Mapping Principal Preparation in Alberta, Canada
Notice bibliographique
Résumé
This research project investigates the effectiveness of principal preparation programs for early-career principals using the question How useful are principal preparation programs to novice principals? This paper maps the formal and informal principal preparation opportunities available in Alberta, Canada. The analysis was part of the International Study of Principal Preparation designed to explore leadership development in 13 countries. The social, political, and economic context of Alberta is outlined to provide a backdrop for the education system in which principals’ practice. The study employed a mixed-methods design comprised of three stages: mapping of principal preparation programming using a range of information sources, case studies of school principals in the first three years of their appointments, and a questionnaire administered to a sample of early-career principals in each country represented by the ISPP research team. This article reports the first stage mapping of principal preparation programming in Alberta, Canada. Principal preparation in Alberta is described in terms of its intended audience, content, structure, deliverers, delivery modes, credentials, and pedagogy. Leadership development opportunities that are described include non-credit in-service, graduate certificates and graduate diplomas, master’s degrees, and doctoral degrees. Informal programs may be powerful but variable in terms of rigor. The laddering from graduate certificate-graduate diploma-master’s degree may provide an articulation pathway that more traditional programs preclude. Formal programs may link local, national, and international evidence more strongly than their informal counterparts. The mapping of principal preparation in Alberta, Canada, suggests that leadership development has evolved over the history of the province and nation and, therefore, so must leadership development programming. The mapping also suggests that principal preparation should attend more to the needs of all citizens in Alberta, not just the majority. There is a need for ongoing cross-cultural examinations of leadership development and its impact on principals’ identities and professional practices. The authors caution against “credential creep” in that more certificates, diplomas, and degrees do not necessarily mean better leadership without adequate attention to the social, political, and economic environments in which leaders practice. Also, the potential benefits of inter-institutional collaboration among organizations and across cultures should be explored in future studies. Finally, the authors do not suggest a one-size-fits-all model for leadership development but, rather, they offer a set of insights intended to inform other professional developers.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».