Citation

Integrating research results in Montreal’s school principals’ professional development

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Abstract:

Research shows that professional development for all members of the school team impacts on students’ learning and success. Increasing the knowledge of poverty and its possible effects on learning is the cornerstone of school principals’ professional development within the Supporting Montreal Schools Program.

Facing schools’ complex and changing needs, principals have to update their knowledge regularly in order to enhance students’ success. Leading a school in a disadvantaged area represents a challenge. Nevertheless, some low SES schools succeed. What happens in these schools? Research shows they possess some characteristics (Archambault, Ouellet et Harnois, 2006). Among them lies moral and ethical leadership exerted by the principal to maintain social justice, a major aspect of transformative leadership (Shields, 2003).

The Supporting Montreal Schools Program offers group support where principals move between research and practice that permits reflection on their own practice, enrichment of their conceptual framework about intervention in disadvantaged areas and to plan change in their school so as to become more efficient leaders.

This presentation will cover the Supporting Montreal Schools Program as the context in which reflection on transformative leadership for social justice takes place and examples of how the professional team of the Program intervenes towards principals while taking into account research findings on transformative leadership (Archambault, Garon et Harnois, 2010; Shields, 2010).

Author's Keywords:

Transformative leadership, school principals, professional development
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492920_index.html
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MLA Citation:

Gagné, Valérie. "Integrating research results in Montreal’s school principals’ professional development" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492920_index.html>

APA Citation:

Gagné, V. "Integrating research results in Montreal’s school principals’ professional development" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492920_index.html

Publication Type: Panel Paper
Abstract: Research shows that professional development for all members of the school team impacts on students’ learning and success. Increasing the knowledge of poverty and its possible effects on learning is the cornerstone of school principals’ professional development within the Supporting Montreal Schools Program.

Facing schools’ complex and changing needs, principals have to update their knowledge regularly in order to enhance students’ success. Leading a school in a disadvantaged area represents a challenge. Nevertheless, some low SES schools succeed. What happens in these schools? Research shows they possess some characteristics (Archambault, Ouellet et Harnois, 2006). Among them lies moral and ethical leadership exerted by the principal to maintain social justice, a major aspect of transformative leadership (Shields, 2003).

The Supporting Montreal Schools Program offers group support where principals move between research and practice that permits reflection on their own practice, enrichment of their conceptual framework about intervention in disadvantaged areas and to plan change in their school so as to become more efficient leaders.

This presentation will cover the Supporting Montreal Schools Program as the context in which reflection on transformative leadership for social justice takes place and examples of how the professional team of the Program intervenes towards principals while taking into account research findings on transformative leadership (Archambault, Garon et Harnois, 2010; Shields, 2010).


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