The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta Education brought forth the question of whether or not school based leaders in Alberta School Division #1 (ASD#1) felt confident to meet the demands as presented by the dimension in the PQPG. Once confidence levels were determined I was also interested in determining how to most effectively build the professional capacity of these leaders as informed by the PQPG. Researched-based key characteristics of highly effective school leadership program design and delivery were examined and compared to perceived priorities of ASD#1 school based leaders. A literature review was completed to determine the key characteristics of effective school leadership development program design and delivery. These program elements were then offered to ASD#1 school based leaders to prioritize and evaluate. The study employed both qualitative and quantitative methods of data collection. A quantitative survey was developed and distributed to 57 ASD#1 principals and vice principals which was then supported by a qualitative interview conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated they were highly confident in meeting the demands of the PQPG. The study highlighted the strong support ASD#1 school based leaders have for the key characteristics of leadership program design elements for building capacity. These effective elements included: researched-based curriculum, coherence between curriculum goals and shared values and beliefs, field-based internships supported by expert practitioners, extensive use of problem-based learning strategies, use of collaboration in practice-oriented situations, use of mentoring and coaching, a strong partnerships between school districts and post-secondary institutions, vigorous recruitment of highly qualified candidates and v instructors, and a adoption and promotion of the philosophy of career long learning . ASD#1 school based leaders also strongly supported the research in their perception that the most effective method of delivering this program would be a balance of the practical and the theoretical through a partnership between the local school division and a postsecondary institution. A major outcome of this study was a recommendation for adoption of these key characteristics of effective school leadership program design and delivery to the ASD#1 school board and senior administration through the development of a school based leadership development program. / xii, 190 leaves ; 29 cm

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 primary purpose of this study was to examine how leadership strategies and practices contribute to student retention and sustained improvement in student graduation rates. The issue of students' success and graduation is important because educational attainment is positively correlated with every single important life outcome, and high school completion is widely regarded as the minimum education qualification needed to be able to earn an adequate income in the labour market (Levin, 2006). The conceptual framework of the study was built on Leithwood's transformational leadership model: setting direction (visions, goals and higher expectations), developing people (individualized support, intellectual stimulation and modeling), and redesigning the organization (culture, structure, policy and community relationships). Nine principals, were interviewed from four zone six Alberta school jurisdictions with significantly larger than provincial average three and five-year completion data, to determine how these formal leaders relate or support leadership strategies and Leithwood's Leadership practices to positively effect retention and graduation. Although many of the factors that impact on educational outcomes lie entirely outside the scope and responsibility of the school system, school leaders can utilize Leithwood's transformational leadership practices to increase the commitment of teachers to boost graduation rates. Leaders can and should seek to engage the support of teachers for this vision for the school and to enhance their capacities to contribute to achieving this goal. In general, leaders need to recognize the multi-faceted nature of the concept of at-risk and its affect on retention and graduation rates, and need to develop broad, multi-faceted prevention strategies and practices. / x, 160 leaves ; 29 cm.

This study is an exploration of current school leadership and classroom assessment practices in Alberta, Canada. Specifically explored are school principals’ beliefs about classroom assessment practices and how the beliefs influence leadership practices. Qualitative research was conducted through interviews with ten principals from ten different Alberta school jurisdictions. Findings include detailed descriptions and analysis of principals’ beliefs about classroom assessment practices, the origin of their beliefs, ways that assessment data are used, the roles of tradition and isolation in the change process, teacher supervision and evaluation practices, and professional development. Assessment for learning, assessment of learning, and, to a lesser degree, assessment as learning are in the educational spotlight. Professional relationships within schools are being altered through shared and distributed leadership practices and capacity-building. Professional learning communities, AISI (Alberta Initiative for School Improvement) projects, Alberta’s Commission on Learning, and the Alberta Assessment Consortium are contributing in powerful ways to the change process and to teaching and learning practices in Alberta schools. At the same time, gaps between theory and practice, resistance to change, and inconsistent learning conditions for students, teachers, and school leaders are potentially reducing sustainability. The study calls for supportive, coherent professional learning—for teachers and school leaders—that fosters deeper understandings of classroom assessment as well as for student learning to be aligned with current research-based understandings of student motivation and assessment. Findings are linked to educational research on both assessment and leadership. The study concludes by identifying potential future research and outlining professional and political suggestions for increased organizational coherence and sustainable change. / x, 133 leaves ; 29 cm.

This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). More specifically, it explores teacher perceptions of these leadership practices in the context of a school district in Alberta, Canada. The study employed qualitative research in the form of interviews of sixteen teachers from one school district. Findings include description of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. It is necessary to recognize the interrelated nature of structural supports along with cultural underpinnings to fully develop and sustain PLCs. Moreover, the findings highlight the influence of structures in supporting dimensions of collective learning and shared personal practice. The need for careful consideration of the power of school culture over the effective use of any structure is evident. Leaders’ continuous modelling and involvement are imperative to develop teacher capacity to embrace shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. Furthermore, the building of trust and celebration of teacher and student learning moulds a schools’ culture to one that reflects success in the various PLC dimensions. The study concludes by suggesting possible areas for further research in addition to demarcating suggestions for continued reflection within the field of leadership as it relates to developing and sustaining PLCs. / ix, 147 leaves ; 29 cm.