary practices.


Dissemination, combined with elements of scholarship, refers to making public the process and outcomes of reflective enquiry, experimentation and evaluation of teaching and learning innovations, activities and approaches.

Forms of enactment

The dimensions of teaching activity described above are expressed in different ways, both by individuals and groups, and have different points of impact. These forms of enactment are divided into three areas.


Practice refers to the act of teaching and learning: what is done as part of the work of the individual.


Management refers to the enabling of teaching and learning: the creation of organizational conditions and execution of processes to support learning and teaching. There is a strong overlap with management and service contributions in the area of teaching (“doing things right”) and contributions to the work of a group, team, or combined effort.


Leadership refers to embedding notions of enhancement, innovation and change, with impact that extends beyond the classroom. The activities undertaken to lead, influence and support others to innovate, enhance or change their practice or approach in any of these areas of teaching.