Shelleyann Scott

Evidence‐based leadership development: the 4L framework

Purpose – This paper aims to use the results of three research initiatives to present the life‐long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming.Design/methodology/approach – The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings.Findings – The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development.Research limitations/implications – As with all research, findings are subject to researcher biases and limitations.Practical implications – The 4L framework can be used as the basis for graduate programs in leadership, small‐ and large‐scale leadership deve...

Pragmatic Leadership Development in Canada: Investigating a Mentoring Approach.

This study is part of the International Study of Principal Preparation project and reports on a Canadian Catholic Board’s mentoring programme for novice school principals. This programme aims to produce effective managers and provide formal collegial support. A pragmatic, mixed‐method approach involving interviews with participants along with an analysis of programme documentation is employed. Findings indicate the programme is successful in providing useful information and guidance to novices. Mentors refresh their enthusiasm for their own administrative role and are more conscious of organisational processes as a result of mentoring. Outcomes include increased comfort of mentees in their complex role. There are socialisation and enculturation outcomes for the organisation. Selection as a mentor represents a valuing of expertise and effectiveness. Potential challenges of the programme are time, uncomfortable pairings, power relationships, and the overt managerial focus. Recommendations to enhance this successful programme are presented.

Entrepreneurialism for Canadian Principals: Yesterday, Today, and Tomorrow

This article explores the various elements of Canadian educational entrepreneurialism as manifested yesterday, today, and tomorrow and in relation to the social and political influences of the time. This discussion is informed by the findings of the International Study of the Preparation of Principals (ISPP) and represents an expansion of the dimension of boundary-breaking entrepreneurialism contained in the Life Long Learning Leader (4L) leadership development framework. The showcasing of entrepreneurialism in Canada is offered in an attempt to advocate for and to demystify the dimensions of principled and socially responsible educational entrepreneurship needed by tomorrow’s leaders. The article closes with conclusions intended to inform leadership development in other cultural contexts.

Student assessment in a Canadian civil society

Purpose – The purpose of this paper is to highlight the need for respectful open dialogue and trusting relationships among stakeholders in educational assessment. It is argued that this is a tenet of a democratic civil society.Design/methodology/approach – A theoretical framework is presented for navigating assessment tensions frequently experienced by educational stakeholders operating in the interest of civil societies. The framework emerged from a two‐year mixed‐method study of assessment in Canada.Findings – Five key assumptions, plus their ontological and epistemological orientations, that should guide assessment in the service of a civil society are described. The unidimensional and multidimensional perspectives related to student assessment are articulated along with associated tensions and opportunities. Implications are discussed for stakeholder groups including teachers, educational leaders, parents, unions, professional associations, department of education personnel, academics, informal commun...

Fair and equitable assessment practices for all students

This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study.

Developing Teachers’ Knowledge, Beliefs, and Expertise: Findings From the Alberta Student Assessment Study

Abstract This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work.

Perceptions of school leaders in Nairobi about their leadership preparation and development

The paper reports on a study undertaken in Nairobi, Kenya with school leaders. We examined their perceptions of the adequacy of their preparation experiences and what aspects remained problematic. This paper only reports on the survey findings which included rating-type and open-ended responses. Principals conceptualized their apprenticeship/experiential preparation as useful for instructional leadership but reported the desire for formal qualification which would provide them with more credibility for their complex roles. Principals were primarily focused on survival and compliance with ministry expectations related to the managerial aspects of their role. Recommendations include a policy framework for leadership qualifications, competencies, and experience to provide standards and benchmarks designed to increase leader and system credibility.

Partners in a Learning Organization: A Student-Focused Model of Professional Development

Abstract This research report presents a student-focused model aimed at involving students, academics, and administrators in improving and enhancing learning and teaching at a university business school. The “partners in learning” model involves using student feedback to develop curriculum, teaching, and assessment; systematic, in-context professional development; and curriculum review. This longitudinal study reports that without strong educational leadership and organizational commitment, positive change is slow in showing results. The lessons learned are included for university professional developers.

Leading assessment for enhanced student outcomes

This paper reports the leadership findings that emerged from the Alberta Student Assessment Study, a large-scale study employing a mixed-method design. Findings included the importance of assessment leadership, credibility of leaders, capacity to make hard decisions and ability to lead professional learning. An optimal assessment leadership profile emerged which includes values and assessment knowledge, mediated by personal qualities and accompanied by an interplay between procedural knowledge and professional skills. This informs leadership vision and actions leading to increased assessment literacy, more effective monitoring and reporting practice, enhanced instructional practice, enriched partnerships with parents and community members and positive student outcomes.

The Ecology of Student Assessment

We noted in the first chapter in this book that there is a need for improvement in current assessment policy, practice, and research. We also wrote that we need a more dynamic and effective frame for student assessment. The chapters that followed were authored by an eclectic group of scholars, practitioners, and policy makers. The authors, highly respected individuals from Canadian and international settings, provided valuable insights as we seek to improve our service to education systems and societies.