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Principal Succession/Rotation Principal Succession/Rotation Management: Values, Processes Management: Values, Processes

and the Futureand the Future

Cecilia ReynoldsCecilia Reynolds (University of Saskatchewan)(University of Saskatchewan)

Robert E. WhiteRobert E. White (St. Francis Xavier University)(St. Francis Xavier University)

Shawn MooreShawn Moore (Ontario Institute for Studies in Education of the University of Toronto)(Ontario Institute for Studies in Education of the University of Toronto)

Carol BraymanCarol Brayman (Ontario Institute for Studies in Education of the University of Toronto)(Ontario Institute for Studies in Education of the University of Toronto)

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Three Year Study (2003-2006)Three Year Study (2003-2006)

Funded by the Funded by the Social Sciences and Social Sciences and

Humanities Research Council Humanities Research Council (Canada)(Canada)

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PurposePurpose

Investigate secondary principal Investigate secondary principal rotation and succession from a rotation and succession from a

district perspective with a focus on district perspective with a focus on gendergender

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Core ConceptsCore Concepts

RotationRotation is an organizational mechanism is an organizational mechanism for transfer of leaders within a systemfor transfer of leaders within a system

SuccessionSuccession refers to the departure of one refers to the departure of one leader and the arrival of anotherleader and the arrival of another

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SampleSample

ProvincesProvinces:: Nova Scotia Nova Scotia SaskatchewanSaskatchewan British ColumbiaBritish Columbia Ontario Ontario

DistrictsDistricts:: RuralRural 0-5 high schools 0-5 high schoolsUrban 6> high schoolsUrban 6> high schools

Directors of EducationDirectors of Education: : 8 male and 2 female8 male and 2 female

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Data CollectionData Collection

30 Interviews 30 Interviews (21 males; 9 females)(21 males; 9 females)

Directors of EducationDirectors of Education SuperintendentsSuperintendents School Board ChairsSchool Board Chairs Executives of Principal AssociationsExecutives of Principal Associations

DocumentsDocuments

Strategic PlansStrategic Plans Policy ManualsPolicy Manuals Research ReportsResearch Reports

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Data AnalysisData Analysis

Grounded Theory (Glaser & Strauss, 1967) Grounded Theory (Glaser & Strauss, 1967) was used to code interview transcripts, identify was used to code interview transcripts, identify emergent themes and generate hypothesesemergent themes and generate hypotheses

Qualitative findings were integrated with Qualitative findings were integrated with statistical trend data statistical trend data

Provincial and district profiles were developed Provincial and district profiles were developed for comparative analysesfor comparative analyses

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Key Findings:Key Findings:Rotation PolicyRotation Policy

1.1. Urban administrators endorse the 5-7 year principal rotation “model” as Urban administrators endorse the 5-7 year principal rotation “model” as essential to system management and professional development. While essential to system management and professional development. While rural leaders prefer an informal approach, rural leaders prefer an informal approach,

Our practice…we cannot leave a principal anywhere longer than five, maybe Our practice…we cannot leave a principal anywhere longer than five, maybe six years. Our last director challenged us on that. He thought people six years. Our last director challenged us on that. He thought people

should be there eight years...I can't think of leaving a principal should be there eight years...I can't think of leaving a principal anywhere longer than six yearsanywhere longer than six years

(Director, Urban Saskatchewan School District)(Director, Urban Saskatchewan School District)

““We only have one high school so we don’t need to have a plan for rotation” We only have one high school so we don’t need to have a plan for rotation” (Chair, Rural Ontario Board). (Chair, Rural Ontario Board).

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Key Findings (Cont’d):Key Findings (Cont’d):Decision-MakingDecision-Making

2.2. Administrators claim they consult the school community Administrators claim they consult the school community before making principal rotation decisions. However, an before making principal rotation decisions. However, an official from the Catholic Principals’ Council (Ontario) official from the Catholic Principals’ Council (Ontario) argued that “consultation is almost non-existent”. In British argued that “consultation is almost non-existent”. In British Columbia, we found one notable exception in a rural district Columbia, we found one notable exception in a rural district serving an Aboriginal community, serving an Aboriginal community,

““The final decision goes with the elected people who seek the The final decision goes with the elected people who seek the advice of district...and local administration…It’s a advice of district...and local administration…It’s a

consensus…It’s very seldom that the decision is different consensus…It’s very seldom that the decision is different from what is advised by the community and the staff…We from what is advised by the community and the staff…We

have considered (including secondary students).”have considered (including secondary students).”

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Key Findings (Cont’d):Key Findings (Cont’d):Criteria for Selecting LeadersCriteria for Selecting Leaders

3.3. Administrators and trustees look for a common set of Administrators and trustees look for a common set of leadership experience, knowledge and skills amongst their leadership experience, knowledge and skills amongst their principals. This comment from an urban trustee in principals. This comment from an urban trustee in Saskatchewan is similar to what we heard repeatedly, Saskatchewan is similar to what we heard repeatedly,

““Although individual (principals) have their own personal Although individual (principals) have their own personal style… they're all expected to be exemplary curriculum style… they're all expected to be exemplary curriculum

leaders as well as be approachable, reach out to leaders as well as be approachable, reach out to communities, and nurture and foster professional communities, and nurture and foster professional

development within staff.”development within staff.”

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Key Findings (Cont’d):Key Findings (Cont’d):Finding the Best “Fit”Finding the Best “Fit”

4.4. Administrators asserted that “subjective” factors such as Administrators asserted that “subjective” factors such as gender, ethnicity or race were weighed in relation to the gender, ethnicity or race were weighed in relation to the “total picture”: the dynamic relationship between individual “total picture”: the dynamic relationship between individual qualifications, local school needs and “effectiveness of a qualifications, local school needs and “effectiveness of a team”. The objective is to find the best "fit". team”. The objective is to find the best "fit".

We consider…whether the principal shares the same We consider…whether the principal shares the same philosophy as the school staff and the school community... philosophy as the school staff and the school community...

We want the students, parents and staff of the school to be a We want the students, parents and staff of the school to be a very cohesive unit ─ a good ‘fit’…very cohesive unit ─ a good ‘fit’…

(Board Chair, Urban School District in Nova Scotia) (Board Chair, Urban School District in Nova Scotia)

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Key Findings (Cont’d):Key Findings (Cont’d):Gender and Leadership StyleGender and Leadership Style

5.5. Administrators characterized women’s leadership style as “deliberate”, Administrators characterized women’s leadership style as “deliberate”, “disciplined”, “controlling”, “intuitive”, “collegial”, and “consultative”. “disciplined”, “controlling”, “intuitive”, “collegial”, and “consultative”. Are women leaders ‘emotionally nourishing’ and men the ‘managers’? Are women leaders ‘emotionally nourishing’ and men the ‘managers’? Our respondents were not convinced, Our respondents were not convinced,

““It’s more the background of the person. I’m a biased towards women…It’s more the background of the person. I’m a biased towards women…as more (open and understanding), but it doesn’t always work that as more (open and understanding), but it doesn’t always work that way.”way.”

““We have males (who) are…warm, fuzzy people…We had a female who We have males (who) are…warm, fuzzy people…We had a female who was very strict and stern.”was very strict and stern.”

““Sometimes gender issues come to bear in an administrative team but Sometimes gender issues come to bear in an administrative team but they cannot be separated from the generational.” they cannot be separated from the generational.”

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Key Findings (Cont’d):Key Findings (Cont’d):Statistical TrendsStatistical Trends

6.6. Statistical trends indicating a gradual increase in the Statistical trends indicating a gradual increase in the numbers of female administrators over the last decade numbers of female administrators over the last decade support respondents’ contention that gender is no longer support respondents’ contention that gender is no longer an issue, an issue,

The first time I came to a provincial (meeting), I looked out The first time I came to a provincial (meeting), I looked out over a sea of gray, largely male administrators. A over a sea of gray, largely male administrators. A

decade later…the balance is almost even”.decade later…the balance is almost even”.

(British Columbia Provincial Leader) (British Columbia Provincial Leader)

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Key Findings (Cont’d):Key Findings (Cont’d):Gender and ContextGender and Context

7.7. Our statistical and interview data are inconclusive on whether principal Our statistical and interview data are inconclusive on whether principal gender is consistently linked to large, urban secondary schools, gender is consistently linked to large, urban secondary schools,

““Principals from (the) inner city… are predominantly male. Why that is, Principals from (the) inner city… are predominantly male. Why that is, I don’t know. Did they apply? Were they placed there? Did nobody want I don’t know. Did they apply? Were they placed there? Did nobody want the job?”the job?” (Saskatchewan School-Based Administrators’ Association) (Saskatchewan School-Based Administrators’ Association)

““We have…eight high schools and five of them are big. Four of them have We have…eight high schools and five of them are big. Four of them have female principals” (female principals” (Director, Nova Scotia Urban School District) Director, Nova Scotia Urban School District)

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Key Findings (Cont’d):Key Findings (Cont’d):The Face of FairnessThe Face of Fairness

8.8. Informal power brokering, behind the public face of political Informal power brokering, behind the public face of political correctness, continues to influence decision-making,correctness, continues to influence decision-making,

““Gender's always a factor. Are we allowed to weight it? Gender's always a factor. Are we allowed to weight it? No…Hiring policies…are masculinist in orientation that No…Hiring policies…are masculinist in orientation that favor men…We always make sure there's a woman on the favor men…We always make sure there's a woman on the

interview committee…to avoid grievance….” interview committee…to avoid grievance….” (Female Administrator, Nova Scotia)(Female Administrator, Nova Scotia)

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Key Findings (Cont’d):Key Findings (Cont’d):Race and EthnicityRace and Ethnicity

9.9. District administrators and provincial leaders are concerned District administrators and provincial leaders are concerned that under-representation of certain groups in leadership that under-representation of certain groups in leadership positions, specifically African and Native Canadians, deprives positions, specifically African and Native Canadians, deprives schools of leaders who bring unique cultural, political and schools of leaders who bring unique cultural, political and social sensitivities to their work, social sensitivities to their work,

““The challenge...[is] ensuring that our leadership group is The challenge...[is] ensuring that our leadership group is representative of our teacher group…and wider community. representative of our teacher group…and wider community.

The community is changing; there's a huge demographic The community is changing; there's a huge demographic shift…in relation to the numbers of Aboriginal people…. We shift…in relation to the numbers of Aboriginal people…. We

need to make sure that we're encouraging, training and need to make sure that we're encouraging, training and promoting people of Aboriginal background” promoting people of Aboriginal background”

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Key Findings (Cont’d):Key Findings (Cont’d):Recruitment DilemmaRecruitment Dilemma

10.10. District and provincial leaders in British Columbia, made District and provincial leaders in British Columbia, made it clear that it clear that “simply being a member of a minority group “simply being a member of a minority group shouldn’t trump everything else”shouldn’t trump everything else” and that and that “people “people (shouldn’t be) promoted just because of their (shouldn’t be) promoted just because of their background”. background”. And this comment from a Director of an And this comment from a Director of an urban district in Saskatchewan, urban district in Saskatchewan,

““We have not consciously made decisions to promote We have not consciously made decisions to promote someone of Aboriginal background over someone that someone of Aboriginal background over someone that qualified more highly on other criteria…Our approach qualified more highly on other criteria…Our approach

has been to encourage and develop people as opposed to has been to encourage and develop people as opposed to quotas”quotas”

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Major ChallengesMajor ChallengesAging/Retiring Principals

Professional Development

Shrinking LeadershipPool

Recruitment

Minority Groups

Declining Interest inAdministration

Increasing Principal Workload

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ConclusionsConclusions

Needs of the system take precedence over the needs Needs of the system take precedence over the needs of the individualof the individualAdministrators no longer see gender as an issue in Administrators no longer see gender as an issue in principal rotation and successionprincipal rotation and successionAdministrators rely on their local knowledge and Administrators rely on their local knowledge and informal communications, not just policy guidelines, informal communications, not just policy guidelines, to make principal rotation decisions to make principal rotation decisions Despite trends showing improvement in gender Despite trends showing improvement in gender balance, women are still under-represented as balance, women are still under-represented as principals in secondary schoolsprincipals in secondary schools

2020

The FutureThe Future

In this final year, we will complete our interviews in In this final year, we will complete our interviews in British Columbia and compare findings across British Columbia and compare findings across

provinces according to the following key themes:provinces according to the following key themes:

‘‘Servant’ model of leadership Servant’ model of leadership Invisible gender stereotypes Invisible gender stereotypes Claims versus statistical evidence Claims versus statistical evidence Representation by race and ethnicity Representation by race and ethnicity Amalgamation versus assimilationAmalgamation versus assimilation