School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division
Date
2009
Authors
Thompson, George Jeffrey
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009
Abstract
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.
Description
xii, 190 leaves ; 29 cm
Keywords
School principals -- Alberta , Educational leadership -- Alberta , School management and organization -- Alberta , Dissertations, Academic