Mentoring and Coaching Assistant Principals for Culturally and Linguistically Rich Diverse Schools in Canada

• In Event: 52.022 - Issues in "Middle Space" School Leadership: Creating an Agenda for Assistant Principal Research

Abstract

Unprecedented global change is impacting many communities and schools across Canada. Increasing immigration is not only a reality in larger urban centers (ie., Toronto); it is social phenomenon present in rural communities and smaller cities. Immigration is a strategy for some governments to encourage population growth to maintain economic stability (Broadway, 2013; New Brunswick Government, 2014). The dearth of research on assistant/vice principals in Canada provides initial focus for this paper. More importantly, I found only four studies of assistant/vice principals serving diverse schools – only one reported on an American assistant principal (Madhlangobe & Gordon, 2012). This gap is disconcerting as assistant principals “are usually the first ones to handle the most difficult disciplinary problems. Social issues such as poverty, racism, and family disruption help define the world in which assistant principals find themselves” (Marshall & Hooley, 2006, p. 2). This working paper provides the opportunity to begin to address this gap.
Conceptual Framework
The thesis being developed has evolved from two case studies and one sub-study. Our team analyzed assistant principal perceptions of their leadership and mentoring practices in diverse schools. Philosophically, I draw from the subjective constructivist tradition (Bush 2003), and focus on the importance on trust and reciprocity in the research relationship (Lather, 1986). Schools, schooling and educational structures are human social constructions (Starratt, 2005). I seek to understand “the ways in which individuals create, modify and interpret the social world which they inhabit” (Bush, 2003, pp. 121-122). This philosophical process is important as assistant principals are often assigned duties that are aligned with timetabling, student placement, behavior and discipline policy construction and implementation, and school and community celebrations. Thus, assistant principals have opportunities to use agency to make changes that will affect student and teacher lives.
Data Collection
Data has been drawn from multiple sources; these include focus group and individual interviews with eight assistant principals in two qualitative case studies in Canada (Alberta and New Brunswick). As well, we conducted a follow-up sub-study of the assistant principals who participated in the case studies. Other data sources in the project include: ethnographic observations in the schools, extensive field notes, media images, graffiti, and school and community documents.
Significance of this research
Early and mid-case findings that we have reported back to the participants and school stakeholders indicate that assistant principals are caught in turbulent conditions working in diverse schools. As the second-in-command leaders in their schools, many report being caught off guard when they encounter and engage complex situations that they have not effectively prepared for in their leadership development. Through our interpretive efforts and analysis, our team constantly seeks to understand how assistant principals may be mentored and coached (Johnson & Ridley, 2004) more appropriately to support their leadership development and service for demographically changing schools and community environments in Canada.

Author

• Lyle Donald Hamm, University of New Brunswick