Effective school leadership is critical to the operation of a good school. Some Saskatchewan school divisions are experiencing difficulty in appropriately staffing school-based administrative positions.  Others within the education community are questioning the kind of leadership desired for Saskatchewan schools in the 21st century.  The level of interest, among teachers, in pursuing the principalship is low, and that lack of interest is particularly strongly felt in small rural communities.  Principalship positions in rural K-12 schools are most difficult to fill.  Reason as to why teachers are not coming forward relates to the perception of the overwhelming overload which characterizes the job, and the “hassle” that goes with it.  Other reasons include poor remuneration for the responsibilities, expectations and demands of the job;  location/relocation problems in rural schools; lack of support; and reluctance to take on parental and community issues.

Discussions at the June 8 forum reaffirmed the need to address these identified challenges:

• Promote a positive image of in-school leadership in education.
• Clarify the role and expectations of in-school leaders.
• Recognize school leadership as a shared responsibility.
• Improve the compensation and support for in-school leaders.
• Improve learning opportunities for enhancing leadership knowledge and skill development.
• Develop a support network for in-school leaders.

• Where will the resources come from to support the resolution of the identified challenges?
• How can we respond to the diversity of small and large,  as well as rural, northern and urban school contexts?
• In what ways might lessons from leadership succession in business be applied to schools?
• In what ways might we move forward on common interests and limit the competing interests of the individuals and organizations involved?
• How might we involve and engage support from other human service agencies?
• Are there better ways to organize schools?
• How can we communicate what is working well?

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1.   Promote a positive image of in-school leadership in education.

Current perceptions of the principalship and in-school leadership are not positive or inviting.  Outsiders perceive that the overwhelming workload and the hassles that go with the role are simply not worth it.  In contrast, in-school administrators report that they enjoy and find satisfaction in their work.  At the discussion forum, participants questioned:

• Is there a more inviting process for developing effective leadership than the current application process?
• How do we nurture a more equitable and gender-friendly role for school leaders?
• Is the principal the principal teacher or is school leadership a different profession?
• In what ways might we identify the ‘joys-of-the-job’?

We recommend that we collectively work to

• Speak and communicate positively about the principalship to be supportive, respectful and acknowledge this important leadership role.
• Encourage central office and school board support for the principalship.
• Communicate with teachers and community members about the realities and positive aspects of the principalship.
• Organize an administrator recruitment programs including seminars for prospective administrators.
• Identify and promote a renewed and appealing role for school-based leaders that addresses issues of time, resources, gender and race.
• Resolve the perceived wall between the SSTA-STF, acknowledge organizational needs and partner on initiatives to improve the interorganizational climate.
• Promote school effectiveness to develop stronger learning communities.

Participants stated that clarifying the role of in-school leaders is an essential starting point.    What do administrators do?   Social changes and new expectations from Saskatchewan Education have made the position more complex.  Efforts need to be made to clarify and promote a more positive image of the role. Seminars for ‘aspiring administrators’ should be held, with the goal of enhancing the quality and quantity of knowledge about the principalship before the job is taken.  There should also be a logical connection between expectations and performance evaluation.  It is important to acknowledge and respect the distinct differences of rural, urban and northern contexts.  Role descriptions must be responsive to local interests.  At the discussion forum, participants questioned:

• Can a common role and expectations for the school principalship be defined?
• How do we better manage the ‘crisis-management’ nature of the principalship?
• Can we define limits for the role of schools and what school leadership is responsible for?
• In what ways might we clarify the 'principal' components of school leadership to distinguish between instructional and managerial functions?

We recommend that we collectively work to

• Review the current role of principals in the Education Act and develop a handbook to foster empowered leadership within clearly defined expectations and guidelines.
• Acknowledge and provide for community differences and local decision making.
• Clarify and develop protocols for who represents principals in bargaining and in personnel issues involving the STF.
• Clarify expectations and develop protocols that support positive relationships between principals and parent groups.
• Establish a forum for principals to participate in resolving these challenges.

Effective school leadership increasingly involves shared decision making and problem solving.   Effective leadership must go beyond the position of principal and responsibility by one person. Efforts are necessary to work with all school staff and community members to develop a fuller understanding of shared leadership.  Leadership is more effective when people are willing to work collaboratively for a common purpose.  At the discussion forum, participants questioned:

• In what ways might we support school leaders to work with parents-community members and staff to build a better school?
• In what ways might we establish a school culture where all staff members take ownership for improvement efforts and act with a shared sense of purpose?

We recommend that we collectively work to

• Encourage the development of processes for advancing collaborative problem solving and communication.
• Support processes for school staff and community to development agreement on responsibilities and school goals.
• Offer opportunities for leadership development to all school leaders.
• Communicate expectations to the entire community.
• Establish educational boundaries that are restructured for co-terminus administrative divisions with greater capacity.

There is a perception that the extra workload and hassles are simply not worth the extra compensation offered to in-school administrators. Administrative time is limited in small schools.  Some administrators stated that recognition and respect are also important components in the compensation package.   Rural communities have unique issues related to the costs of housing, moving and limited employment opportunities for a spouse.  At discussion forum, participants questioned:

• Should compensation issues be negotiated locally?
• Is the current salary grid and the number of teachers in a school an appropriate criteria for determining compensation?

We recommend that we collectively work to

• Review compensation and allowances to be more appropriately aligned with the role and expectations of the principalship.
• Seek a more appropriate balance between expectations and compensation.
• Encourage the decentralization of resource allocation for school-based decision making.
• Seek enhanced support from other human service agencies.
• Designate lead teachers and curriculum associates to work as part of the school leadership team.
• Clarify support from provincial organizations like the STF and SSTA.

Perceptions varied on the question of the adequacy of preparation of prospective and beginning principals.  A major contrast exists between urban and rural-based aspirants in the variety of possible preparation experiences and related supports available to them. The need to retain the vice-principalship as a means of administrator development was emphasised.  As some aspects of the work are difficult or impossible to prepare for, experiencing the job itself is the best preparation.  When good teachers are promoted to leadership positions, they may find themselves totally unprepared to facilitate effective processes.   Greater efforts are required to support individuals in moving from a control model of leadership to a facilitator role.  The point was reiterated that the major partners should be offering a joint program that is clearly and effectively articulated.  At the discussion forum participants questioned:

• In what ways might we find resources for vice-principalships, mentorships and other experience-based training?
• How might the development of new leaders within the school division be supported?
• What are the alternative career paths for supporting effective school leadership?

We recommend that we collectively work to

• Provide opportunities for management training to assist school leaders in better understanding the realities and basic skills of good management.
• Develop a provincially agreed upon leadership development program by integrating and renewing the SSBA/STF and SSTA modules.
• Support the enhancement of leadership skill development through experiential learning opportunities like the vice principalship, internships, and mentorships.
• Provide opportunities for problem-based learning and bridge university studies with practice.
• Provide special support for new principals including an orientation, mentorships and coaching.
• Support an expanded and renewed organization of principals.
• Encourage board paid learning opportunities for school leaders.
• Develop and implement feedback and evaluation tools for school leaders.

We want a province where
 

We recommend that we collectively work to

• Offer regional information forums for aspiring administrators.
• Co-ordinate the efforts of provincial organizations like the STF and SSTA.
• Establish a balance of STF support for principals and teachers.
• Establish a provincial association of school principals.
• Support opportunities for in-division and regional leadership development through assistant principalships, mentorships and other programs.
• Establish support networks and learning opportunities using information and communications technology to support school leaders.
• Support professional development for learning beyond areas of curriculum and instruction.
• Offer professional development opportunities for staff and community leaders to develop the skills for shared decision making and facilitating collaborative action.
• Support positive supervision and appraisal processes to encourage the improvement of performance.

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