Principal Learning TeamsPrincipal Learning Teams

Research & EvaluationResearch & Evaluation

The Secretariat’s StrategyThe Secretariat’s Strategy

Demonstrate a commitment to Demonstrate a commitment to research and evidence-based inquiry research and evidence-based inquiry

and decision making.and decision making.

The Literacy and Numeracy The Literacy and Numeracy Secretariat will:Secretariat will:

• Conduct research on the practices that are Conduct research on the practices that are most effective in improving student most effective in improving student achievement in Ontario schoolsachievement in Ontario schools

• Ensure that we utilize in our work, national Ensure that we utilize in our work, national and international research findingsand international research findings

• Utilize a variety of methods to disseminate Utilize a variety of methods to disseminate best practicesbest practices

• Engage in a process of on-going evaluation Engage in a process of on-going evaluation of the effectiveness of the practices and of the effectiveness of the practices and process being utilized by the The Secretariatprocess being utilized by the The Secretariat

Principal Learning TeamsPrincipal Learning Teams

• Supporting self-evaluation and review Supporting self-evaluation and review within Principal Learning Teamswithin Principal Learning Teams

• Commissioned Professor Kenneth Commissioned Professor Kenneth Leithwood, international expert on Leithwood, international expert on principals’ leadership, to evaluate the principals’ leadership, to evaluate the Principal Learning Team project overallPrincipal Learning Team project overall

Research Design Drawing on Research Design Drawing on Existing Research KnowledgeExisting Research Knowledge

• Principal Leadership – recognise Principal Leadership – recognise primarily indirect effects of principal primarily indirect effects of principal leadership on students’ literacy and leadership on students’ literacy and numeracy achievement. But shifts in numeracy achievement. But shifts in practice, knowledge & expertise can practice, knowledge & expertise can influence school and classroom influence school and classroom outcomes. Development of outcomes. Development of transformational leadership to refine transformational leadership to refine and enhance leadership practices. and enhance leadership practices.

Research Design Drawing on Research Design Drawing on Existing Research KnowledgeExisting Research Knowledge

• Professional Learning Professional Learning Communities – Communities –

An effective professional An effective professional learning community has learning community has the capacity to promote the capacity to promote and sustain the learning and sustain the learning of all professionals in of all professionals in the school community the school community with the collective with the collective purpose of enhancing purpose of enhancing pupil learning.pupil learning.

Bolam et al (2005)Bolam et al (2005)

Development of PLC

Professional Learning

Student Learning

Achievement of Project Achievement of Project GoalsGoals

1.1. How was the leadership of principal How was the leadership of principal participants intended to change?participants intended to change?

2.2. What changes actually occurred in the What changes actually occurred in the leadership practices of participants?leadership practices of participants?

3.3. What changes actually occurred in the What changes actually occurred in the literacy and numeracy instructional practices literacy and numeracy instructional practices of participants’ teacher-colleagues?of participants’ teacher-colleagues?

4.4. What changes, if any, occurred in other What changes, if any, occurred in other relevant school conditions or characteristics?relevant school conditions or characteristics?

5.5. What changes, if any, occurred in the What changes, if any, occurred in the literacy and numeracy achievement of literacy and numeracy achievement of students in participants’ schools?students in participants’ schools?

Methods for Accomplishing Methods for Accomplishing Project GoalsProject Goals

6.6. What types of learning opportunities What types of learning opportunities were provided to participants?were provided to participants?

7.7. How effective were the methods used to How effective were the methods used to provide these learning experiences?provide these learning experiences?

8.8. How might the effectiveness of these How might the effectiveness of these methods and opportunities be methods and opportunities be improved?improved?

9.9. To what extent were the goals of each To what extent were the goals of each of these opportunities achieved?of these opportunities achieved?

Methods for Accomplishing Methods for Accomplishing Project GoalsProject Goals

10.10.Were these the most useful goals Were these the most useful goals to set for the project?to set for the project?

11.11.How much did participants learn How much did participants learn from each of these experiences?from each of these experiences?

12.12.How effective were these How effective were these experiences in improving principals’ experiences in improving principals’ leadership practices?leadership practices?

VariablesVariables

• Principals’ Leadership – practices, Principals’ Leadership – practices, behaviours, emotional intelligencebehaviours, emotional intelligence

• Principals’ Learning – opportunities, Principals’ Learning – opportunities, satisfaction, knowledge/skill satisfaction, knowledge/skill developmentdevelopment

• Teachers’ instructional practicesTeachers’ instructional practices

• Class/school conditionsClass/school conditions

• Student achievementStudent achievement

Research MethodsResearch Methods

• Documentary analysisDocumentary analysis

• Survey of all principals (Sept, Jan, May)Survey of all principals (Sept, Jan, May)

• Survey of teachers in each principal’s Survey of teachers in each principal’s school (Sept/Oct, May/June)school (Sept/Oct, May/June)

• Interviews with sample of principalsInterviews with sample of principals

• Observations of Principal Learning Observations of Principal Learning TeamsTeams

• Analysis of student achievement dataAnalysis of student achievement data

• Use of school comparison groupUse of school comparison group