The Teaching Principal: An Untenable Position or a Promising Model?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper reports on an interpretive study that examined the role of the teaching principal, particularly as it relates to principals’ moral and legal requirement to work as instructional leaders for student learning. A teaching principal is defined as a principal who has a “double load” or dual roles in teaching and administration (Clarke & Stevens, 2009). In this study, we explored the constitution and effects of this role on individuals and leadership practices of 12 rural teaching principals in Alberta and Manitoba. Findings reflect the need to develop policies that sustain the smaller schools which depend upon administrators capable of thriving in this dual role. Additionally, the way in which teaching principals practice as instructional leaders promises to enrich the literature on instructional leadership. Specifically, the practices that emerge through the teaching principalship are a unique adaptation of existing conceptualizations that offer considerable advantages over those that presuppose a full-time administrative appointment. Cet article rend compte d’une étude interprétative portant sur le rôle du directeur enseignant, notamment par rapport à l’exigence morale et juridique qu’ont les directeurs de travailler comme leaders pédagogiques. Un directeur enseignant en est un qui a une « double charge », qui joue deux rôles, un en enseignement et un en administration (Clarke & Stevens, 2009). Dans cette étude, nous avons exploré la création et les effets de ce rôle sur les individus et sur les pratiques de leadership de douze directeurs enseignants en milieu rural en Alberta et au Manitoba. Les résultats reflètent la nécessité de développer des politiques qui appuient les plus petites écoles qui dépendent d’administrateurs en mesure de prospérer dans le contexte de ce double rôle. De plus, les pratiques qu’emploient les directeurs enseignants dans leur capacité de leaders pédagogiques promettent d’enrichir la littérature sur le leadership pédagogique. Plus spécifiquement, les pratiques qui ressortent des pratiques des directeurs enseignants constituent une adaptation unique des conceptualisations existantes, une qui offre un nombre considérable d’avantages par rapport à celles qui présupposent un poste administratif à temps plein.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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 | 0.000 |
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 it