School Culture

and the Changing Role of the

Secondary Vice Principal

Research Report Prepared for the Ontario Principals Council December 2003 Mary Nanavati Brian McCulloch 1 School Culture and the Changing Role of the Secondary Vice Principal Table of Contents Introduction 3 Background 4 Methodology 4-5 Findings Components of School Culture 5-7 The Complexity of the Vice Principals Role 7-11 How Vice Principals Influence School Culture 11-15 Challenges to Building a Positive School Culture 15-17 Leaving a Legacy 17-18 Conclusions 18-20 Recommendations 20-23 Resource List 24-26 Appendices

Appendix A: Vice Principal Interview Questions 27 Appendix B: Vice Principal Focus Group Questions 28 Appendix C: Teacher Focus Group Questions 29 2 School Culture and the Changing Role of the Secondary Vice Principal I Introduction This research project will seek to answer the following questions: 1. How do secondary vice principals view their role with regard to their impact on school culture? 2. What do secondary vice principals do in their roles to make a positive impact on school culture? 3. What conclusions can be drawn with regard to the impact of the role of the secondary vice principal and the change process in secondary schools? As many researchers have noted, every school has a culture: a positive, healthy one that promotes learning for both the students and the adults in the building or a negative one that is steeped in conflict and is resistant to change. Roland Barth writes: A schools culture is a complex pattern of norms, attitudes, beliefs, behaviors, values, ceremonies, traditions, and myths that are deeply ingrained in the very core of the organization. It is the historically transmitted pattern of meaning that wields astonishing power in shaping what people think and how they act (Barth, 2002, p.7). David and Sylvia Weller explain: To a large extentculture contributes to the school's effectiveness or ineffectiveness and is a product of the school's leadership. Culture sets the standards and guides the daily actions of administrators, teachers and students alike"(Weller 2002, p.139). Creating a community of learners is what school leadership is all about. School leaders are entrusted with moving the institutions in their care forward, that is, helping to constantly examine the schools culture and work to transform it into one hospitable to sustained human learning (Barth, 2002, p.11). Barth, Dufour, Senge, Fullan, Hargreaves, Sergiovanni, Wheatley, Darling-Hammond are only a few of the writers who echo this fundamental first principle of school leadership in one form or another. However, existing research on school culture and change processes in schools focuses on the role of the principal. Rarely can one find comments on the role of the vice principal in effecting change within the context of school culture. This research, School Culture and the Changing role of the Secondary Vice Principal, will: 1. provide data specific to the role of the secondary vice principal, 2. focus on the vice principals impact on the change process in secondary schools, 3. and make recommendations for implementing change through a school success plan model.

Discussions with vice principals new to the role indicate a need for information and training specific to the role of the vice principal. This study will draw conclusions on how secondary vice principals view their role with regard to school culture and what secondary vice principals can actually do to make a positive impact on school culture. Framing the study within the broader context of change processes in a secondary school will also link the information to current research on this topic. The information provided and conclusions drawn from this study, including data and practical processes, will become the foundation for staff development for vice principals that could be delivered with the support of OPC at the district level across the province. 3 II Background Over the past five to ten years, secondary schools in Ontario have undergone significant changes with regard to curriculum, assessment, the introduction of standardized testing and increased accountability. Administrators have been removed from teacher federations by legislation and the school system in Ontario has undergone serious funding reductions. Increased complexity of working conditions for teachers and administrators, coupled with the large number of retirements in the education sector, has lead to shortages among not only teachers but also administrators. These shortages are global. Of greater importance is the lack of experienced administrators: a large number of vice principals new to the position have little time for transition and training once they assume the role in a hectic school setting. Thomas Williamss 2001 study of 947 Ontario public school board principals and vice principals underscores the looming shortage of administrators and reveals that one out of every three vice principals plan to retire by 2005. (Williams, 2001, p.11) In the school district under study, among the secondary vice principals, there are approximately 12% with more than six years of experience, 36% with three to six years of experience and 52% with less than three years of experience. Consequently, practical information on the positive impact vice principals can have on school culture, grounded in the reality of what vice principals are actually doing, should be extremely helpful in developing their professional learning and in designing leadership programs. III Methodology The study used, as primary research, focus groups with teachers and interviews and focus groups with selected vice principals from a school district in southern Ontario. To ensure ethical treatment of research participants, a confidentiality agreement was developed. In addition, the anonymity of the school district and participating schools has been preserved in the reporting. The following data collection methods were used: 1. Individual interviews of 6 vice principals (1 with less than 3 years experience, 3 with 36 years of experience and 2 with more than 6 years of experience). The questions (Appendix A) relate to their views on their role and impact on school culture. 2. A focus group of vice principals of a mixed experience on their role and their impact on school culture (Appendix B).

3. Two focus groups of teachers at two schools on their perceptions of the impact of the vice principal on school culture (Appendix C). One of these focus groups met a second time to continue their professional dialogue. Two teachers, experienced with focus group discussions, led the teacher focus groups. The focus group of vice principals was led by a professional researcher who also assisted with the development of questions included in the appendices and acted as a consultant at various stages of the project. A professor at OISE/UT also provided valuable suggestions at the beginning of the project and once a draft of the report was prepared. Several colleagues also assisted with suggestions and editing. It was important to conduct focus groups with teachers. They provided a valuable perspective into the vice principals role in developing school culture in their workplaces. A key question involved whether teachers would echo the views of vice principals or indicate key differences in their perspective. 4 The analysis was conducted by quantifying the qualitative data to determine the most prevalent themes. Similarities and differences between the perspectives of vice principals and that of teachers were noted. Views expressed during the focus group of vice principals were also compared to those expressed during the individual interviews. The professional conversations with vice principals and teachers have yielded tremendous information, stimulating dialogue and ideas. Goleman suggests that one needs to go beyond simple surveys as they "measure only what they set out to measure and they rarely tap the subtle layer of subterranean feelings and complex norms that flow through an organization" (Goleman 2002, p.198). Immersing ourselves in the culture of vice principals, extracting key understanding and recommendations, has proved beneficial and enlightening. These heartwarming stories affirm the significant contribution of vice principals in building a positive school culture. IV Findings 1. 1. Components of School Culture Atmosphere and Tone Through discussions with vice principals and teachers, various nuances of school culture are apparent. The first aspect is that of atmosphere and tone. Vice principals often comment on the energy and the feel of the building when you first walk in: "I love the hum of the buildingI can feel it when I walk in. Tone is important it's how things flow, the energy, the positive staff and student morale."

"When the kids are there you can see that hub of activity and it's a real place." One teacher comes in early in the morning to get organized but then its like the pucks been dropped. The peace is gone. Tension comes from the unpredictable nature of the job and the need to sustain a high level of energy every day. Teachers and vice principals note a variety of factors that contribute to the tone of a school including its vision and organization, operating agreements, relationships among the staff including the teaching staff and administration, their attitudes and beliefs, safety and discipline, the quality of programs, the level of extra-curricular and parental involvement and the background and individual cultures of the students. One vice principal comments: "Safety and discipline are really important to the tone of the school. You can't learn or teach if you don't feel safe or secure. We need to have respect for ourselves, each other and our surroundings". The atmosphere also comes from what is happening in the building, how people work together, whether people are collaborating, are adaptable to new ideas and to change. Are resources available in the building? How are decisions made regarding their allocation? Does the design of the physical space meet the needs of the programs in the building and allow for teamwork? Are there opportunities for professional development? "Do staff have opportunities to work and 5 play together? asks one vice principal. Others comment on the holistic aspect of school culture when discussing atmosphere and tone: "School culture is the whole staff and how everyone in the building relates. Its the life of the school. History and Traditions The history and traditions within a school also contribute to the schools culture. Notes one vice principal: "Traditions are important so you need to ensure that you pay attention to the history of the school and the meaningful events". This is especially true if you are new to a school with a long history and strong traditions. Paradoxical Elements Another aspect of school culture is its dynamic quality. Both vice principals and teachers comment on school culture as forever changing and shifting as the: 1. community through parents organizations sees the role of the school taking on different functions for their children, 2. Ministry and Board initiate program/curriculum changes 3. principals and vice principals are assigned to schools 4. staff changes due to such factors as family status, new hiring and retirements 5. make-up of the student body evolves according to demographic and socio-economic changes in the community

Both vice principals and teachers voice comments about the paradoxical nature of school culture. On the one hand, school culture seems beyond their control. Vice principals discuss: "Culture is slippery and constantly changing. It is constantly moving. You can't control parts of it." "Individuals can influence culture, but it is bigger than them, has a life of its own, has momentum." "You cant control it; it is a constant negotiation." However, changes in school culture can also be deliberate and planned. A change in leadership within a school can bring about a change in vision. Vice principals, for example, often comment on having a sense of ownership as they are part of the planning process for moving a school forward. "It's a different feeling walking into your own building a sense of ownership. This is my school." "It amounts to who we are and how we do business." The vision and structure of the school are part of the planned aspects of school culture. "We build culture." "It encompasses what we believe." Teachers comment on the presence of subcultures, mini-cultures that exist in a large school organized by departments. As a result, there 6 is often a feeling of fragmentation as expressed by a teacher: We tend to fracture ourselves. We are fragmented. There are some people we dont know and never see. Perception Perception also influences conversations about school culture as both vice principals and teachers comment on their relationships and history with a particular school. How they express their views on school culture is influenced by their experiences working in a school. The following conversation between vice principals reveals thoughts on the importance of perception and how even minor changes in a school can lead to discussions about school culture: "Minor changes in procedures or how things look initiate conversations about what change is."

Perception is what's important what's allowable or permissible makes an impact on the rest of the school." "Culture exists without us." "But, it's interesting to see how the culture changes as a result of your presence in the building." "If another administrative team comes, the culture can change." "Folks are watching the front office, how things are happening, how we are interacting with each other. Level of activity in the hall some teachers complain but one teacher thought it was great so even within the culture there are differences." 2. The Complexity of the Vice Principals Role Preparation and Job Realities Do potential vice principal candidates really understand the nature of the job? The stereotypical role of the vice principal in the school is reflected in initial comments from interviewees as a person who is involved primarily with discipline and operations in the school. Once in the job, the operational aspect turns out to be larger than they anticipate and they see the role as more proactive and broader than they even realized when they began the promotion process: "The excitement in the classroom is just a microcosm of what the whole school can be. The role of the VP has always been about service to others and changing the environment for the better." "You work with students, not just around discipline but all aspects of their lives." 7 "The job is more rewarding than I initially thought. It's nice to see the student who struggles and turns around. You take pride in their accomplishments. You teach them perseverance and make them feel that they can be successful." "Working with staff is bigger than I thought they have personal lives as well as professional ones." With funding cuts to education and increased teacher workloads, more operational tasks, that used to be done by committees, are now downloaded to the vice principals. "I'm not really sure

why anyone would want the job," wonders one vice principal. Senior vice principals, with more than six years of experience, especially comment on the fact that the role has changed significantly. Over the past five years, many new major tasks have fallen to the vice principal. These include a new layer of organization and administration to support standardized testing (EQAO Math and Literacy), a Teacher Advisor Program and a more paper intensive Teacher Performance Appraisal process. The design and monitoring of teacher supervision (from the legislated .67 assignment) is extremely time consuming. As teacher supervisions have increased and relations between the government and teacher federations have deteriorated, tasks that were formerly accomplished through staff committees have now, in many schools, ended up on the vice principals "to do" list. At the same time, vice principals have seen a tremendous increase in clerical duties as the secretarial supports have been eroded with funding cuts to office administration. One of the more enlightening and passionate statements about what they thought the job was and what it became, is expressed by an experienced vice principal: I envisioned I would be working on the safety, discipline and tone aspect. I was doing the safety, discipline etcetera and so much more. Working to keep staff happy, well and learning, while keeping the students in class and behaving, while keeping the people in the building safe from trespassers, while working to improve the physical plant for health and safety reasons, while installing technology to support the new Ministry guidelines and course profiles and developing strategies to implement TAP, EQAO and Literacy programsall of this while becoming proficient in so-called operational skills such as timetabling and the report card process. On one hand, it can be read in a humorous vein and yet a serious underlying message about the overwhelming nature of the vice principals job emerges. Initially, vice principals can be overwhelmed by operations, and to implement board or school planning initiatives becomes one more priority. One vice principal remembers the hours needed to stay on top of the work: The amount of paper work was unbelievable! Other vice principals comment on feeling overwhelmed by the sometimes unrealistic expectations of senior administration, staff and parents. Notes one vice principal: The downloading from senior administration to VPs and the downloading from teachers to VPs felt very much like a middle management position. The work can be done but not without support from members of the teaching staff. One respondent spoke about seeking to increase the focus on literacy in her school. She found someone with whom to work and soon there were 20 others who were interested: "I bribed staff and students with food, encouraging them to come to meetings and do the work of the committee." It became a real team effort. 8 Vice principals also comment on the influence of mentors in preparing them for the role and the reality of the job as being influenced by the leadership style of the principal they are partnered with in their first placement. One vice principal notes: I understood my role would revolve around stewardship and collaborative decision-making. This vice principal feels that her role is to plan and implement, create a positive learning environment for staff and students, help support

staff through the change process and bring thinking among the staff to a reflective level. She feels that vice principals need to role model the behaviours they would like to see in a school, renew and empower teachers in their work and bring creativity and initiative to the role. Once promoted into the role, her principal gave her the opportunity to work on leadership, program and school culture issues, reinforcing for her that this reality of the job was as she had envisioned and had been taught to expect. Lack of training and loneliness in the role can be an unfortunate reality for some vice principals. One vice principal remembers: I felt alone for a long time mentoring was put on hold as the other administration colleagues were busy. I did not expect to be on my own.[I was not prepared for] how much I needed to be self-directed. Vice principals comment on the need to be mentored and shown what the job actually entails once they are in the role. Differences in Schools Differences in schools can impact on the role that the vice principal inherits from predecessors and the progress that can be made in moving staff in a school forward. In one conversation, there were obvious differences in experience. The first person commented that "the ship was on the move, we needed folks to continue the direction and it only needed a little redirecting." Most of the time, his job was supporting initiatives such as the program changes that resulted from the Transition Years document and the use of technology. In the second school, the staff had just come through a job action (Fall 1997) and staff were told by some local federation members not to co-operate with administration. There was a general distrust of all administration. This required a different approach by the vice principal and the administrative team: "As an admin. team, we made a deliberate and persistent effort to change this. We used direct, straightforward and sincere communication, open door to concerns, asked for input and valued, respected and appreciated it." States this same vice principal, "With the administration not in the Federation, we are forced into being less collegial by design." However, what vice principals do about this can make a positive difference in how the administration is viewed and, therefore, how they are supported. Interactions with Students Vice principals also make a difference in how they deal with situations with students. "If you just create another negative with your response, then people's feelings (and actions) will also be negative." As an example, in response to aggression on school buses, the vice principal could have punished the offenders but instead chose a positive reward of pizza lunch with all the trimmings for any bus that had no problems over the course of a month. This led some of the students to take a leadership role in "supervising" behaviour on the buses to encourage positive behaviour. Another example celebrated students good attendance and behaviour with an awards assembly. In that case, teachers could see the benefits of lending their time to a task and 9

volunteered to track the students. Explains a vice principal: "Both examples, not only affected the culture of the students but also the culture of the staff as they could see a positive result of the work that they were doing." Vice principals new to the role soon realize the importance of spending time on curriculum initiatives and that with experience and setting priorities that focus on the school program, they can reduce some of the operational stresses as a solid program within a school soon reduces the volume of discipline issues. Vice principals comment on the importance of finding some time to spend with a wide range of students in their schools. Notes one vice principal: "It is necessary to focus on the honour role kids just as much as those who are late every day. You must take the opportunity to talk with all of the students in the school. Role Similarities and Differences Between Principals and Vice Principals There seems to be a general agreement among the participants in the study about the differences between the role of the principal and the vice principal(s) in the school. They speak specifically of the operational functions of the vice principals role and more generally about the interruptions faced during the day while the principal is seen to be dealing with overseeing the larger picture of vision, values, culture and policy. The key to rounding out both jobs lies with the background of the administrators who are assigned to the school, their experience, their strengths in management and their ability to lead groups of people. Explains one vice principal: "The principal might be involved in discussions around a policy and to mould and lead culture in a direction that is positive for the school whereas the vice principal would actually implement it." A teacher comments: The principal can have the most impact, but its in conjunction with other people.Sometimes it's hard for the principal because of the lack of continuity of vice principals. They always seem to be training someone new. It always depends on how hierarchical the team is and the latitude one has in the role. Notes one vice principal: "A lot depends on the principal for whom you work and their level of support. My principal gave me leeway to be creative." The principal relies on the expertise of the vice principals for the day-to-day operational component and mentors vice principals for the principal role. A vice principal recently promoted to principal remarked that the principal role allows her to make more changes in culture as vice principals sometimes do not feel that they are in charge or that their actions might undermine the actions of the principal. Therefore, the feeling of team is very important. Within this structure, time is necessary for good dialogue and the choice of roles to take place to ensure that tasks are divided equitably. Each member of the team can choose tasks based on their strengths and work on developing new skills and attaining experience through new initiatives. One vice principal comments: The principal has the most responsibility and has the most impact on beliefs that funnel top down. Another vice principal states: The principal is the conductor of the orchestra. Another remarks: The principal is the resource manager and oversees the pace and scope of change, keeping the school focused on the vision and core values. For vice principals, external projects can begin to govern their time. Provincial mandates like EQAO (Math and Literacy) and board initiatives seem to require more and more paperwork. "Is this the vice principal's role whose job is it anyway?" was the question asked in one of the

10 teacher focus groups. Teachers also expressed concerns about who is helping the new teachers or, indeed, the older ones who are working through new curriculum and assessment and evaluation. The vice principal takes board policy and procedures and operationalizes it for the school building comments one vice principal. They are the initial gatekeepers around discipline and other student issues, establishing a welcoming atmosphere for students and staff and are an integral part of creating safe school environments. "The stuff you need to do as a vice principal requires more visibility with respect to staff and students." Vice principals can advocate for certain students who are seen in negative light and can thereby have a genuinely positive influence on marginalized students. Vice principals are mediators (staff with students, staff with staff, students with students, staff with other administration) advocating for positive resolutions in issues that arise in the school. Most of the time, we deal with students who don't fit the culture. We have a high impact on a small group of students through assisting in modifying their behaviour." Notes another vice principal: "I have always said that if you take 30 to 50 kids out of any school, you would free up 80 percent of the vice principal's time to do other good things. But, perhaps it's the 30 to 50 kids who deserve our time as we have the most impact on them and their (potential) success in the future. Those kids need us the most!" However, the job is not strictly operational. As a program leader, vice principals are often liaisons and mentors to other groups in the school, departments and organizations with staff, student, parent and community members. You need to actually remind yourself to make time to work on the culture piece, advises one vice principal. Ensure that you are more connected to students and how school culture affects them. VPs have a direct impact on culture as you walk through school and as you make decisions which affect the children and staff. Teachers appreciate leaders who delineate goals and bring "order to chaos". They want an administrative team who solves problems and creates a stable atmosphere through manageable processes and procedures. 1. 3. How Vice Principals Influence School Culture Relationships with Students, Parents and Staff When asked how vice principals influence school culture, both vice principals and teachers quickly point out that relationships with students and parents is a major focus of activity. Teachers especially appreciate having the support of a vice principal to assist with discipline issues and to intervene with parents when situations become difficult. The presence of a vice principal in the building is reassuring to staff. One teacher mentions: I always seem comforted when I see a VP presence. Another teacher remarks: If the VPs are present, students respond to teacher instruction about movement in the hall. Their presence in the halls is invaluable. One vice principal mentioned that when he arrived at a particular school there was a problem with drinking and drug-use among a certain element of the student population: I started to wade into that over time.I was pro-active and I involved the police. The message was that I was not going to tolerate that behaviour on school property. Parents got on board. There were disciplinary consequences. Police involvement.I had a public health group in to talk about the

negative influences of substance abuse. It is this planned and deliberate approach to solving school problems that vice principals often mention. 11 Vice principals, however, emphasize that even though the traditional image is that of the vice principal as disciplinarian, they take pride in going beyond that aspect of their role in student relations to include a much more supportive presence. One vice principal comments: Kids know Im tough but look for my support to resolve issues; they come to me with problems. Another suggests that it is important for vice principals to establish a reputation as being one who cares about kids and that in dealing with disciplinary situations "[you] have to separate the behaviour from the child." Vice principals take pride in helping students be successful and every vice principal has a student success story to tell about a student he/she has been able to mentor and eventually turn around. Graduation ceremonies are often moments of pride, not just for classroom teachers and parents but also for administrators as they watch those success stories walk across the stage and receive diplomas. Vice principals make a point of getting positively involved with students by supporting school clubs, teams or activities, by coaching or just dropping in and telling them what a great job they are doing. One vice principal points out that, indeed, the disciplinary side of the job can become all consuming: There is the risk that we focus on the negative, but you cant lose sight of the whole culture of the school. If you spend 80 percent of your time on discipline you need to seek a balance. Teachers also point out that a vice principals presence in positive situations does make a difference and they are quick to notice when an administrator is present or absent from a school function: Their presence or absence is noted.Kids notice this. One VP comes faithfully. Vice principals often bridge the gap between teachers, students and parents when difficult issues arise. Bringing parents on board will happen if you deal respectfully with their children. Maintaining a team atmosphere in which students, parents and staff are involved in the decisionmaking process leads to a positive tone within the school. Showing that you value the opinions of others on a regular basis develops a positive culture within a school. Notes one vice principal: I helped organize an open forum meeting at a staff retreat to discuss issues that no one had wanted to discuss, but everyone knew were there. Another vice principal mentions working on making staff meetings more interactive: I have tried to reduce the amount of principal talk to allow for a professional development focus. Communication with all parties is the key. Whereas vice principals see themselves as having a deliberate and planned role to play in relationships with staff, teachers only indirectly comment on a vice principals role in staff relations - usually in the context of dealing with the daily work of the school in a positive manner. In schools where there have been issues concerning relationships between staff and administration, vice principals will comment on the planned and deliberate way in which positive changes were brought about through daily interactions and through the rebuilding of trust. Its striking how different the environment can be in even two months with positive energy from the top steering the ship. One vice principal comments on the unique experience of being part of the opening of a new school and the great opportunity that situation affords. You get a chance to create a vision of the school and build from the ground up. Vice principals comment on their role as including a [nurturing of] leaders in the school, whether it is the seasoned teachers or

new teachers. Your committee for literacy, TAP, PDyou have to get that going and nurture it. That is more satisfying than the discipline." One vice principal thinks that an important aspect of her job is to mentor new leaders and empower them, which includes both teaching and nonteaching staff: I worked with the Head Secretary to make her feel more confident about her position and her work. We instituted monthly meetings to discuss office issues, evaluate current 12 procedures and processes and plan for the future. Indeed having staff who are happy at work will impact positively on students and parents and it is often a vice principal who has a deliberate role to play in creating positive staff relations. Modeling Positive Behaviour Both teachers and vice principals agree that consistently modeling positive behaviour on a daily basis makes a tremendous impact on relationships with staff, students and parents. Maintaining a professional attitude and role modeling behaviours that you expect staff and students to demonstrate, has a tremendous impact on creating a positive tone in the school. One vice principal notes: I think you influence culture by what you choose to pay attention to. You have to build trust and be seen as keeping your word. Trust that they can say something to you and youll have empathy for the teachers and students. You can write all the memos you want to but it's what you do that makes a difference. Another vice principal comments: A VP who models what they say stimulates courageous conversations amongst the staff. It is the daily interactions and going beyond the professional role to a more personal, caring level of involvement that makes a difference. As one vice principal explains: People stiffen up in your presence sometimes until they get to the connection with the person. Simple things such as taking the time to chat with staff about personal matters, facilitating a staff development opportunity, writing a thank you card to someone, making a good news phone call to a parent, having food at a staff meeting, having hearts for valentines all that makes a huge difference in a school. One vice principal reveals: I spend time just chatting with folks as they come to the photocopier. Or go into the staff room. It just keeps communication open.You are making an effort to make those connections. Vice principals indicate that the office is the heart of the school and if there is positive energy, consistency among the team, laughter and genuine caring, the atmosphere will be noticed and have a positive impact on staff, students and parents. Vice principals explain that even apologizing if you have made a mistake also goes a long way: Also to say Im sorry if I make a mistake. Youre right I double booked you for an on-call. Sorry. Ill fix it. Last week I created a new section in a wrong class. The teacher found out the first day of school. I phoned the teacher at home. I had it fixed the next day. It was a huge job. I got the nicest note from him. School Operational Tasks

Both vice principals and teachers see the size of the operations role as an interference, along with the turnover in administration. One vice principal remarks: When you are a VP, there isn't enough time to do all of the things you want to do with culture and people as the operational aspect cramps your style. Vice principals play an important role in influencing school culture through their daily operational tasks such as dealing with difficult students, talking to parents, acting as liaison to community groups, recognizing and rewarding success among students and staff, dealing with communication and organization, budgeting and plant issues. There is a tension between the importance of that work in relation to school culture and the overwhelming volume of the work. One vice principal mentions: I find I cant give the kids what they 13 deserve. If we could just give them a bit more time that would be great. We are their last hope often. You really want to do something significant to turn them around. However, doing a good job in those tasks builds credibility for the administration and the school. By dealing with difficult students, talking to parents, liasing with community groups, recognizing and rewarding success among students and staff, dealing with communication and organization, budgeting and building issues, one creates a positive ethos in the school community. Vice principals point out the thoughtfulness and planning that go into operational tasks are often overlooked by the staff. When I arrived, I found that a certain group of students were overrepresented on student council. I redesigned the process to make it more open and equitable for all students. One vice principal provides another example: In building a timetable, I paid specific attention to ensuring that all groups of students, especially those at the applied/college level, had course choices that allowed them full access to a complete timetable giving them the best possibility for success and graduation. This timetable design also allowed counsellors to solve conflicts more easily and reduced overloading in classes. Teachers, however, often take the operations part of the school for granted and mention that a vice principal is not remembered for timetabling abilities or other administrivia. Leading by example and knowing the names of students are more important. One teacher notes: Culture is brought about by people who care. Another comments: In terms of organizational things, if they do it well, we dont even notice.If there are no problems with the timetable, we dont notice. Some teachers, however, are particularly sensitive to the volume of work that vice principals face and fear that a good VP is going to burn out. Teachers also worry that as a result we wont attract people to this job. One teacher wonders whether the vice principals role is an evaporating role and comments: Some people dont want to take on the VP jobs. There are few career VPs anymore. They want to be principals and then we have a revolving door syndrome. Thats why we get the implement and run or implement at any cost phenomenon. Another continues: So many things VPs present are not always good for the school. They are good for the portfolio, but not for the school. Therefore, staff sometimes get skeptical. Teachers are also quick to notice the difference between a vice principal who only does the operational part of the job as opposed to good VPs [who] are learning as theyre leading. Slack VPsdo none of the whole school or student interaction.They do the operational part of the job thats it. Teachers notice when a vice principal is especially caring: One of the VPs said that she thought that her job is to help the students, and if she is doing that then the staff will feel

better. She is consciously trying to find out if staff are okay. You see the effort in her. You think, Somebody cares! Building a Climate of Support Vice principals comment on the need to create a climate of support for innovation and risk taking and point out that the turnover among administration coupled with the last decade of rapid reform, funding cuts and Ministry/federation tension has left staff feeling cynical. One vice principal echoes her staff: Whats in it for me when you will go?You have to provide me with a reason and a motive to follow you, is what they are saying. If what you are telling me has nothing in it for me, I can wait you out. You will leave. Teachers comment: We have VPs who dont know stuff about kids because transitions through school are too rapid. No big 14 picture happeningVPs arent around long enoughrevolving door thingits a function of the system. System problem. In the old days before staffing cutbacks in counselling, a VP and one counsellor could move through an alpha list and identify with knowledge/background every student on that list. As a result, school leaders need to be especially sensitive to the nature of changes expected, the timelines for achieving these changes, and how these changes are introduced. The following conversation reveals these sentiments: The manner in which change is introduced is important. Whats in it for me is important. How safe do we make it for staff to take risks? We do for our students. But to not have it be a punitive thing is important. We are so conditioned to think if something doesnt work its a failure. You have to model being a risk taker. I didnt understand graphing calculators so I asked if there was a class I could go into. Vice principals suggest that routine tasks such as chairing committees allows one to model desired behaviours and processes: In committees that I chair, I model collaborative decision making. I act as a change agent, nurturing change from within the pioneers in the school and then illustrating the advantages for the rest of the school. The Importance of the Administrative Team Vice principals also find that being second in command can have its challenges with respect to school culture and the latitude in the role depends on the leadership style of the principal and the extent to which that individual has forged a team atmosphere among the administrative staff. One vice principal echoes this feeling: As a VP, I believe that the principal is in charge, the captain of the ship so to speak. I needed to get approval for all of the things that I wanted to do that impacted in a larger way on the school. I guess it depends on the style of your principal. A teacher notes: The principal is more critical in setting tone. Thats why VPs move through

here.Difficult to be a VP in a school where styles with the principal differ widely. Teachers want stability among the administrative team in a school. They want a team approach to the job in the front office and vice principals who will be around long enough to make a positive impact on the culture of their schools. 1. 4. Challenges to Building a Positive School Culture Workload and Resources Many challenges are faced by schools and administrators as they try to build and maintain a positive culture. Time, priority of other issues in the school, mandated government initiatives like standardized testing and the skills of the team members all factor into the success of a school. 15 Developing a positive school culture is not a process that happens quickly. It takes time to create a foundation of shared beliefs. Specific and strategic planning is therefore needed by administration. To do that requires time to be set aside to consult, discuss, argue, plan and implement a process that has grass roots input from the stakeholders in the school community. Remembers one vice principal: "I remember going to the first three-hour session with the other vice principal and the principal to discuss how we were going to work through the curriculum changes required by OSS. We started planning in November before the September implementation for Grade 9s. We emerged battered and bruised but with a sense of where we were going and the potential roadmap. That was just the beginning of a long process." Notes one vice principal: "Id like to devote more time to get around and involve other groups; getting everyone on the same page; make sure we are all are on board going in the same direction." Juggling the various components of the VP job is necessary to ensure that there is a balance of focus. "VPs are often juggling so many things. It is often difficult to be there to chair my own meetings," remarks a vice principal. Vice principals new to the role comment on the overwhelming workload. With the increasing volume of administrative work there has been a simultaneous reduction in funding for office staff and counselling. Vice principals feel caught in the squeeze and express concerns regarding burnout and a lack of wellness: I go in wanting to make a difference. Some days you spin your wheels. The recent Teacher Performance Appraisal process is one example of a Ministry mandated process that is paper intensive. Vice principals would much rather help teachers do a better job through a process that is reflective and collaborative but less paper driven. One vice principal laments that she feels she has less impact on the classroom and student success and wants to do more. However, the volume of clerical work, constant interruptions and shifting priorities throughout the day make her job almost unmanageable: "Balance is a challenge. We periodically have people crashing. The board emphasizes wellness. But it is so despairing to hear at a VP meeting that one of us has gone down. Wellness update at the beginning of the meeting, who is here, who is not." Job satisfaction comes from having the time to devote to the more meaningful aspects of the job that have a positive impact on the culture of the school. What we do beyond what the job actually is, that is important, but not recognized. Teachers want administrators to be visible, to have timeto talk to the good kids. They need to have time to

focus on the positive stuff. Some teachers suggest that vice principals need to be more proactive for themselves. Start saying no. Get proactive defining the VP role.Start saying enough already!So many VPs are so new that they dont have experience, time or energy to say no. They are swamped with learning and accomplishing the never ending operational piece.Its hard on the consistent VP because he/she gets dumped on as others rotate through. Stressful. Staff want vice principals to have time to work on the positives in a school, time to spend with staff, students and parents, time to be thoughtful and pro-active around school culture issues and make a positive difference in a school. The problem, notes one teacher, is that everyone has too much to do.It is the problem with the system. Isolation and Need for Training Isolation in the job is another concern and vice principals emphasize the need for training and mentorship in the role. Vice principals new to the role need the opportunity to network with those more experienced. One vice principal comments: We leap in with little training. For 16 some of us we made the blind leap of faith because we had a mentor. In no other industry would this happen." Another echoes: "If you are a rookie you should have an experienced partner who teaches you the ropes." One vice principal remarks that feelings of isolation often occur when leadership styles differ and there is a lack of inclusivity among the team members. Vice principals focus on the need for a more thoughtful approach to placing vice principals that looks at the needs of the whole team and the needs of a school. The increased volume of work combined with reduced support and training often mean that vice principals become slotted into certain roles and are not given the opportunity to gain the breadth of experience needed to be effective. Comments one vice principal: Slotting of people as operational VP. This is an imbalance. I want to grow. Much depends on the principal and the latitude given the individual in the role. Staff Turnover Vice principals also worry about turnover among team members and note the need for stability. An effective administrative team takes time to develop and rapid turnover hurts the desire to make positive inroads in school culture. Complains one vice principal: They change the teams too frequently. Just when you get comfortable the team changes through no fault of anyone on the team. And when you get comfortable the members of the team are moved again. One teacher states: We need a clear vision with a team of administrators who make decisions and sets the purpose as a group. This can only happen with a stable administrative team. Maintaining Optimism Maintaining optimism and dealing with staff negativity during a decade of government reform and funding cuts has been challenging for all administrators. Bringing a staff on side through a change process is difficult but very rewarding. Success stories abound and the participants of the

study enjoyed telling them. "The personalities are quite interesting and my job was to make sure that all [of us] are on the same page going in the same direction. I was trying to energize and revitalize a staff many of whom have been there for 20-25 years. It was frustrating but I did make some inroads; they saw that the direction I wanted to take things in was genuine, not just politics; the direction would make them better teachers. Bringing new staff on side while keeping older staff happy time to acculturate, time to work on a valid change process" was time consuming but worth the effort. However, notes one vice principal, "In today's world, the norm is change and that's why it's important to have leaders who are facilitators." 1. 5. Leaving a Legacy In spite of the challenges, vice principals note their accomplishments with pride in their work. Emphasizes one vice principal, I am the one who makes things happen, can be trusted. I solve problems. When asked to cite examples of work that make positive contributions to school culture and that will last beyond their appointment in a school, vice principal comments encompass a wide range of activities from significant contributions to school operations and safety issues, to staff 17 relations and program initiatives. Vice principals talk about the little things that make a big difference to a school, everything from thanking people who normally dont get thanked to furniture, whiteboards, forms, a blooper award (end of year good-bye ritual that is fun), staff meetings that are set up to create a learning culture, design of auditorium use, open forum [meetings], candy in your office, using supply teachers to cover departments in order for them to meet to do planning around assessment issues,students on committees, Teacher Advisor Program. One vice principal commented on piloting new technology-based programs for the board. I work with the staff so that they see there is a sense of pride that they are the flagship school for technology-based programs. If a pilot project has setbacks, this is not seen as bad but part of what the staff knows is the process that is involved when you take on this kind of opportunity. One senior vice principal stated: Working hard, doing your best and playing fair is what people will ask of you. Creating a supportive culture is important. Explains one vice principal: Some teachers wont go to certain schools because there isnt a supportive culture. While schools have a culture, vice principals also have a culture among their own association. We have our shared stories that resonate and they are part of the culture. Some stories are common and some are unique. Most vice principals speak positively about their jobs and the opportunities within the role to make a positive difference in a school: I love my job. I think it is important that you go loving what you do. If VPs didnt exist in a secondary school, the school wouldnt function operationally on a day-to-day basis.

Are you going in for an appreciation for the ups and downs of being a VP or just to become a principal? Otherwise it is a burnout job. I dont think you ever have a day you dont make a difference. We just dont always know we make a difference. Teachers note: We should make it attractive for a person to be a career VP. There is nothing wrong with doing this. This is good for continuity and cohesion. V Conclusions The information gathered from this study reveals the important role that vice principals play in relation to school culture. Vice principals clearly articulate various aspects of school culture including atmosphere, tone, history and traditions. While they comment on aspects of school culture as uncontrollable and dependent on peoples perceptions, they also emphasize the important influence leadership can have in bringing about changes through clarity of vision and school planning. Researchers like Fullan, Conzemius and ONeill, Hargreaves, Sergiovanni and Senge support the important role school leadership has in moving a school forward. Benda and Wright also echo this position: The ideologies and perceptions of the current faculty and staff, the vision of the new school leader, and the strategic plan of the central administration combine to create the major components of a successful learning organization (Benda and Wright, 2002, p.8-9). Vice principals and teachers articulate the many areas of school culture that vice 18 principals, in performing their daily tasks, impact positively such as building relationships with students, staff and parents; role modelling positive behaviour; ensuring safety and effective daily routines; implementing curriculum and other positive school initiatives. Challenges to the role include the overwhelming demands of the operational parts of the job, staff turnover, lack of financial and human resources, inadequate preparation for the role, mentoring and on-going job training and external pressures through government mandated initiatives. Much depends on the nature of the administrative team in which a vice principal is placed. Burnout remains a real issue. These challenges are also reflected in the conclusions of Thomas Williams who reveals that the top ranked job dissatisfiers among Ontarios public school administrators includes: too many curriculum changes in too short a time period[and time demands] as a result of new initiatives such as school councils, increased accountability expectations and the demands of managing the teacher union contracts. These time pressures have been exacerbated by budget cuts that have led to the removal of support staff from schools (Williams, Unseen Exodus, p.12). The reduced funding to schools and districts has meant a loss of valuable leadership opportunities such as headships, administrative assistants and resource staff that have provided potential administrators with valuable training. Simultaneously, once in the job, administrators are left to perform functions that used to be done by clerical staff and teacher volunteers.

The recently released report The Schools We Need: A New Blueprint for Ontario, explains that one of the reasons for the disappointing results of the Ontario governments reform agenda has been improper implementation: funding cuts, lack of sustained opportunities for teachers and principals to develop the necessary understanding and expertise, and the ongoing conflict between the government and educators all these factors have interfered with implementation (Leithwood, Fullan and Watson, 2003, p.7). Administrators are left with far less time to perform the more rewarding and essential aspects of the job that focus on student success, teacher professional learning and leadership development, all of which contribute to building positive school culture. The Schools We Need report emphasizes that a strong public school system depends on its future leadership and lists effective school leadership as one of the Ten Examples of Policies and Practices Supported by Research (Leithwood, Fullan and Watson, 2003, p.19). The authors conclude that [the] current situation has eroded the appeal of the profession, creating recruitment and retention problems for the years ahead (Leithwood, Fullan and Watson, 2003, p.21). Teachers and vice principals in this study also echo concerns about the recruitment and retention of good vice principals who do make positive differences in their schools. In spite of the challenges, vice principals enter their roles optimistically and with hopes of positively influencing their schools. This study indicates the myriad of ways in which vice principals do make a difference. As one vice principal comments: For some VPs, the role is operational and they dont do anything else but the role can be more satisfying if you do other things. You need to take the operational parts of the job and turn them into cultural. When I did plant, I asked people what they needed. Changing their environment [such as getting] new chairs in the office made a difference in how people felt about doing the job. A senior vice principal provides the following advice to those new to a vice principalship: Ask yourself why you want this job. You need to earn respect and look for rewards in different ways. Dont just see the VP 19 role as a stepping stone to a principalship. It is not just a disciplinary role but much more. You have to make it that and look for those opportunities. VI Recommendations The following chart summarizes many of the key recommendations in this report: Summary of Recommendations Key Need Strategy

Building Knowledge

1. Opportunities for vice principals to develop an understanding of the dimensions of school culture, what it is and how it can be developed. 2. Opportunities for vice principals to develop an understanding of organizational change processes including the development of school culture, leadership, vision-building, the use of data, goal-setting and research-based best practices. 1. Effective recruitment, training and succession practices. Examples could include mentoring, job shadowing, feedback sessions and coaching. Training needs to include management and leadership experiences, team formation and facilitation. 1. Restoration of financial and human resources to schools in order to allow vice principals time to focus on the leadership aspects of administration.

Supports for Leadership Development

Resources

Building Knowledge Vice principals need to understand the nature of school culture and its development and organizational change processes in order to effect positive changes in their schools. Research on organizational change processes includes an emphasis on the importance of leadership in facilitating the development of a clear vision for the organization and a strategic plan that is aligned with this vision. Patterson, Stewart and Jackson conclude: If the culture is healthy, there should be a natural progression from guiding beliefs to organizational strategies to daily behavior.Without guiding beliefs as anchor point, the everyday activities start to dictate organizational strategy. When this happens, the organization loses its future focus and becomes preoccupied with survival of the moment (Patterson, Stewart and Jackson, 1986, Ch.5). Vice principals, as part of the administrative team, therefore need to focus on vision-building within their schools and to take a collaborative approach to this important process (Conzemius and

20 ONeill, 2001). A deeper understanding of school culture and school change provides a foundation for school improvement. Work on school visioning and planning, coupled with daily operational work, leaves vice principals ideally positioned to effect positive school change. Stoner and Freeman note: [Any] efforts to change organizational culture must focus on what people do. If a manager can get the organizations members to behave differently, cultural change will follow.Programs to change the culture of an organization must be rooted in concrete behaviors and routine actions (Stoner and Freeman, 1989, 384). In The Moral Imperative of School Leadership, Michael Fullan defines reform as changing the context for the better and notes that [the] leaders job is to help change context to introduce new elements into the situation that are bound to influence behavior for the better (Fullan, 2003, p.1). Fullan goes on to explain that it is little things that make a huge difference in changing the working, learning, culture and leadership situations in schools (Fullan, 2003, p.2). This study has shown that the vice principalship, by its very nature, can be a catalyst for positive school change. Supports for Leadership Development The following model represents the importance of leadership in influencing school culture and the constant interplay between organizational beliefs and behaviours. When all are aligned, a professional learning culture emerges that impacts positively on student success. Professional Learning Culture Strong Leadership Beliefs (mission/vision/values/goals) Behaviours (collaboration, reflection, risk-taking) Student Success Learning Culture 21 Fullan notes: [The] 1990s was a decade of neglect of school leadership (Fullan, 2003, p.16) with its emphasis on surviving change. He explains: Leadership is to the current decade what standards were to the 1990s for those interested in large-scale reform. Standards, even when well implemented, can take us only part way to successful large-scale reform. It is only leadership

that can take us all the way (Fullan, 2003, p.16). With the increasing need for effective leadership comes the need for effective recruitment and on-going training that includes, not only the managerial aspects of the job, but also an understanding of school culture and change processes. One vice principal concludes: VPs tend to be invisible. What we do is important but often intangible. The role needs to be made visible. The nature of the role needs to be defined, examined and scrutinized. Training for leadership also needs to include team formation and facilitation. As Kotter explains, top companies work to develop leader-managers: Most U.S. corporations today are overmanaged and underled. They need to develop their capacity to exercise leadership. Successful corporations dont wait for leaders to come along. They actively seek out people with leadership potential and expose them to career experiences designed to develop that potential. Indeed, with careful selection, nurturing, and encouragement, dozens of people can play important leadership roles in a business organization.The real challenge is to combine strong leadership and strong management and use each to balance the other. (Kotter, 2003, p.29-30) While managers focus on coping with complexity, leadership is about coping with change (Kotter, 2003, p.30-31). On-the-job experiences need to include aspects of management and leadership. Kotter describes top companies that recruit potential leaders and [manage] their career patterns by providing challenging opportunities and experiences, thus giving them a chanceto grow beyond the narrow base that characterizes most managerial careers (Kotter, 2003, p.40-41). A process of career pathing whereby administrators are recruited and given opportunities to develop the operational aspects of the job, along with leadership experiences, provides a solid foundation to meet future challenges. Differentiated training and mentorship, distinguishing between new vice principals and the supports needed to keep experienced people committed and interested in the complexity of the role, need to be developed. Having wellrounded vice principals, able to meet the challenges of both management and leadership, will provide job satisfaction and a strong foundation to help them assume future challenges, including that of the principalship. Kotter concludes: But developing people for important leadership positions requires more work on the part of senior executives, often over a long period of time. That work begins with efforts to spot people with great leadership potential early in their careers and to identify what will be needed to stretch and develop them.[The] key ingredient appears to be an intelligent assessment

of what feasible development opportunities fit each candidates needs.Such strategies help create a corporate culture where people value strong leadership and strive to create it. Just as we need more people to provide leadership; in the complex organizations that dominate our world today, we also need more people to develop the cultures that will create that leadership. 22 Institutionalizing a leadership-centered culture is the ultimate act of leadership. (Kotter, 2003, p.43) To provide a balanced management-leadership experience for vice principals, there needs to be a thoughtful approach to the construction of administrative teams. Heenan and Bennis advocate for a co-leadership (Heenan and Bennis, 2003, p.140) approach to leadership as a means of coping with a world of increasing interdependence and ceaseless technological change.Again and again, Co-leaders illustrates how the once yawning gaps between the person at the top and the rest of the organization is closing because of rapid changes in the workplace and, indeed, the world. Although as a culture we continue to be mesmerized by celebrity and preoccupied with being No. 1, the roles of top executives are converging, the line between them increasingly blurred (Heenan and Bennis, 2003, p.140-142). Co-leadership represents a commitment to collaboration and a complementary approach to effectively utilizing and developing the skills of all members of the team. As Heenan and Bennis conclude: [The] co-leader is a good model for a new, more egalitarian hybrid better adapted to the needs of the new millennium people who can both command and follow, as the situation requires.Great co-leaders remind us that we dont need to be captain to play on the team, that doing something we want to do and doing it well can be its own reward. That said, learning the secrets and skills of great No. 2s remains the surest path to becoming No. 1. (Heenan and Bennis, 2003, p.158-159) Resources Financial and human resources available to school districts need to take into consideration the ongoing training required of school administrators and the on-site supports, including clerical and technological, needed to provide them with the requisite time to focus on building positive

school culture. Time to focus on student success, teacher learning and leadership development, will assist in attracting and retaining vice principals dedicated to school improvement and the ability to lead schools in these complex times. 23 Resource List Barth, Roland. (2002). The Culture Builder. Educational Leadership, May 7, 2002 Alexandria, Virginia: ASCD. Benda, Susan Mowrer and Wright, Robert J. (2002) The Culture of the Elementary School as a Function of Leadership Style and Disciplinary Climate and Culture. Presented at the American Educational Research Association Annual Convention. Block, Peter. (1993). Stewardship: Choosing Service Over Self Interest. California: Berrett-Koehler Publishers Inc. Conzemius, Anne, ONeill, Jan. (2001). Bulding Shared Responsibility for Student Learning. Alexandria, VA: ASCD. Daniels, Harvey and Bizar, Marilyn and Zemelman, Steven (2001). Rethinking High School: Best Practice in Teaching, Learning, and Leadership. Portsmouth, NH: Heinemann, . Daresh, John C. (2001). Beginning the Principalship (2nd Ed.). California: Corwin Press. Deal, Terrence E. and Peterson, Kent D. (1990). The Principal's Role in Shaping School Culture. Washington: US Government Printing Office. Deal, Terrence E., Peterson, Kent D. (1999). Shaping School Culture: The Heart of Leadership. San Francisco: Jossey-Bass Publishers. Donahoe, Tom (1993, December). Finding the Way: Structure, Time and Culture In School Improvement, Kappan, pp. 298-305.

Dufour, Richard and Eaker, Robert. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: National Educational Service. Fullan, Michael. (2003). Change Forces with a Vengeance. London: RoutledgeFalmer. Fullan, Michael. (2003). The Moral Imperative of School Leadership. California: Corwin Press. Fullan, Michael. (2001). The New Meaning of Educational Change (3rd Ed.). New York: Teachers College Press. Goleman, Daniel and Boyzatis, Richard and McKee, Annie. (2002). Primal Leadership Realizing the Power of Emotional Intelligence, Boston: Harvard Business School Press. 24 Kotter, John P. What Leaders Really Do. in Business Leadership: A Jossey-Bass Reader. (2003). San Francisco, CA: John Wiley & Sons, Inc. p.29-43. Hargreaves, Andy. (1994). Changing Teachers, Changing Times. Toronto: Ontario Institute for Studies in Education. Heenan, David and Warren Bennis. The Case for Co-Leaders. in Business Leadership: A Jossey-Bass Reader. (2003). San Francisco, CA: John Wiley & Sons, Inc.p.137-159. Leithwood, Kenneth and Jantzi, Doris and Steinbach, Rosanne. (1999). Changing Leadership for Changing Times. Buckingham: Open University Press. Leithwood, Kenneth and Aitken, Robert and Jantzi, Doris. (2001). Making Schools Smarter: A System For Monitoring School and District Progress. Thousand Oaks, California: Corwin Press. Leithwood, Kenneth, Fullan, Michael, Watson, Nancy. (2003). The Schools We Need: A

New Blueprint for Ontario (Final Report). Toronto: OISE/UT. Lundin, Stephen C., Paul, Harry, Christensen, John. (2000). Fish! New York: Hyperion. Marshall, Catherine. (1993). The Unsung Role of the Career Assistant Principal. Virginia: National Association of Secondary School Principals. Marzano, Robert J. (2003). What Works In Schools: Translating Research Into Action. Alexandria, Virginia: ASCD. Patterson, J., C. Stewart and V. Jackson. (1986). Productive School Systems for a Nonrational World. Alexandria, Virginia: ASCD. Ritchart, Ron and Tina Blythe. (1999). Creativity in the Classroom: Educators Guide. Disney Learning Partnership. Burbank, California. (Guide and Video Developed In Collaboration with Project Zero at the Harvard Graduate School of Education). Senge, Peter M. (1990). The Fifth Discipline. New York: Doubleday. Sergiovani, Thomas J. (1995). The Principalship: A Reflective Practice Perspective (3rd Ed.). Needham Heights, MA: Allyn and Bacon. Sergiovanni, Thomas J. (2000). The Lifeworld of Leadership: Creating Culture, Community, And Personal Meaning in our Schools. San Francisco: Jossey-Bass Publishers. Stoner, J. and Freeman, R. (1989) Management. Englewood Cliffs: Prentice Hall. 25 Weller, L. David and Weller, Sylvia J. (2002). The Assistant Principal Essentials For Effective School Leadership. California: Corwin Press. Williams, Tom. (October 2001, Vol. 3, No. 3). The Unseen Exodus: Meeting the Challenges of Replacing Ontarios Principals and Vice-Principals. OPC Register. Toronto, Ontario Principals Council.

Williams, Thomas R. (2001). Unrecognized Exodus, Unaccepted Accountability: The Looming Shortage of Principals and Vice Principals in Ontario Public School Boards. Toronto, Ontario Principals Council. 26 Appendix A Vice Principal Interview Questions 1. 1. What does the term school culture mean to you? 2. 2. When you were preparing to become a VP, what kind of role did you think you would have with respect to school culture? 3. 3. Once you entered the role, was the reality similar to what you envisioned, or were there differences? If it was different: How was it different from what you envisioned? 4. 4. How is the VPs role regarding school culture different from that of the Principal or other school leaders? 5. 5. Describe some of the ways you, as vice principal, influence the culture of your school. 6. 6. As vice principal, what aspects of school culture, small or large, do you have a direct or indirect impact on? How much influence do you feel you have on each aspect ? 7. 7. Of the changes that you describe, were they planned changes or did they just happen? If planned, describe the planning process (who involved, what planned, where, when etc.) 8. 8. What are some of the challenges you face as you try to create a positive culture at your school? 9. 9. Can you describe to us a situation where your impact on the school culture will supersede your being at the school (i.e. something you did well that will still exist after you leave). 10. 10. Is there anything else that we should consider about the vice principals' role in school culture? 27 Appendix B Vice Principal Focus Group Questions Begin with a description of the purpose of the research. Thank people for attending. Assure them of confidentiality. Invite them to help themselves to refreshments. Tell them where the washrooms are. 1. 2. 3. 4. 1. Please tell us your name and the school at which you work. 2. What kind of feeling do you get when you walk in the doors of your school? 3. What do you think makes you feel that way? 4. What does the term school culture mean to you?

5. 5. Describe some of the ways you, as vice principal, influence the culture of your school. 6. 6. What are some of the challenges you face as you try to create a positive culture at your school? 7. 7. As vice principal, what impact have you had on the culture of your school? 1. Direct/indirect 2. Small-scale/large-scale 3. Planned/spontaneous 4. Short-term/enduring 8. 8. We have heard several different perspectives today. [Summarize the main themes of the discussion]. Does that capture what we have talked about? 9. 9. Is there anything else we should consider about the vice principals role in school culture? Thank people for their participation. Let them know what the next steps are in the research. Send them a summary of the focus group. 28 Appendix C Teacher Focus Group Questions Begin with a description of the purpose of the research. Thank people for attending. Assure them of confidentiality. Invite them to help themselves to refreshments. Tell them where the washrooms are. Please tell us your name and the department in which you work. 1. 2. 3. 4. 5. 1. What kind of feeling do you get when you walk in the doors of your school? 2. What do you think makes you feel that way? 3. What does the term school culture mean to you? 4. What are the components of school culture that are evident at Mayfield/Erindale? 5. Who in the school has the most significant impact on school culture? 1. principal, vice principal, formal teacher leaders, informal teacher leaders, students, parents 6. How have the vice principals influenced the culture of your school? 1. What aspects of school culture have they influenced? 2. Provide some examples. 7. What else could the vice principals do to foster a positive school culture at your school? 8. We have heard several different perspectives today. [Summarize the main themes of the discussion]. Does that capture what we have talked about? 9. Is there anything else we should consider about the vice principals role in school culture?

6.

7. 8. 9.

Thank people for their participation. Let them know what the next steps are in the research. Send them a summary of the focus group.

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