This study will reveal leadership practices that formal leaders and their followers identify as contributing to sustainable change in schools through the analysis of trends in quantitative data and synthesis of related qualitative data. Explored within the framework of the Alberta Initiative for School Improvement (AISI), this study is a timely contribution to the provincial context of public education. From provincial politics to grass roots strategies in schools, this research complements the current literature base with an informed Albertan perspective on effective leadership for continous school improvement. The interviews in this study demonstrate leadership practices that are prevalent in schools with improvement projects through Cycle 1 of AISI and into Cycle 2. These practices correlate, in varying degrees, with a model of transformational leadership. As Cycle 2 enters its third and final year, AISI has served as a catalyst for leadership strategies creating a culture of continuous improvement. Momentum is building as teachers become accustomed to using a data to show how student learning is improving. Alberta Initiative for School Improvement has undeniably impacted the responsibilities and experiences of teachers in schools and has moved educational leadership along the spectrum from traditional to transformational. considerable work has been done to engage staff in decision-making and setting priorities for improvement, resulting in the mobilization of school communities looking for ways to ensure high quality learning opportunities for all. / ix, 78 leaves ; 29 cm.

This qualitative study employed various qualitative data collection procedures to report on leadership and program evaluation practices being utilized and explored witin the framework of the Alberta Initiative for School Improvement (AISI). The intent of this research was to highlight practices of teachers as leaders while determining the manner in which programs and initiatives are evaluated. Document review, a written questionnaire, and personl interviews were conducted to focus on the perspectives of school administrators and teachers involved in AISI projects. Patterns and themes were identified that illustrated the attitudes and opinions fo Alberta teachers and administrators with regard to the leadership strategies employed. These included ensuring the development of vision, mission, and improvement planning at the school level; emphasizing the importance of collaboration and teamwork; and promoting valuable organizational learning through the development of professional learning communities (PLCs). The evidence strongly suggests that Alberta teachers and administrators advocate the continuance of AISI in the province. There is some indication that both teachers and administrators are excited, although somewhat overwhelmed, by the protocol put in place through AISI. The study reveals various strategies that administrators employ to affect the sustainability of school improvement projects. / x, 182 leaves ; 29 cm.

The United Nations works towards sustainable development for present and future generations and therefore set their target for 2030 to attain seventeen goals, not only to help future generations meet their own needs, but also to help this present generation to be sustainable. In view of all that, one realizes that world leaders released a new, holistic paradigm shift known as systemic thinking. The new paradigm falls back to the ancient old tension between parts and the whole. Nowadays, 21st leaders reject the emphasis on the parts with its linear, rational and competitive edge. At this time in history, the new paradigm embraces a nonlinear, integrative, intuitive and holistic view of life with a moral vision at the tail end. As a result, a strong emphasis on the earth as a living being called world leaders to emphasize the moral calling of humans towards the planet. At it's heart, the calling is spiritual in order to keep the planet sustaining itself at all costs. Therefore, leaders tune themselves in to sense the future- that's to say they continuously solve complex problems fast and secure with simple solutions. Forecasts of the future is derived from sensing, experience and observation of best future possibilities. Presencing means leaders envision the future and then act on what they sense. Sources of leadership vision are foresight that leads to insight and action. Before any of the above will be effective, some preparation has to be done. Preparing the mind, heart and will to open and to resist judgementalism, cynicism and fear lays the groundwork for implementing sustainable development principles. Sensing requires stillness or mindfulness; becoming quiet to wait for the right moment to act. Strong and impulsive reactions to promote the egoistic self should be quenched by asking oneself “Who am I?”, “What is my task?” .This study examined the role of motion leadership towards sustainable development in Canadian secondary schools in Alberta Province. A qualitative investigation at three independent schools in the province of Alberta near the greater Calgary area was done. Data were gathered by means of face-to-face, in-depth interviews. Each interview lasted thirty minutes. Each school’s principal, assistant-principal and a teacher have been interviewed. Data were also gathered through document analysis from the Alberta education websites. The findings revealed that, to a greater or lesser extent, motion leadership is present throughout. Findings showed that openness in the schools are present and that leaders do try to get rid of their blind spots. Participants were in favour of mindfulness sessions at their schools and work towards a borderless migration to spread the sustainable development principles. The study, in the light of the new paragdigm, recommends that firstly, motion leaders need to remain clear on their moral vision, namely to serve the planetary wellbeing through sustainable development principles. Secondly, the study recommends that every motion leader has to help to turn the beam of observation on themselves in order to see that they are part of a holistic system and part of the problem the system might encounter. Thirdly, both parents and the wider community should be intricately involved in learning to become system citizens. / Educational Leadership and Management / M. Ed. (Educational Leadership and Management)