Katina Pollock

Preparing Politically Savvy Principals in Ontario, Canada.

Purpose – The aim of the paper is to argue that principal preparation programs should help candidates: recognize the political role of the school principal; develop political skills (including the ability to strategically appropriate policy); and understand that the political approach of the principal influences teaching, learning, relationships, governance, and reform efforts. In addition, the paper reports findings of the analysis of Ontarios Principal Qualification Program guidelines to determine if they require principal preparation programs to develop aspiring school leaders’ political skills.Design/methodology/approach – The paper reviews theoretical arguments and empirical studies from the fields of school micropolitics, business, educational leadership, and critical policy studies to establish five political skills principals require. The authors then conducted a content analysis of Ontarios Principal Qualification Program guidelines to determine if they require principal preparation programs to...

Family Binds and Glass Ceilings: Women Managers’ Promotion Limits in a ‘Knowledge Economy’

This article documents macro-level trends regarding gender equity for women managers in paid workplaces and examines the importance of factors related to equitable promotion. Primary evidence is drawn from 1982, 2004 and 2010 surveys of work and learning activities of the employed Canadian labor force. These surveys provide unique national-level data on the managerial levels, qualifications, sex of supervisor and divisions of paid and unpaid labor among male and female managers which could provide benchmarks for further international surveys. Women’s representation in top-level jobs remains very restricted, and most women still manage only women. Greater employment experience and higher educational qualifications are now generally significant factors for promotion of women as well as men. But glass ceilings maintained by men and women’s own primary responsibility for household work remain the major obstacles to equitable promotion. Women managers’ increasing economic power remains contingent on facing up to these interrelated barriers.

School Improvement: A Case of Competing Priorities!.

Maple Leaf School is a large English elementary school in Ontario, Canada. Wanda Miller, the principal, has been at the school for 2 years. Upon arrival, she engaged the teachers in a collaborative exercise to determine their school goal (as required by the province). Character education was selected. The district insisted that the school adopt an academic goal instead. Wanda determined that character education would be the school’s primary goal and writing its secondary one. Since then, students’ behavior and the school’s climate have improved markedly, but test scores have declined. This case focuses on the tension between a locally identified, collaboratively determined school focus and conflicting district and provincial demands.

Developing a Knowledge Network for Applied Education Research to Mobilise Evidence in and for Educational Practice.

Abstract Background: The importance of ‘evidence-informed practice’ has risen dramatically in education and in other public policy areas. This article focuses on the importance of knowledge mobilisation strategies, processes and outputs. It is concerned with how these can support the adaptation and implementation of evidence from research and professional knowledge to inform changes in educational practices. It presents a case study of the Knowledge Network for Applied Education Research (KNAER), a tripartite initiative in Canada involving the Ontario Ministry of Education, University of Toronto and Western University and 44 KNAER-funded projects. Purpose: The purpose of the article is to analyse the developing approach towards supporting knowledge mobilisation by the KNAER provincial partners through the governing body of the Planning and Implementation Committee and strategic and operational work of the university teams, and also the knowledge mobilisation strategies, challenges and successes of 44 KNAER projects. Design and methods: We utilised a qualitative case study approach to investigate the Knowledge Network for Applied Education Research’s (KNAER) approaches to developing knowledge mobilisation over four years (2010–2014).To explore the work of the KNAER provincial partners, we analysed 17 meeting notes from the Planning and Implementation Committee and 9 notes from the university KNAER partners’ meetings. To explore the knowledge mobilisation strategies, challenges and successes of KNAER-funded projects, we analysed the 44 knowledge mobilisation plans, 141 interim reports and 43 final reports submitted by projects. To further investigate the experiences of KNAER projects during their implementation, we analysed responses from 21 people from 19 KNAER projects who participated in a facilitated discussion about their experiences. Results: The Planning and Implementation Committee’s role involved three core responsibilities: (1) Approving knowledge mobilisation proposals submitted to the KNAER; (2) Ensuring that collaborative partnerships were developed at the local, provincial, national and international levels; and (3) Approving the KNAER operational and strategic plan. The university partners have taken on the roles of operational management, strategic leadership, and research and knowledge mobilisation expertise. KNAER projects varied in their knowledge mobilisation strategies, challenges and successes. ‘Exploiting Research’ projects focused on establishing connections and engaging communities of practice with people relevant to the project’s focus, creating an analysis of needs, designing or producing a relevant knowledge mobilisation product with the purpose of improving practice, monitoring the results or impact of the new product and sharing the dissemination process and results with others. ‘Building or Extending Networks’ projects engaged in creating or extending existing networks, developing a needs-based or gap assessment and producing appropriate products and dissemination processes based on the results gathered. ‘Strengthening Research Brokering’ projects organised steering committees to guide their work and gathered information via a literature review or by collecting information from stakeholders and then served as research brokers by collecting and mobilising relevant knowledge to inform practice. ‘Visiting World Experts’ projects developed knowledge mobilisation plans for host experts’ visits, involving establishing partnerships with networks, including universities and schools, and utilising social media and communication processes for knowledge mobilisation products. Conclusions: KNAER included aspects of linear, relationships and systems models for connecting evidence and practice. Looking forward, KNAER is seeking to further advance a systemic approach. A systems model is in preference to linear models – which focus on evidence production only without attention to mobilisation or uptake of research, and/or relationships models – which may develop networks, but do not attend to capacity and resource barriers that need to be addressed for systemic and sustainable knowledge mobilisation.

Canada: Principal Leadership in Canada

This chapter provides a preliminary summary of principals’ work in Canada. It begins with a detailed description of how public education is organized in Canada. Next, we include a brief summary of overall challenges in Canadian public education followed by a synopsis of the principal’s role throughout Canada’s provinces and territories. Following this, an explanation is provided of the meta-synthesis employed to generate meaningful themes from the 285 empirical studies included in this investigation. Findings point to two overarching meta-themes: organizational support for the principal’s workforce and the nature of principals’ work. Each of these meta-themes is then further divided into multiple subthemes. Organizational support for the principal’s workforce is separated into principal preparation, recruitment, retention, and succession planning. The nature of principals’ work is further split into two subthemes: managerial/functionalist approaches and addressing issues of difference. The chapter concludes with recommendations on where researchers and policy-makers might want to concentrate their attention and resources in further supporting school leadership in the twenty-first century.

Disrupting Myths of Poverty in the Face of Resistance

This case disrupts some of the prevalent myths about families from low-income and poor households held by educators. Recognizing the inherent tensions, this case demonstrates the importance of creating equitable and inclusive learning environments. We presented some of the challenges faced by Marcus, a progressive principal, as he attempts to challenge the myths about low-income and poor families held by his teaching staff to create a positive and inclusive learning environment where all students can learn.

The Use of E-mail and Principals’ Work: A Double-Edged Sword

ABSTRACT E-mail is having a profound impact on the workplace; this is particularly true for schools and for those in the position of principal. This article uses data from interviews with 70 school principals to illustrate how e-mail influences their work and workload. Benefits of e-mail use for principals include convenient and efficient communication with stakeholders, the opportunity to better manage workloads, and the ability to document daily communications by creating an accountability trail. Challenges include high volumes of e-mail, extended workdays, increased workload, greater expectations of shorter response time, and a blurring of the boundaries between work and home. The most compelling finding is that e-mail communication has intensified contemporary principals’ work and transformed the principalship into a mobile position with poorly defined work hours.

Occasional Teachers’ Job-Related Learning

In Chapter 1, Livingstone and Antonelli argue that professionals in class positions with ownership prerogatives have more power than those who are part of the professional employee class, like teachers. However, we also need to acknowledge that there are differences among professional employees. Not all professional employees have equal power. This is particularly the case for teachers. Teachers’ power is associated with their positioning within the hierarchy constituting the teacher workforce. This means that certain groups of teachers, and in particular those who are employed in non-permanent arrangements, will have less access to power than do permanent full-time teachers.