What can New Zealand learn from Edmonton?

by Cathy Wylie

Overview

Cathy Wylie’s article is a clear narrative and analytical account of the Edmonton Public School system (EPS) in which she reflects in an interesting way, comparing the system with New Zealand’s adoption of self-managing schools. She draws parallels and contrasts with New Zealand and points out a number of aspects where we could learn from Edmonton.

For example, while each Edmonton school is demonstrably involved with its own community, unlike New Zealand there is only one elected board of trustees for the whole Edmonton system. Teachers and principals from Edmonton expressed a concern that having a separate board for each school (as New Zealand has) might lead to too narrow a focus by the board, and a lack of awareness of broader local and national issues. Participation in board elections in both New Zealand and Edmonton is the same, about one-quarter of the population.

EPS has a well developed process which prepares aspiring principals for their future roles as school leaders. Unlike New Zealand, Edmonton has criteria for appointment to principalship. Each appointment is initially for two years which gives an opportunity to ensure that the person is capable of leading their school in a sustainable way. There is also formal provision of ongoing professional support for school leaders.

While EPS principals are focused on the needs of their own school, they see themselves primarily as linked to the whole system. They are district employees who share responsibility for the success of all schools. They have roles on system-wide committees and participate in system-wide decision making. Inevitably there are some tensions; however, EPS principals know that they have the support of each other as part of the whole system.

Wylie concludes with some key points for New Zealand to consider.

  • The EPS structure enables the whole system to take responsibility for school and student achievement.
  • There are clear lines of accountability that are well understood, formative, and consistent.
  • Strong connections are made between individual schools and the wider system.
  • Principals have the incentive to connect with their colleagues as a community of practice and this is the way they work.
  • The whole system is responsible for developing school leadership and principal capability and capacity.
  • This article provides some significant systemic political analysis which challenges the New Zealand system and will provoke lively discussion.

Reflective questions

These reflective questions might guide you in your reading of this article:

  • What benefits can you see for you and your school from working in a collaborative cluster of schools, as described in the Edmonton system?
  • Think about your preparation for principalship, the processes of principal appointment, and the ongoing support for school leaders that you have experienced. How might aspects of the Edmonton system improve and change what happens in New Zealand?
  • After reflecting on Wylie’s research and her ideas about what we can learn from it, what are the important things for the New Zealand education system to consider? For example, what should we stop doing, start doing, do differently if we want to improve school leadership in New Zealand?

Reference

Wylie, C. (2007). What can New Zealand learn from Edmonton? Wellington: New Zealand Council for Educational Research.

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