Ontario Leadership Framework’s Five Domains: Impact on Teachers’ Transition to the Role of Formal Leadership
Bibliographic record
Abstract
This is a time when succession to formal positions of school leadership is high on national agendas, and concerns are often raised as to why teachers feel motivated or equipped to undertake this transition. This has directed our efforts to leadership preparation, all with the hope of articulating professional standards for school leaders. However, we need to consider factors that encourage and support accomplished teachers to cross the line from the classroom to formal leadership. The Institute of Educational Leadership’s Ontario Leadership Framework’s (OLF) Five Domains is a worthy consideration for this study (IEL, 2013). This study investigated the OLF’s Five Domains of School Level Leadership (setting directions, building relationships and developing people, developing organization to support desired practices, improving the instructional program and securing accountability) and their impact on teachers as they transition to formal leadership. This is consistent with IEL’s position that the Five Domains are the “roadmap to successful leadership” (IEL, 2008, p.3). A sequential mixed method design with triangulation was used. The quantitative was supported through surveys and this was followed by individual interviews, qualitative. Triangulation was then applied to both methods. Triangulation allowed the data to be validated through cross-verification from the qualitative and quantitative methods. The results depicted a body of aspiring teachers who had not experienced significant changes in their professional growth as they transitioned to formal leadership through the OLF’s Five Domains. Results further suggested that teachers’ perceptions of professional leadership growth were related to their professional career stage, the degree of collaborative relationships with their administrator(s), the school board’s support initiative in the leadership process, and their school climates. The structure and language of the OLF’s Five Domains, especially with its practical application to the aspiring teacher(s), the formal leader(s), and the associated time demands, warrant further research. These improvements have an opportunity to be realized when teachers’ experiences and voices are included in the leadership conversation.
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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 | 0.008 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.009 | 0.004 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| 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 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".