uLead 2016

This presentation illuminates the instructional leadership, supervision, and evaluation practices of four exemplary Canadian school principals in three Canadian provincial settings: Alberta, British Columbia, and Ontario. Analysis of the data collected from interviews, observations, field notes, documents, artifacts, and reflective research journals yields insights into the ways in which these principals engage with teachers individually and in groups to build opportunities for enhanced student success A key emerging theme is power that the school leadership team’s ongoing, collaborative focus on supporting pedagogical improvement has on improved student learning, engagement, and well-being.