Leadership and program evaluation practices influencing school improvement initiatives
Thiel, Toby R.
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006
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.
School improvement progams -- Alberta , Educational change -- Alberta , Education -- Alberta -- Evaluation , Alberta Initiative for School Improvement , Dissertations, Academic , Educational leadership -- Alberta