Successfully navigating between two worlds: exploring the dual role of the teaching vice principal at the elementary school level
Bibliographic record
Abstract
This qualitative study explores the role of the elementary teaching vice principal in public schools in the Canadian province of British Columbia. This thesis seeks to explore the role of the elementary teaching vice principal and uncover how one successfully navigates between the two distinct roles of classroom teacher and school administrator. By interviewing nine elementary teaching vice principals in three different school districts around BC, several themes emerged as to how to effectively be both a teacher and a vice principal at the same time. The interviews were conducted through a phenomenological exploration using an appreciative inquiry lens. Three key themes emerged on how to successfully navigate the dual role of the elementary teaching vice principal: 1. Be a strong teacher leader 2. Foster a positive, collaborative working relationship with the principal 3. Utilize support networks and mentors Through the voices of the vice principals interviewed, we will hear how having a strong, reflective teaching practice, taking on leadership opportunities before becoming a vice principal, building a harmonious and collaborative working relationship with your principal, and having supportive professional enrichment from the school district, mentors and colleagues, all contributed to successfully navigating the dual role of vice principal and teacher. Though this paper looks to build on the strengths of what is going well, it also comes with some observations and recommendations on how to improve the capacity for educational leadership in elementary school vice principals.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.031 | 0.023 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".