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Exploring Secondary Principals' Perspectives of the Secondary Vice-Principal RoleAuthor(s): Lim, L. (2016)
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.

This document has been viewed 72 times.
Is Gender a Consideration in the Hiring and Rotation of Secondary School Principals?Author(s): Cecilia Reynolds; Robert White; Carol Brayman; Shawn Moore (2008)
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.

This document has been viewed 860 times.
Perspectives of New Administrators on the Ontario Principals Qualification CoursesAuthor(s): Kien Luu (2010)
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.

This document has been viewed 844 times.
Social Justice as a Priority in New Teacher InductionAuthor(s): Laura Pinto; John Portelli; Cindy Rottmann; Karen Pashby
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.

This document has been viewed 537 times.
Special Education Programming: Principal’s Report on Their Leadership Role(s) in Special Education Programming and Their Professional Development NeedsAuthor(s): Lindy Zaretsky; Louise Moreau; Susan Faircloth (2008)
This study examined principal’s perceptions of what it means to provide leadership in special education: how they believe they demonstrate this leadership in their schools, how well they believe they are prepared to engage in these roles, and their perceived professional development needs in this area.

This document has been viewed 869 times.
Supporting teachers who engage in district-wide, school-based programs: The experiences of PrincipalsAuthor(s): Tiffany Gallagher; Arlene Grierson
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.

This document has been viewed 673 times.
The Effectiveness of Literacy CoachesAuthor(s): Jacqueline Lynch; Steve Alsop
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:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

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."

This document has been viewed 1,097 times.