Abstract: Discussion of an approach to research and theory building that offers a preferable alternative to Evers and Lakomski’s naturalistic coherentism.

►Christine Bennet-Clark, University of Calgary
An enactive response to Evers and Lakomski’s naturalist coherentism

Abstract: This presentation introduces enaction as an emergent dynamical model of cognition that has the capacity to reflect the complexities of human experience as embodied in a human organism and embedded in a historical-social-cultural context. The discussion will address the topics of subjectivity, culture, context, and values raised about Evers and Lakomski’s naturalistic coherentist view.

►Janice Wallace, University of Alberta
Running the race: School administration and educational purpose in three Canadian provinces

Abstract: An exploration of the disjuncture between official expressions of educational purpose and the implementation of educational restructuring in BC, Ontario, and Alberta and its effect on the work of educators and how school administrators are able to negotiate educational purpose with their teachers and the broader community.

Abstract: This study contributes to the literature on teacher leadership while developing a better understanding of teacher leadership by addressing the concern raised by Ryan (1999) as to samples in previous research. In understanding transformational leadership de-centring the focus from formal leadership roles, such as the principal, can seek out sources which will better highlight examples of ‘transformational teacher leaders.’

►Nancy Doetzel, University of Calgary
Shifting paradigms within educational leadership

Abstract: In connection with the conference theme, this presentation could generate some reflection on: what is the key role of public education in the 21st century and how can educators work towards providing parameters to help build community within the school systems, while tearing down walls that separate teachers from students and parents.

►Rosemary Foster, University of Alberta; Brenda St. Hilaire, University of Manitoba
Teacher leadership for school improvement

Abstract: This paper reports on a completed case study of teacher leadership in select secondary schools in Manitoba and England. The research question guiding this investigation was: How do principals and teachers in secondary schools that have adopted models of teacher leadership construct the concept and practice of leadership?

►Leanne Foster, OISE/UT
It’s not just black and white: An examination of newspaper reporting of teacher unions in Ontario between 1994 and 2002

► Caroline Chassels, OISE/UT
The devaluing of public elementary education: A case study of one Ontario teacher union’s response to educational reform

Symposium abstract: Teacher unions are teachers’ public voice: they critique educational policy, assert teachers’ right to improved working conditions, and work to reframe public discourse on education. This symposium focuses on how Ontario teacher unions are portrayed in the media, their attempts to champion public support for education, and efforts to redefine themselves in their members’ eyes.

►Helen Armstrong, Brandon University
The relationship between productivity, social development, and well-being: Is a new “community” possible?

Abstract: This presentation will explore, with reference to recent proposals, the connection between productivity, and social development and well-being, with the purpose to suggest the extent to which the former can be redefined to enhance the latter.

►David Dibbon, Memorial University of Newfoundland
Academic underachievement among school-aged males: An educational policy issue for the next decade

Abstract: This paper investigates male academic, underachievement in primary/elementary and intermediate/secondary schools in one urban and one rural school district. The findings show how various policy issues impact on this phenomenon.

► Betty Donaldson, University of Calgary
Coming of age: A century of educating Alberta girls and women

Abstract: The Alberta Centenary in 2005 aligns with the global trend of increasing participation of girls and women in formal education. This presentation identifies some of the ebbs and flows of the women's movement as indicated in three government Commissions and relevant literature and profiles the emerging regional identity of these women.

►Sheila Carr-Stewart, University of Saskatchewan
Building responsive school communities: First Nation school effectiveness reviews

Abstract: This paper using three recently completed First Nations School Effectiveness Reviews looks at stakeholders’ perceptions in relation to community involvement and expectations of present-day schools: school communities which reflect community educational practices, academic expectations, parental involvement, culture and traditions, and language.

►Tim Goddard, University of Calgary; Rosemary Foster, University of Alberta; Jeff Finell, Davidson School Division; Christine Martineau, University of Calgary
Leadership and culture in northern Canadian Schools: Cross-cutting themes

Abstract: Here we present four themes emerging from a SSHRC funded study of student, educator, parent, and community member perceptions and expectations of educational leadership in six northern schools. The themes relate to: goals and purpose of schools; curriculum and language of instruction; student perspectives; and, adaptation to local cultural context.

► Christine Martineau, University of Calgary
First Nations education in Alberta: One Nation’s struggles with band control

Abstract: The expressed desires and needs of one First Nation community are compared with the goals of its education system. Preliminary analysis reveals that, despite a common belief in the importance of locally controlled education, the school is in crisis due to decreasing support of the community, continued substandard student achievement, and problems around funding and control.

►George Bedard, University of Lethbridge; Art Aitken, University of Lethbridge
Creating a masters’ program with an educational leadership focus: Being responsive and relevant in a small Canadian university

Abstract: In this presentation and paper we present a dialogue about the current context for educational leadership preparation that draws upon on worldwide thought and discussion on the issue. We briefly examine some of the significant developments and a new conceptualization of educational leadership, and we link these developments to implications for preparation of school leaders for the future.

►Katina Pollock, OISE/UT; Sarah Osmond, Memorial University of Newfoundland
Administrative preparation programmes and administrative practices

Abstract: Globalization and the economizing of education have resulted in reforms that have encompassed all aspects of education since the 1990s, such as the standardization of curriculum and increased teacher. The research discussed in this paper contributes to the growing body of literature that focuses on reforming professional development for educational administrators.

► Robert MacMillan, St. Francis Xavier University; Matthew Meyer, St. Francis Xavier University; Michael Foley, Halifax Regional School Board
Principal turnover and its impact on teachers’ work: A preliminary study

Abstract: This paper is a preliminary analysis of a survey that is the first part of a three-year study of the impact of principal turnover on teacher-principal relationships in junior high and secondary schools in Nova Scotia. The survey focuses on differences between teachers’ and principal’s perceptions of the principal’s leadership.

►Coral Mitchell, Brock University
Building capacity for instructional leadership

Abstract: This paper will describe, situate, and discuss a model for building school principals’ capacity for instructional leadership.

►Zachariah Wanzare, University of Alberta
Internal instructional supervision practices and procedures in Kenyan public secondary schools: Problems and possibilities

Abstract: This paper reports some findings of an internal instructional supervision study in Kenyan public secondary schools from the perspectives of teachers, headteachers, and government education officers.

►Larry Sackney, University of Saskatchewan; Coral Mitchell, Brock University; Keith Walker, University of Saskatchewan
Factors that build capacity for learning communities

Abstract: This study examines the factors that contribute to building capacity for learning communities such that schools can better meet the challenges that accompany work and learning mandates for the new economy.

►Yvette DeBeer, OISE/UT
The impacts of special education tribunal hearings on Ontario school boards and administrators

Abstract: Using data from semi-structured interviews conducted with school board officials, the study looked at self reported impacts to procedures, organizational structures, financial management, parent-school relationship changes and resources allocation resulting from involvement in quasi-legal proceedings.

►Leanne Foster, OISE/UT
Parental vigilance, social class, and the discursive construction of special education integration policy

Abstract: This paper examines how a small group of high-socio-economic status parents organised community opposition to the integration of a special needs student into a third-grade classroom of an urban elementary school in Ontario. It demonstrates parents’ subsequent efforts to enter into a social discursive process to challenge school board policy and establish themselves as “players” in the policy-development arena.

► Matthew Meyer, St. Francis Xavier University, Robert MacMillan, St. Francis Xavier University
Inclusion and guilt: The emotional fallout for teachers

Abstract: To understand the influence of budgetary cutbacks on inclusion in Nova Scotia secondary schools, we conducted 8 focus group interviews throughout the province. Interviewees often expressed feelings of guilt because they did not believe that they were adequately meeting students’ needs, be it from lack of resources, time or knowledge.

► Patrick Brady, Lakehead University
The role of the adolescent peer group in the formation and maintenance of secondary school culture

Abstract: The adolescent peer group constitutes a vital component of the institutional culture of the contemporary school, and takes the form of a highly structured status hierarchy. Individual students’ perceptions as to their relative position within that hierarchy have the potential to have a significant impact on their attitudes towards the institution they attend and the process of formal education.

►Lyse Langlois, Universite Laval; Claire Lapointe, Universite de Moncton; M. St-Germain, Universite d’Ottawa
Les valeurs et l’éthique qui sous-tendent les droits des minorités linguistiques des établissements scolaires en milieux francophones minoritaires : Proposition d’une grille éthique.

NOTE: This session will be presented in English.

Resume: Cette communication porte sur la problématique de la gestion des écoles de langue officielle en milieu minoritaire francophone. À partir de l’article 23 de la Charte canadienne des droits et libertés et suite à une recherche exploratoire, nous proposons une grille d’analyse éthique permettant de saisir le processus décisionnel des responsables scolaires.

Abstract: This paper looks at the moral values and ethics which underline the constitutional rights of official-language minorities in Canada. After discussing section 23 of the Canadian Charter of Rights and Freedoms and related rulings of the Supreme Court of Canada, we present the preliminary results of a study on the ethical dimensions of decision-making by school principals in French-language minority settings.

► Kathleen Ronsyn, Brock University
The school culture: Contradicting the mirror of society

Abstract: In this session, participants, as leaders of change, are invited to evaluate issues relating to the school’s response to the community outcry to more effectively prepare our students with the fundamental skills. Participants will explore the relationship between school and community, as well as explore a more prescriptive approach to redefining “school community”.

►Carol Harris, University of Victoria
The emancipatory potential of aesthetic learning: Applications for the administrative classroom

►Peter Milley, University of Victoria
The aesthetics of leadership: On the relevance of critical theory in an era when leadership is a hot commodity

► Eugenie Samier, Simon Fraser University
On the aesthetics of charisma: Architectural, theatrical, and literary dimensions

► Celeste Snowber, Simon Fraser University
Cultivating an aesthetics of everyday life for transformative leadership

Symposium abstract: This symposium explores the contributions aesthetics can make to educational leadership and administration by examining: how critical theory aesthetics can help us discern the true art of leadership in training, research and practice; how aesthetic modes of charisma contribute to organisational ideology, power and change; how artistic and kinesthetic understanding contribute to living in leadership, and how aesthetic awareness can contribute to emancipatory action.

►Ken Brien, University of Alberta
School discipline in a legal and regulatory environment: Perspectives of high school vice-principals

Abstract: This paper presents the findings from a multi-provincial survey of high school vice-principals on the effects of school laws, policies, and regulations on their responsibilities for school discipline.

►Shaheen Shariff, McGill University
Keeping schools out of court: Reasonable legal standards and obligations for schools in handling bullying and suicide

Abstract: Through analysis of statutory and case law on torts, negligence and human rights, I articulate and defend legal standards representing the emerging state of the law, with specific attention to educators’ obligations to: 1) ensure physical and psychological safety; 2) foster non-discriminatory school environments; and 3) teach social responsibility.

►Linda Coupal, University of Victoria
Satisfaction surveys in education: A generative response to community

Abstract: Satisfaction surveys are now routinely used in education to measure organizational effectiveness. Focusing on the responses to questions regarding computer access and use that indicate low to moderate levels of student and parent satisfaction, I make connections between these responses and empirical evidence of some routine practices in schools.

►Ben Levin, University of Manitoba
Connecting research to policy and practice: Emerging ideas and practices

Abstract: This paper discusses efforts in Canada and other countries to improve the relationship between research, policy and practice in education. A framework for this issue is developed, relevant literature reviews, and recent developments outlined.

►Yvonne Martin, University of Victoria
The perceptions of parents on their power, role, and the operation of school councils: Canadian comparisons

Abstract: The study identified some significant differences in parental perceptions of their power, role, and the operation of their advisory councils. These differences may be the result of variation in jurisdictional policy, legislation, culture, or the ethos. The survey was conducted in BC, Alberta, New Brunswick and the North West Territories (N=661) in 1999 and used the Parent Perception Questionnaire.

►Michael Scales, University of British Columbia
Marginalized parents at the center: A critical examination of school community building and parent involvement practices

Abstract: This paper critically examines the potential of common parent involvement practices to maintain societal oppressions based on race, class, or gender. Improved practices will be recommended to school leaders that will help them to develop schools communities with more transformative and more socially just educational outcomes.

►Duncan MacLellan, OISE/UT
Two teachers’ associations and the Ontario College of Teachers: A study of teacher and state relations

Abstract: This paper will highlight the evolution of the Ontario English Catholic Teachers’ Association (OECTA), the Ontario Secondary School Teachers’ Federation (OSSTF), and their relations with state officials in Ontario, with particular attention paid to the establishment of the Ontario College of Teachers (OCT).

►Wendy Poole, University of British Columbia
Organizational justice as a framework for understanding teacher unions

Abstract: Most of the research in the area of union and employer relations examines individual employee responses to perceptions of fairness or unfairness. Situated in the context of recent conflicts involving BC teachers and UBC teaching assistants, this paper offers a conceptualization of organizational justice as a potential framework for understanding and dealing with union-management and union-government relations.

Cecilia Reynolds and Alison Griffith
Equity and globalization in education

Hope-Arlene Fennell (Ed.)
The Role of the Principal in Canada (2002)

Carolyn Shields
Good Intentions are Not Enough: Transformative Leadership for Communities of Difference

Jim Ryan
Leading Diverse Schools

Eugenie Samier (Ed.)
Ethical Foundations of Educational Administration

Robert MacMillan (Ed.)
Questioning Leadership: The Greenfield Legacy

► John Stapleton, University of Manitoba; David Yeo, University of Manitoba; Eric Dowsett, University of Manitoba; Debra Radi, University of Manitoba; Brenda St. Hilaire, University of Manitoba; Jerome Cranston, University of Manitoba
Beyond political rhetoric: Multiple perspectives on Manitoba’s K-S4 education agenda for student success

Symposium abstract: A symposium on Manitoba's new education policy including an overview of its features, an analysis of the politics of its evolution from the perspective of normative public policy literature, and an assessment of its potential impact on the fostering of school improvement, democratic community, and social justice.

► Mandira Raksit, OISE/UT (round table)
Contained entity of an educational innovation: Micro and macro influences

Abstract: The presentation will examine why a secondary school innovation is widely perceived as a ‘contained entity’. From the lenses of ‘multiple realities,’ the study interprets how internal and external factors can create complexities for the implementation of the innovation. Findings of this research suggest innovations influence and are influenced by the surrounding environment.

Discussant:

►Paul Newton, University of Saskatchewan (round table)
Knowledge management in exemplary school boards

Abstract: This session will report on the findings of a research study that explored the cultural, social, axiological, and cognitive elements of school board governance. Knowledge management in three exemplary Saskatchewan school boards was studied using the Critical Decision Method which probes explicit and tacit knowledge structures used in decision making.

Discussant:

►Glenn Rideout, University of Windsor (round table)
Educational change: Recognizing authenticity and participating authentically.

Abstract: In this session, we will examine a method of determining whether change initiative is authentic, that is, grounded philosophically. We will also discuss a framework for identifying one’s own philosophical orientations. By comparing the alignment between these orientations and the conceptual location of change initiatives, it may be possible to determine the degree to which one participates authentically.

Discussant:

►Angeliki Lazaridou, University of Alberta (round table)
Using complexity theory to rethink how we structure and lead educational organizations

Abstract: Applying concepts of complexity theory to educational administration, this paper offers suggestions for leaders of educational organizations to further their understanding of leadership.

Discussant: Jean Brown, Memorial University of Newfoundland

►Malcolm Richmon, OISE/UT (round table)
The value impress: Sociocultural domains of administrative life

Abstract: This paper reports on a continuing research study into the nature of the influence of values on the work of educational administrators. More specifically, the paper presents a conceptual framework for the consideration of the various possible sociocultural roots of values, and describes the initial findings from an ongoing collection of data which seeks to describe and clarify valuation processes.

Discussant: Eugenie Samier, Simon Fraser University

►Bill Gowans (round table)
Administrative challenges in the integration of fetal alcohol spectrum students into northern schools.

Abstract: The thrust of this presentation will be an examination of the administrative approaches being used in northern schools with high incidences of students with fetal alcohol affects disorders ((FASD). These policies and programs are examined through the lens of an action research study with the purpose of determining the administrative approaches most effective in integrating students with FASD.

Discussant: Rosemary Foster, University of Alberta

►Jose da Costa, University of Alberta; Susan Bell, Edmonton Public Schools (round table)
Full-day vs. half-day kindergarten: Narrowing the SES gap

Abstract: The research is situated with those studies focusing on the literacy effects of time spent in face-to-face interaction in the kindergarten classroom. The literacy effects of half-day (5 days/week) and full-day (5 days per week) kindergarten programming (using pre- & post-measures of Clay’s Observation Survey) on children from high/middle and low SES are explored.

► Greg Chatlain, Saskatoon Catholic Schools; Brian Noonan, University of Saskatchewan (round table)
Teacher induction in Catholic schools

Abstract: Teacher induction is the complex process through which beginning teachers solidify their educational values, methods, and teaching philosophy. Using a cross-sectional design this study examined the managerial, pedagogical, and religious dimensions of teacher induction in Catholic schools. The results of the study provide a framework for the development and implementation of an induction program.

► Shawn Northfield, St. Francis Xavier University (round table)
Teachers’ perceptions of principal succession

Abstract: A phenomenological study was conducted with seven teachers in a school that has recently undergone a principal succession. The study focused on how principal succession is perceived by teachers, how it impacts a school’s culture, and how teachers understood the succession process.

Discussant: Sheila Carr-Stewart, University of Saskatchewan

► William Smale, University of Alberta; Jose da Costa, University of Alberta (round table)
Dropping out of school: A qualitative analysis

Abstract: This paper is about 12 male school dropouts who “ended up behind bars.” The perceptions of these teenage offenders were explored in order to address the phenomenon of early school leaving. The study was guided by the major research question “Why did these incarcerated youths leave school early?”

► Coleen Stewart, OISE/UT (round table)
Mediating reform in school communities: The conflicted position of educational administrators

Abstract: Recent educational reforms in Ontario, following the trends throughout much of the Western world, are characterized by an emphasis on standardization and performativity. These reform mandates often place school administrators in a position of conflicted responsibility. This paper explores the conflicted position of principals as they attempt to reconcile the issues involved in mediating reform initiatives.

► Scott Tunison, University of Saskatchewan (poster)
Riding the crest: A case study of a virtual high school

Abstract: This paper presents findings from on-going research examining both faculty and student perceptions of their experiences in a Canadian-based on-line high school. Preliminary findings indicate that, on-line high schools tend to cater to rather than create independent learners. Faculty sees the opportunity to take part in the development and delivery of an on-line course as a valuable professional development exercise.

Discussant: Carol Harris, University of Victoria

►Sonya Pancucci, Brock University (round table)
Measuring the perceived success of the “train-the-trainer” model of staff development: Computer training for elementary teachers utilizing both workshop and on-line formats

Abstract: This presentation summarizes a research project that examined the perceived effectiveness of the Train-the-Trainer model of computer in-service for elementary teachers in the Halton Roman Catholic District School Board of Ontario. The results of this study indicated that participants as a group were comfortable in their coaching roles, interested in technological professional development, and perceived this model to be effective.

Discussant:

► Scott Reid, University of Ottawa
Professional development and the adoption of ICT in K-12 education

Abstract: Findings are presented from a qualitative study, which looked at how teachers at a high school, which is a leader in the adoption of information technology, acquired the skills to integrate information technology into their teaching. The importance of flexible, sustained, in-school professional development at this school is emphasized.

► Margaret Haughey, University of Alberta
Virtual schooling in Canada: Assessing a growing phenomenon

Abstract: The introduction of ICTs has accelerated the growth of alternative forms of schooling. In this session I would like to outline the rapid development of virtual schooling across Canada, discuss its place within the traditional schooling context, and explore some of the learning environment and policy questions it raises.

► Michele Jacobsen, University of Calgary
Building new bridges: Technology integration, engaged student learning, and new models of professional development in Foothills School Division

Abstract: A case study of a large rural school district in year three of an educational partnership with a non-profit professional development and learning organization. How the two organizations worked together to achieve division-wide educational reform was examined. Essential conditions for implementing effective technology integration, professional development and educational leadership were uncovered.

► Lynn Bosetti, University of Calgary
Determinants of school choice: Understanding how parents choose elementary schools in Alberta

Abstract: Based on the results of a survey and focus group with a sample of 1,500 parents of students in 10 public, 10 private and 10 alternative elementary schools this presentation will explore the logic, values and concerns that inform parental decision making in the selection of an elementary school for their children and discuss implication for policy and educational reform.

► Dan Brown, University of British Columbia
The impetus for parental choice in British Columbia public schools

No abstract available.

► Alison Taylor, University of Alberta; Lorraine Woollard, University of Alberta
The “risky business” of choosing a high school

Abstract: Beginning from the assumption that choosing a high school is a “risky business,” this paper explores the choice process engaged in by parents and students.

► Helen Johnson, Roehampton University of Surrey
Citizenship education in England: Clarifying identity to encourage the use of effective and inclusive teaching and learning strategies

Abstract: Citizenship education is predicated a common identity, which in the United Kingdom is no longer accepted as being unproblematic. Thus, how is citizenship to be taught effectively and inclusively?

► Nigel Bennett, Open University, Milton Keynes
The transformation of leadership? Changing orthodoxies in England

No abstract available.

► Hope-Arlene Fennell, Lakehead University
Breaking new ground: Experiences of becoming leaders

Abstract: Life histories of two women leaders are explored to determine their development as leaders. This includes discussions of supporters and mentors, the experiences that helped them to become leaders, and the tensions or dilemmas in their personal and professional lives that they faced in becoming and serving as leaders. A framework for developing leadership is presented in the final section.

► Mark Edwards, University of British Columbia
Dialogue, power, and the practice of educational leadership

Abstract: This presentation will critique dialogical theory through a lens of power relations derived from the works of Michel Foucault and Linda Smith in order to consider critically the significance of dialogue for educational leadership.

► Alice Collins, Memorial University of Newfoundland; David Dibbon, Memorial University of Newfoundland
The Schackleton expedition: Lessons for educational leadership

Abstract: This presentation will explore the lessons learned about leadership from Sir Ernest Shackleton’s Antarctic Expedition of 1914-15, as described by Dennis N.T. Perkins in Leading at the Edge, Leadership Lessons from the Extraordinary Saga of Shackelton’s Arctic Expedition. The lessons will be formulated as an application to leadership of a school principal.

► Renee Kuchapski, Brock University
Avoiding accountability: A discussion paper

Abstract: This paper discusses how organizations avoid accountability. It frames the discussion around three accountability principles and uses examples from business, government and education.

►Nancy Love, University of Calgary
Principals and accountability: A study of how changes in accountability policies in Alberta have influenced the behaviour of principals in high schools

Abstract: This study examines changes in the behaviours of principals in Alberta high schools where there is an identified trend to increased average test scores since 1994. Principals were interviewed and asked to identify what actions, events and programs had contributed to the increased success of students on standardized provincial exams.

►Roger Wilson, Grand Valley State University
State policy on school accountability and the influence of U. S. federal government legislation: Are there any lessons here for Canadian federal and provincial governments?

Abstract: Working in America, this is one Canadian's perspective on a given state's approach to K-12 school accountability and the impact of the federal No Child Left Behind Act. The feds have significant influence upon state policy through categorical grants while remaining a minor funding (7%) partner. Are there any lessons here for the Canadian government?

► Gerald Taylor, University of Alberta; Joe Fris, University of Alberta
Job-induced stress within middle management: The case of university deans and chairs

Abstract: In this session we will present the findings of a survey of Canadian university deans and chairs that focuses on stress in the academic workplace. The findings are based primarily on factor analyses that were conducted to identify salient factors/dimensions of job-related stress induced by role strain, role ambiguity and role conflict.

► Anita Trnavcevic, Koper School of Management (Slovenia); Nada Trunk Sirca, Koper School of Management (Slovenia)
Administrative issues in Slovenian higher education

Abstract: The aim of this paper is to discuss how have current emerging markets changed Higher Education institutions with respect to students/customers’ centered approach. The paper draws data from two case studies in Slovenia and focuses on organizational development, self-evaluation and on marketization processes.

►Rahul Kumar, Brock University
Silencing within the academy: How will administrators respond?

Abstract: Silence has often been heralded as the underbelly of speech, possessing all the properties of conventional communicative methods. In the analysis of aspects of communicative ethics however, discourse has been awarded an ontological preference over silence. This paper examines aspects of silence that give it its currency and ethical implications in educational institutions that result as a consequence of it.

Presenters:

► Cecilia Reynolds (OISE/UT) – gender
► Carolyn Shields (UBC) – social class / poverty
► Patrick Solomon (York) – race / anti-racist education

Presenters:

► Cecilia Reynolds (OISE/UT) – gender
► Carolyn Shields (UBC) – social class / poverty
► Patrick Solomon (York) – race / anti-racist education

Presenters:

► Carolyn Shields, University of British Columbia; Mark Edwards, University of British Columbia; Claire Lapointe, Universite de Moncton; Anish Sayani, University of British Columbia
The dangers and possibilities of spiritual leadership

Symposium abstract: The purpose of this session is to engage in a conversation that permits us to explore, from various ethnic and spiritual perspectives, the role of spirituality in educational leadership. It will also help us to explore what the research questions might be should one want to pursue a line of inquiry that includes spiritual leadership.

► Janice Ahola-Sidaway, University of Ottawa
Community foundations: Challenges and possibilities for the future

Abstract: When educational researchers consider how education builds healthy communities, we tend to overlook the part that philanthropy plays in fostering this relationship. The community foundation movement is a case in point. The aim of this paper is to consider some key challenges and possibilities of this often overlooked resource already existing within many Canadian communities.

► Jean Brown, Memorial University of Newfoundland; David Dibbon, Memorial University of Newfoundland; Bruce Sheppard, Avalon West School Board
The school trustee in a learning environment

No abstract available.

► Catherine Hands, OISE/UT
From ideality to reality: Possibilities for creating school communities in a diverse society

Abstract: Schools’ clear educational purposes are necessary in meeting learners’ and broader society’s needs, and the establishment of community would enable schools to create clarity of purpose (Strike, 2002) where none presently exists. Several interpretations of community yielded in the literature are presented as holding promise for implementation, and schooling options are explored within Canadian contexts.

► Yvette Daniel, York University; Alison Griffith, York University
The context and complexities of the principalship in an era of globalization and change

Abstract: In our paper we explore the institutional reorganization of school leadership in three sections. We argue that research on the changing role of principals in central because it plays an important role in the processes of policy implementation often viewed as the link between policy production and policy practice.

► Anne Halsall, State University of West Georgia
The principal’s role in the development of teachers as leaders

Abstract: “The principal’s role is to ‘shape’ teacher behavior, in much the same way as the classroom teacher shapes student behavior” (Burns,1978). Does the principal’s role include shaping teachers’ leadership behaviors?

► Clay Lafleur, Simcoe Count District School Board
Principals collaborating: Building capacity among schools in a context of educational reform

Abstract: This presentation focuses on a much-neglected area of collaboration. It describes a study that featured collaboration among principals, and their respective teachers, from a small family of schools. The research investigates the impact of this collaboration on the principals and it demonstrates how their collective efforts promoted successful capacity-building activities among their staff.

► Gerald Fallon, University of Western Ontario
Breaking down personal and professional isolation through collegiality: A case study

Abstract: The purpose of this case study is to explore: (1) the teachers’ motives, needs, and interest that led to the emergence of collegiality; (2) the forms and content of collegial practices, and (3) the kind of collegiality achieved; and (4) to arrive at a set of guidelines for action in facilitating the emergence of collegiality within a school.