Leadership in the swamp: seeking the potentiality of school improvement through principal reflection

Abstract

Reflective practice is receiving great attention and increased support in recent public, kindergarten to grade 12, educational discourse. However, relatively few studies seek the informative voice of principals regarding their experiences and understandings of reflective practice in relation to their roles as defined by policy. This school principal describes how paradox inherent in the principalship complicates decision making, yet prompts reflection. Prior to and after participation in the year‐long Reflections on Practice Institute for School Leaders, she explores connections between reflection, reflexivity and school leadership. In light of a notable proliferation of educational reforms, this principal specifically considers the process and value of reflective practice for facilitating and sustaining school improvement. These narratives elucidate how reflection practice shows promise in enhancing the moral, professional and political autonomy of principals as they endeavour to improve the quality of educational opportunities for all students.

Keywords:

• reflective practice
• reflexivity
• principalship
• school leadership

Acknowledgements

This research was supported by the Social Science and Humanities Research Council of Canada. Also, thank you to the anonymous reviewer and Dr. Rosemary Foster for their insightful comments on early drafts of this paper.

Notes

1. The Hillview Public School District (pseudo name used to provide confidentiality) was selected for the work to be carried out because of the jurisdiction’s desire to be involved in the ROP Institute pilot study during the 2006–2007 school year, in collaboration with the ATA and University of Alberta. This urban jurisdiction (in Alberta, Canada) having fewer than 20 schools in total, comprises secondary schools (grades 7–12) and elementary (kindergarten–grade 6) schools. The district also offers an alternative school program benefiting from established partnerships with varying community organizations. During the 2006–2007 school year, fewer than 10,000 students were enrolled in this jurisdiction from kindergarten to grade 12.