Principals in Succession: Transfer and Rotation in Educational Administration PDF
Preview Principals in Succession: Transfer and Rotation in Educational Administration
Principals in Succession STUDIES IN EDUCATIONAL LEADERSHIP VOLUME 13 Series Editor Kenneth A. Leithwood, OISE, University of Toronto, Canada Editorial Board Christopher Day, University of Nottingham, United Kingdom Stephen Jacobson, Graduate School of Education, Buffalo, U.S.A. Bill Mulford, University of Tasmania, Hobart, Australia Peter Sleegers, University of Nijmegen, The Netherlands SCOPE OF THE SERIES Leadership we know makes all the difference in success or failures of organizations. This series will bring together in a highly readable way the most recent insights in successful leadership. Emphasis will be placed on research focused on pre-collegiate educational organizations. Volumes should address issues related to leadership at all levels of the educational system and be written in a style accessible to scholars, educational practi- tioners and policy makers throughout the world. The volumes – monographs and edited volumes – should represent work from differ- ent parts in the world. For further volumes: http://www.springer.com/series/6543 Robert E. White • Karyn Cooper Editors Principals in Succession Transfer and Rotation in Educational Administration 1 3 Editors Dr. Robert E. White Dr. Karyn Cooper St. Francis Xavier University University of Toronto Faculty of Education Ontario Inst. Studies in Education PO Box 5000 Dept. Curriculum, Teaching & Learning B2G 2W5 Antigonish Nova Scotia Centre for Teacher Development Canada Bloor Street W. 252 [email protected] M5S 1V6 Toronto, Ontario Canada [email protected] ISBN 978-94-007-1274-4 e-ISBN 978-94-007-1275-1 DOI 10.1007/978-94-007-1275-1 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011930259 © Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Contents 1 Introduction ............................................................................................... 1 Robert E. White and Karyn Cooper 2 Prologue ..................................................................................................... 7 Alison Griffith 3 Succeeding Leaders: Supply and Demand ............................................. 11 Andy Hargreaves and Dean Fink 4 The School District and the Development of Trust in New Principals: Policies and Actions that Influence Succession ................... 27 Robert B. Macmillan, Matthew J. Meyer, Shawn Northfield and Michael Foley 5 Planning for Succession: Considerations and Implications for Educational Policy .............................................................................. 41 Robert E. White and Karyn Cooper 6 Principal Turnover and the Impact on Teacher–Principal Relationships: Mitigating Emerging Values Issues ................................ 65 Matthew J. Meyer, Robert B. Macmillan, Shawn Northfield and Michael Foley 7 Survive and Thrive: Leadership Distribution as a Strategy for Frequent Principal Turnover ............................................................. 89 Blair Mascall, Shawn Moore, Doris Jantzi, Kevin Walker and Robin Sacks 8 Trust During Transition: Strategic Leadership and Trust Development During Principal Succession ............................................. 109 Shawn Northfield, Robert Macmillan and Matthew J. Meyer v vvii Contents 9 T he Effects of Cultural Contexts on Leadership Succession: Participation of Women and People of “Difference” in Educational Administration ................................................................... 139 Cecilia Reynolds, Carol Brayman, David Burgess, Shawn Moore and Robert E. White 10 Epilogue ................................................................................................... 157 Izhar Oplatka Index ................................................................................................................. 169 About the Authors Carol Brayman is an Ed.D. candidate in Educational Administration (Theory and Policy Studies) at OISE/UT, Toronto, Canada. She is a retired secondary school principal and consultant. She is a district executive member of OSSTF and OPC, and works at the provincial level with OSSTF in the field of equity. Her research interests include leadership and succession planning; and social justice, diversity and equity. David Burgess is an Assistant Professor in the Department of Educational Admin- istration at the University of Saskatchewan, Saskatoon, Canada. His research inter- ests include leadership and succession events and social and political underpinnings of leadership and administration in education. Professor Burgess was formerly a consultant with the United Nations Non-Governmental Liaison Service (UNGLS) in Geneva, Switzerland. Karyn Cooper is an Associate Professor in Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education/University of Toronto, Canada. Her research focuses on literacy and teacher education. Her most recently published books, co-authored with Robert White, are entitled Burning Issues: Foundations of Education (2004), and Critical Literacies in Action: Social Perspectives and Teach- ing Practice (2008). Dean Fink is an independent consultant with extensive experience in over thirty countries. Born and raised in Hamilton, Ontario, he spent thirty-four years in public education, thirty of which were in leadership roles as department head, assistant principal, principal, and superintendent. His most recent books are Leadership for Mortals: Developing and Sustaining Leaders of Learning and Sustainable Leader- ship (with Andy Hargreaves). Michael Foley is an Area Supervisor for the Halifax Regional School Board, Can- ada, who also teaches part-time in the Faculty of Education at Mount Saint Vincent University. Professor Foley has done extensive academic research on rural schools and the impact of their closure on small communities. His research interests include school administration and leadership succession events. vii vviiiiii About the Authors Alison Griffith is a Professor in the Faculty of Education at York University in Toronto, Canada, where she teaches courses in institutional ethnography, and the relationship between families and schools. She received her Ph.D from OISE/UT and taught at the University of New Orleans prior to coming to York. She has writ- ten extensively in the area of institutional ethnography including Mothering for Schooling (2005) with Dorothy E. Smith, New York: Routledge. Andy Hargreaves is the Thomas More Brennan Chair in Education in the Lynch School of Education at Boston College, Boston, MA, USA. Its mission is to pro- mote social justice and connect theory and practice in education. He has written numerous books on culture, change and leadership in education that are available in many languages. Professor Hargreaves has also collaborated extensively with the International Leadership in Education Research Network. Doris Jantzi is a former Senior Research Associate at the Ontario Institute for Stud- ies in Education, University of Toronto, Canada. She has a substantive focus on leadership effects and specializes in quantitative analysis of large data sets. She has worked extensively with educational leaders and has engaged in research that has had international impact. Robert MacMillan is an Associate Dean of Graduate Programs and Research in the Faculty of Education at the University of Western Ontario, London, Ontario, Canada. He has written alone and with colleagues in the area of school leadership, succession and trust. His interest in these areas began when he was a principal and dealt with succession. This research has formed the foundation for his teaching at the graduate level and for his work with school boards. Blair Mascall is a Professor of leadership and educational change at the Ontario Institute for the Studies of Education of the University of Toronto, Canada. He is currently working on a large five-year study funded by the Wallace Foundation, examining the link between leadership at the state, district and school levels, and its impact on student learning across the United States. His current work on distributed leadership with Ken Leithwood and Tiiu Strauss builds on eight years of research on the role of leadership in implementing systemic reform. Matt Meyer is an Associate Professor in the Faculty of Education at St. Fran- cis Xavier University in Antigonish, Nova Scotia, Canada. He teaches B.Ed. and M.Ed. courses in Educational Administration and drama-theatre educational prac- tices. His research interests are in two distinct areas: leadership and organizational aspects of school principal succession; and arts-based research projects focusing on drama-theatre practices in the classroom and teacher-administrator professional development. Shawn Moore worked as a Senior Research Officer at the Ontario Institute for Studies in Education of the University of Toronto from 1980–2005. He lives in Oshawa, Ontario, Canada. His research focused on developmental theory and chil- dren’s understanding; the social organization of teaching and learning; parents’ involvement in schooling; teachers’ emotional experience of change; educational About the Authors iixx leadership and principal succession. Mr. Moore is currently a Research Consultant on the Wallace Foundation Study, Learning from District Efforts to Strengthen Edu- cation Leadership. Shawn Northfield lives in Airdry, Alberta, Canada. He is a doctoral student at the University of Nottingham (U.K.) specializing in educational leadership. He spent 15 years as a teacher and educational before working as a Professor at the School of Education (St. Francis Xavier University). His writing and research endeavours include leadership preparation, socialization and succession; strategic leadership; trust development; special education; and reading and writing strategies. Izhar Oplatka is an Associate Professor and the head of the program of Educa- tional Administration and Leadership in the School of Education, Tel Aviv Univer- sity, Israel. His current areas of interest are the career and career development of teachers/principals, gender and educational administration, school marketing, and foundations of educational administration as a field of study. Cecilia Reynolds is currently the Dean of Education at the University of Sas- katchewan in Saskatoon, Canada. As a faculty member of Brock University from 1986–1998, she was the Director of Women’s Studies and Chair of the Graduate Department of the Faculty of Education. She then moved to OISE/UT to serve as Associate Dean of Academic Program from 1999–2003. Her research has focused on gender issues in education and its impact on leadership. Robin Sacks is currently working on her doctorate in Child Development and Edu- cation at the University of Toronto, Canada, with a focus on youth leadership and positive youth development. She is a researcher in the Department of Theory and Policy Studies working with Kenneth Leithwood and Blair Mascall to identify pat- terns of leadership distribution in schools. Kevin Walker is a doctoral student at the Ontario Institute for the Studies of Edu- cation at the University of Toronto, Canada. His 17 years of experience in public education includes eight years in classrooms in Ontario and Nova Scotia and nine years in administration where he has recently assumed his third principalship. His research interest lies primarily in the area of principal succession. Robert E. White is an Associate Professor in the School of Education at St. Fran- cis Xavier University in Antigonish, Nova Scotia, Canada. He has taught in pub- lic school systems across Canada. His research interests include critical literacy, learning and leadership. Among recent works is The Practical Critical Educator: Critical Inquiry and Educational Practice (Springer, 2006) co-edited with Karyn Cooper, and How Corporate Business Practices are Transforming Education (Mel- len 2009).
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