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School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school divisionThompson, George Jeffrey, University of Lethbridge. Faculty of Education January 2009 (has links)
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
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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
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How principals' beliefs about classroom assessment influence their leadership practices : an explorationParker, Maureen, University of Lethbridge. Faculty of Education January 2006 (has links)
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.
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