School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division
| dc.contributor.author | Thompson, George Jeffrey | |
| dc.contributor.author | University of Lethbridge. Faculty of Education | |
| dc.contributor.supervisor | Bedard, George | |
| dc.date.accessioned | 2011-07-08T17:12:12Z | |
| dc.date.available | 2011-07-08T17:12:12Z | |
| dc.date.issued | 2009 | |
| dc.degree.level | Masters | |
| dc.description | xii, 190 leaves ; 29 cm | en_US |
| dc.description.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 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. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10133/2467 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009 | en_US |
| dc.publisher.faculty | Education | en_US |
| dc.relation.ispartofseries | Thesis (University of Lethbridge. Faculty of Education) | en_US |
| dc.subject | School principals -- Alberta | en_US |
| dc.subject | Educational leadership -- Alberta | en_US |
| dc.subject | School management and organization -- Alberta | en_US |
| dc.subject | Dissertations, Academic | en_US |
| dc.title | School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division | en_US |
| dc.type | Thesis | en_US |