I agree with the authors that the OLF does not appropriately reflect the role of the VP, at least the elementary part time VP. In my board, the interview for the P role requires a substantial number of artefacts with supporting data from each of the areas of the OLF. These artefacts are difficult to accumulate in the part time elementary VP role. I also challenge the comment "Resourceful vice-principals can find ways to be effective instructional leaders regardless of the tasks they are asked to do". I believe I am quite resourceful but still find it very challenging to be on top of current initiatives in order to be the "effective instructional leader". This challenge is a direct result of not being included or, in some cases, being able (due to needs of the school)to attend professional meetings. The "how" of OLF is being learned/discussed at these rich opportunities whereby best leadership practice and teaching practice are analyzed. I'd like to hear from others on this topic.
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ReplyDeleteI agree with the authors that the OLF does not appropriately reflect the role of the VP, at least the elementary part time VP. In my board, the interview for the P role requires a substantial number of artefacts with supporting data from each of the areas of the OLF. These artefacts are difficult to accumulate in the part time elementary VP role. I also challenge the comment "Resourceful vice-principals can find ways to be effective instructional leaders regardless of the tasks they are asked to do". I believe I am quite resourceful but still find it very challenging to be on top of current initiatives in order to be the "effective instructional leader". This challenge is a direct result of not being included or, in some cases, being able (due to needs of the school)to attend professional meetings. The "how" of OLF is being learned/discussed at these rich opportunities whereby best leadership practice and teaching practice are analyzed. I'd like to hear from others on this topic.
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