The Changing Nature of Vice Principals' Work
In 2013, commissioned by the Ontario Principals’ Council (OPC), the research team conducted a study on the changing nature of principals’ work. After its publication, many vice-principals inquired about the possibility of a similar study unique to their role. In response, this research was undertaken to provide a comprehensive understanding of vice-principals’ work in Ontario public schools.
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Principals’ Work in Contemporary Times
Most principals indicate that they find their career rewarding and could not imagine doing anything else. However, principals’ work is very unpredictable in nature and is fraught with several challenges. These challenges include...
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The Changing Nature of Principals' Work (in Ontario)
Principals’ work is challenging and intensifying. They report working long hours and struggling to achieve work-life balance. To better support current and future principals, we need to understand the changing nature of their work. This research found that...
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Exploring Secondary Principals' Perspectives of the Secondary Vice-Principal Role
This study examined the perspectives of secondary principals of the secondary vice-principal role. According to the secondary principals interviewed, the vice-principal role has become increasingly complex with increased workload as the role is predominantly operational (by reacting to student discipline, attendance, and conflict resolution) at the expense of demonstrating instructional leadership.
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Social Justice as a Priority in New Teacher Induction
This research study explored the degree to which social justice was prioritized by Ontario school administrators, as part of the New Teacher Induction Program (NTIP). This study aimed to understand the ways in which administrators influenced the social justice practices of beginning teachers.
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Supporting teachers who engage in district-wide, school-based programs: The experiences of Principals
This study examined the experiences of school administrators whose schools were the hosting sites of a district-wide professional learning initiative in one Ontario school board. Intended to assist with the implementation of evidence- based literacy and numeracy practices, four teachers from across the board were chosen to host demonstration classrooms where other teachers could visit and observe research-based instructional practices in action.
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Fostering the Involvement of New Canadian Parents
Previous research studies suggest that several barriers to new immigrant parent involvement in their children’s schooling can exist, including: language differences (Smrekar, 1996) and differences in cultural attitudes about the value of education and the role of parents in a child’s learning (Moles, 1993).
This particular study investigated the perspectives of elementary teachers and administrators across southern Ontario on effective practices to engage new immigrant parents in their child’s schooling.
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Best Practices in Walk-Throughs, an Instructional Supervision Technique, and the Impact on Student Achievement
This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on best practices for walk-throughs as an instructional supervision strategy to increase student acheivement. You can also view this, and other BLAMs, at the HWDSB website: http://www.hwdsb.on.ca/e-best/?page_id=205
"Overall, the literature summarized in this BLAM, shows that walk-throughs can have a positive impact on student achievement
providing that they are transparent, non-evaluative, focused on an
improvement area and conducted frequently (at least once per
week). Walk-throughs should facilitate open dialogue between
teachers and principals..."
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Is Gender a Consideration in the Hiring and Rotation of Secondary School Principals?
Government statistics from the early 2000s in Ontario, Nova Scotia, Saskatchewan, and British Columbia illustrate that the percentage of women secondary school principals has risen over the past thirty years. This study investigated whether gender is a factor in the hiring and rotation practices of school boards within these four provinces.
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Perspectives of New Administrators on the Ontario Principals Qualification Courses
Teachers who wish to move into the role of administration in Ontario’s public school system must first complete Principals’ Qualification Courses (PQP). This study investigated the perceptions of newly appointed school administrators in Ontario regarding their experience with the PQP. More specifically, the author wished to explore the extent to which the current structure of PQP training in Ontario prepared new administrators for the realities of school leadership.
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Is it Better to Have Generalist or Specialist Teachers Teach Physical Education in Elementary Schools?
This research investigated whether Physical Education (PE) specialist teachers delivered more PE lessons and provide increased opportunities for moderate and vigorous physical activity than generalist teachers. The researchers also examined whether specialist or generalist PE teachers had any impact on perceptions of Physical activity within the broader school, and whether either teacher had an impact on the engagement of students in extracurricular physical activities, such as intramural sports, offered within a school.
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The Effectiveness of Literacy Coaches
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
This summary provides an overview of research in the area of literacy coaches:
"This article offers a review of studies on literacy coaches. It highlights the diversity
of roles that coaches play, the resulting improvements to student achievement, and
the implications this holds for teachers and principals working with coaches to
improve student learning in elementary schools."
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Successful practices for immigrant parent involvement: An Ontario perspective
This study brings together the perspectives of 21 immigrant parents who speak eight different languages
and have been in Canada less than six years with those of 61 teachers and 32 principals who work in
schools with English as a second language (ESL) populations of 20% or greater who have been recognized
as successfully involving immigrant parents in their children's schooling.
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Professional development and teacher efficacy in Math
This research investigates the effects of a focused professional development (PD) program on teacher beliefs about their efficacy in applying standards-based mathematics curriculum in Grade 6.
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The Role of External Diagnosis in School Improvement
When Ontario schools lack the capability to assess their own needs it is recommended that they use external diagnosis. In external diagnosis, experts who are not affiliated with the school visit it over a course of several days, sitting in on classes, reviewing student tasks, and reviewing teacher daybooks as well as literacy resources. At the end of the diagnostic session, the diagnosticians present an oral report to the school staff and the principal receives a written report a few weeks later.
This research interviewed random samples of Ontario school staff (teachers, principals, literacy coaches, and special education resource teachers), diagnosticians, district consultants and senior district administrators to better understand the role of external diagnosis in school improvement.
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School processes and teachers’ sense of collective efficacy
This research examines the effects of prior student achievement and school processes on collective teacher efficacy. In this study, collective teacher efficacy is defined in terms of teachers’ perception of their ability to improve student learning as an instructionally focused team within the school.
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The Effect of School Leadership on Student Achievement
This research study sought to evaluate the effects of principal leadership on student achievement. Ross and Gray (2006) re-analyzed results of data that had previously been reported
in other articles in order to test the influence of leadership, including
professional commitment and collective teacher efficacy, on student achievement.
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