Abstract
The purpose of this qualitative study is to explore what principals currently know about the Career and Technology Foundations (CTF) curriculum and ascertain how the principal’s understanding of CTF serves to influence their instructional leadership decisions. Sense making perspectives were applied to examine the principal’s understanding of the CTF program of study and the decisions they make as instructional leaders. Semi-structured interviews were conducted with principals who chose to implement CTF during the 2016-2017 school year. Results from this study support that the principal’s understanding of curriculum influences a range of effects between instructional leadership decisions and the pedagogical practices of teachers. By focusing on curriculum-specific variables that principals consider prior to enacting instructional leadership decisions, this study expands upon existing action- and behavior-oriented conceptualizations of instructional leadership. With provincial curricula for all subjects and grade levels scheduled for redesign by the start of the 2022-2023 school year, the results of this study may also serve to inform future directions for the provision of professional learning supports for school and district leaders across Alberta.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
"Leadership", " Instructional Leadership", " Principal Knowledge", " Curriculum Reform", " Career and Technology Education"
