Leadership Practices of Founding School Leaders in Canadian Private Schools
Bibliographic record
Abstract
In Canada, and around the world, in recent years there has been a proliferation in school choice. School choice includes options for K-12 students that include public, Catholic, charter, private schools, home schooling, and online schools. Without exception, leadership in all types of schools plays a critical role in the success, or failure, of the institution. When private schools close, students are required to move to another school and this may have a negative overall impact on their learning and educational experience. This study focused on founding school leaders’ leadership practices as the schools progressed from start-up to sustainability. The researcher utilized a multiple site case study analysis of four founding private school leaders who helped lead their schools and achieve sustainability. Semi-structured interviews and artifact analysis were used to determine common leadership practices that contributed to school sustainability. Specifically, the founding school leaders in this study discussed practices, such as: setting direction, building relationships and developing people, developing the organization to support desired practices, and improving the instructional programs. Furthermore, the founding school leaders reflected on their perceived ability to adapt their leadership style as was required, generally moving from visionary leadership to servant and then to distributed leadership. Finally, leaders in this study reported an adherence to a systems thinking orientation and a growth mindset that allowed them to provide the leadership required throughout the process of starting a private school.
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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 | 0.000 | 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.090 | 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 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".