Principal Learning Teams Research & Evaluation

The Secretariat’s Strategy Demonstrate a commitment to research and evidence-based inquiry and decision making.

The Literacy and Numeracy Secretariat will: Conduct research on the practices that are most effective in improving student achievement in Ontario schools Conduct research on the practices that are most effective in improving student achievement in Ontario schools Ensure that we utilize in our work, national and international research findings Ensure that we utilize in our work, national and international research findings Utilize a variety of methods to disseminate best practices Utilize a variety of methods to disseminate best practices Engage in a process of on-going evaluation of the effectiveness of the practices and process being utilized by the The Secretariat Engage in a process of on-going evaluation of the effectiveness of the practices and process being utilized by the The Secretariat

Principal Learning Teams Supporting self-evaluation and review within Principal Learning Teams Supporting self-evaluation and review within Principal Learning Teams Commissioned Professor Kenneth Leithwood, international expert on principals’ leadership, to evaluate the Principal Learning Team project overall Commissioned Professor Kenneth Leithwood, international expert on principals’ leadership, to evaluate the Principal Learning Team project overall

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

Research Design Drawing on Existing Research Knowledge Professional Learning Communities – Professional Learning Communities – An effective professional learning community has the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of enhancing pupil learning. Bolam et al (2005)

Achievement of Project Goals 1. How was the leadership of principal participants intended to change? 2. What changes actually occurred in the leadership practices of participants? 3. What changes actually occurred in the literacy and numeracy instructional practices of participants’ teacher-colleagues? 4. What changes, if any, occurred in other relevant school conditions or characteristics? 5. What changes, if any, occurred in the literacy and numeracy achievement of students in participants’ schools?

Methods for Accomplishing Project Goals 6. What types of learning opportunities were provided to participants? 7. How effective were the methods used to provide these learning experiences? 8. How might the effectiveness of these methods and opportunities be improved? 9. To what extent were the goals of each of these opportunities achieved?

Methods for Accomplishing Project Goals 10. Were these the most useful goals to set for the project? 11. How much did participants learn from each of these experiences? 12. How effective were these experiences in improving principals’ leadership practices?

Variables Principals’ Leadership – practices, behaviours, emotional intelligence Principals’ Leadership – practices, behaviours, emotional intelligence Principals’ Learning – opportunities, satisfaction, knowledge/skill development Principals’ Learning – opportunities, satisfaction, knowledge/skill development Teachers’ instructional practices Teachers’ instructional practices Class/school conditions Class/school conditions Student achievement Student achievement

Research Methods Documentary analysis Documentary analysis Survey of all principals (Sept, Jan, May) Survey of all principals (Sept, Jan, May) Survey of teachers in each principal’s school (Sept/Oct, May/June) Survey of teachers in each principal’s school (Sept/Oct, May/June) Interviews with sample of principals Interviews with sample of principals Observations of Principal Learning Teams Observations of Principal Learning Teams Analysis of student achievement data Analysis of student achievement data Use of school comparison group Use of school comparison group