7 Chapter Seven -- Optimum Learning Literature Synthesis: What is Quality School Leadership?
Bibliographic record
Abstract
This synthesis of the literature is designed to undergird our 4-university longitudinal mixed methods study Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards. Our ambition is to gain insights into how and how well Alberta’s Teaching Quality Standard, Leadership Quality Standard, and Superintendent Leadership Quality Standard are being put into place, how the standards are impacting practice, and what changes occur over time in teaching and learning. Indeed, our longitudinal design is premised on “uncovering sustained changes and implementation success” (Derrington, 2019, p. 8). Given this, our goals in preparing this manuscript were to (a) synthesize scholarship on policy processes so that we can situate our inquiry into the standards in a process-oriented way; (b) provide a jurisdictional review of standards-based approaches to teaching and leadership and what we know to be effective with respect to this approach so that we can discern how Alberta’s standards and pathways to certification are positioned compared to others who have gone before us; and (c) synthesize scholarship that demonstrates the link between the professional practice standards and quality teaching and leadership so that we are anchored to evidence when interpreting the forthcoming empirical data. Considering the comprehensiveness of the professional practice standards, we covered the waterfront, so to speak. But though we plumbed many strands and sources of knowledge, we do not claim it to be exhaustive or necessarily complete.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".