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Across Canada there have been numerous recent examples of incidents where the political and ideological interests of provincial governments have run counter to the mandates of school districts. In this pan-Canadian study, focus groups were conducted with school board trustees and school district superintendents to examine the relationships between districts and provincial governments. Preliminary data suggest that the significance of the school district apparatus in Canada has diminished as provincial governments have enacted an aggressive centralization agenda. We theorize that in a politicized environment, the values, reward systems, and accountabilities against which school board superintendents and trustees operate are likely to differ substantively from those of politicians and bureaucrats, thereby creating a policy environment that is antagonistic to local governance.

This research project is a study of education, out-migration of young adults, and the impact of Information and Communications Technologies (ICT) on the education and economies of rural communities in Newfoundland and Labrador. A qualitative study of Newfoundland and Labrador's rural schools were conducted from January to August 2001. This report is organized into six chapters. Chapter One provides the introduction and the background of the study, including the methodology. Chapter Two examines how curriculum is organized in Newfoundland and Labrador. This background information is necessary in order to understand the discussion of specific curriculum areas in Chapters Three and Four. Chapter Three focuses specifically on Information and Communication Technology (ICT) in the schools, paying particular attention to its impact on small rural schools. Chapter Four explores the relationship between community economic development and the school curriculum. Chapter Five focuses on teacher training and continuing education. Chapter Six is a summary and conclusion, with lessons learned. Appended are: (A) Reports and Recommendations Concerning the Newfoundland and Labrador Education System; (B) Regional Economic Development Boards and their Regions; (C) Partnership Details; (D) Needs of Stem~Net Stakeholder Groups; (E) Grassroots Projects; (F) Course Descriptions for Senior High Economic/Enterprise Education; and (G) Education Courses Available by Distance Memorial University of Newfoundland. (Contains 2 tables.) [This report and this project has been produced and funded by the Canadian Rural Partnership.]

This paper focuses on a case study of an alternative school for young offenders. It describes the efforts of organizational members to bring about improvement by facilitating organizational learning. The case study builds on current research related to organizational learning and team leadership in educational settings and attempts to answer the following questions: (1) What processes and factors influence organizational learning? and (2) How does a leadership approach influence organizational learning? The paper reports the findings of a 2-year case study of an alternative school that houses 30-35 students between the ages of 12-16 years. Data sources consist of interviews, surveys, document analysis, field notes, and feedback from members of a leadership team. Results point out several factors that facilitate organizational learning, the strongest of which is the existence of an organizational learning leadership (OLL) team whose primary function is to promote organizational learning. The research also demonstrates the difficulty of changing the existing culture of leadership at the school. The alternative school learned through positive factors such as the OLL team, action research, individual learning, and distributed leadership. (Contains 38 references.) (DFR)

This paper describes case studies involving two Canadian high schools. These schools, recognized nationally and provincially as outstanding schools in dealing with multiple changes, provided a venue to explore the conditions that contribute to successful change. The research is based on the assumption that organizational learning is a valid framework for the study of how schools cope with change, illuminating the conditions that allow some schools to overcome barriers to innovation and to appear more successful than others in implementing various initiatives. The paper assesses the leadership approach that contributed to the schools' success to determine the extent to which the teachers' role was consistent with the six domains that Fullan claims are required if schools are to be"learning organizations." Data for the study consisted of interviews of teachers and administrators of both schools, as well as review of various documents, such as school academic-achievement reports. A leadership survey was administered to the entire school staff. The results demonstrate the dynamic, complex nature of change. The findings also demonstrate that such complexity does not prevent change, but often presents new opportunities. All principals were overtly engaged in the change process but also initiated structures that provided for distributed collaborative leadership. Contains 38 references. (RJM)

This paper reports on the experiences of schools that are attempting to change into dynamic, responsive, data-driven organizations that allow for learning at all levels. It identifies aspects of leadership that appear to be significant and discusses the problems the schools encountered. The sample for the study, conducted from 1995 to 1997, was composed of 13 schools with 312 teachers from 3 school districts in Newfoundland (Canada). The schools included high schools, all-grade schools, junior-high schools, and elementary schools, ranging in size from 185 to 870 students. All the schools were reorganizing at the school level. A quantitative and qualitative methodology was used. Findings show that each school's leadership approach either positively correlated with, or explained a significant amount of, the variance of the learning-organization disciplines. It can be assumed that the leadership approaches and practices that were consistent with emerging models of team leaders accounted for significant variance in selected learning-organization characteristics. The principal and vice-principal were recognized as the primary sources of leadership; the whole school staff were seen as important, as well. However, results suggest that researchers cannot be certain that all educators endorse team leadership as a means to successful change. Contains 43 references. (RJM)

Teacher-librarians in a learning organization must function both as members of teams engaged in organizational learning and as leaders of leaders. Teacher-librarians must be a mirror image of teachers, plus contribute more to the school. This paper examines the characteristics of the work of teachers and teacher-librarians in four major categories: knowledge base; technical skills; personal, interpersonal, and team skills; and values and beliefs. The knowledge base and technical skills, plus new information technology provide new mental models for all teachers. The acceptance of resource-based learning, with its emphasis on life long learning, is consistent with personal mastery, a key discipline of the learning organization. To assume this leadership role, teacher-librarians will have to remain on the cutting edge and must be exemplars of personal mastery. In addition, they need strong personal, interpersonal, and team skills. They will succeed in meeting this challenge only if they are motivated by deeply held values and beliefs regarding the development of a shared vision, one that includes the right of all to develop a love of lifelong learning and the skills to make that possible. This right extends not only to students but also to their teachers, for teacher-librarians must increasingly assume a role in staff development and training. For teacher-librarians to fill the leadership role, and to gain the support and respect of the school principal, they must have the credibility that comes from being the mirror-image of other teachers, plus more. (Contains 43 references.) (SWC)