Innovative Projects
The First Canadian Credit Course by Interactive Satellite
The Principals' Institute
Women into Educational Leadership Project
The Provincial Conference
The Regional Conferences
The Certificate in School Management and Leadership
In the summer of 1980 I developed and taught the first regular Canadian university course for credit live by Anik-B, then Canada's new communications satellite. There were 60 teachers and school administrators in 5 different locations in BC Communication was 1-way video and 2-way audio. For most of the students this was one course in what was a regular degree masters program in Educational Administration. The course was beamed out weekly from B.C.I.T.
It is a matter of recorded history that this was a significant endeavour on an international scale. (See chapter published by the University of Wisconsin, "An Analysis of an Experimental University Course Via Satellite: Implications for Interactive Teaching-Learning Systems." It had never been done before in Canada.
In addition to its historical significance, it had several policy implications on university and provincial levels. First, it was an early planned example of Provincial policy to decentralize and disseminate higher education, thus meeting a provincial need. Second, it advanced the attempts made by successive administrations at the University of Victoria to respond to higher educational needs of British Columbia. Third, it represented the collaborative efforts of Education Extension and an Academic Faculty at the University of Victoria. Fourth, it became the prototype for alternative systems of delivery of information and work at the Open Learning Institute.
In 1987, with funding from the President of the University of Victoria and the Ministry of Education, I began a project that would culminate in the development of an institute for principals in Western Canada, beginning in BC. Although the initial idea was mine, I was able to bring together representatives of the BCPVPA, the BCSSA, the Ministry of Education, and a trustee to make plans on a continuing basis for the institute.
The project was in its development stage (materials to be used in the training of principals which were being jointly supervised the Ministry of Education), when there was a change in Provincial policy which gave principals control of their own affairs. They were removed from the BCTF. The need for an external agent to lead in the development of training for principals was no longer necessary, and after this became clear, that aspect of the project folded.
With the collapse of the original notion of the Principal Institute the focus of my efforts then moved to assisting women enter positions of educational leadership. My two major accomplishments in this endeavour are three successful provincial and regional conferences. The planning brought together representatives of the major stakeholders. The following describes these conferences:
In 1988 I acquired financing from the Ministry of Education and the Women's Secretariat of the Ministry of Advanced Education to assist qualified, experienced, and interested women enter the ranks of school administration. Twenty-five women from 24 school districts in the Province attended the conference was evaluated as a great success. Nearly half of these women have since moved into administrative positions.
Since approximately 200 women applied for the 25 places in the provincial conference, it became clear that there was a need that was greater than anticipated, hence I sought and acquired funds for similar conferences on a regional scale, in keeping with Government's policy of regional development. These conferences, again rated as very successful, were held in Castlegar and Cranbrook in 1990.
In December 2004 I provided leadership to the initiative which materialized as the Certificate in School Leadership and Management (CSML). The University had a request from the Ministry of Education to consider a certificate level program, for school principals, which could be credited to the Masters degree program. I was tasked with the project as a whole, including the design of the program of study. This required political skills, strategic planning, an ability to communicate and liaise effectively with senior University officials, the Ministry of Education, other external partners, faculties, and departments. Because such a credential had not existed before at the University, and because there was open resistance to the creation of a graduate level certificate, and furthermore, one in which would give advanced standing to its graduates for the Masters degree, there was initial resistance at every stage of the process.
The program is now in its 3rd year of operation. It features a mentorship component which helps to account for its attractiveness. In addition, one of its goals is to create a space at the University to involve current practicing, qualified school leaders into the education of those who aspire to positions of leadership in schools. The field regards the program as the beginning of a new era. Its design has become a prototype for other professional schools at the University to follow. Thus far, over 80% of those who enter the program have continued into the Masters program immediately upon completion of the certificate.