How Do Principal Preparation Programs in Hong Kong and Ontario Address Equity? Ontario Institute for Studies in Education of the University of Toronto Kien Luu

Who is Kien Luu?  Doctorial Candidate at the University of Toronto (Educational Administration)  1998 – 2006 professional experiences as a classroom teacher, virtual school teacher, department head, university instructor  2007 – present secondary vice principal  Refugee in Hong Kong – Freedom, opportunities, hope

1) Equity – Definition 2) Principal Preparation Programs – Hong Kong, China and Ontario, Canada 3) Equity Priorities in PPP Curricula 4) School Leaders Reflect on PPP 5) Suggestions Overview

Equity Definition: noun (Oxford Dictionary, online)  the quality of being fair and impartial  Why: provide opportunities and supports so that all students can succeed Equality does not equal Equity URL

Principal Preparation Program Hong Kong Hong Kong, China: since 2004  Requires five years teaching experience for Aspiring Principals to earn Certification for Principalship CFP has three components: 1) Needs analysis - to understand and reflect on strength and areas for further development and improvement

Principal Preparation Program Hong Kong 2) Preparation for principalship (PFP) course 3) Professional development portfolio (Hong Kong Bureau of Education, HKBE)

Principal Preparation Program Ontario, Canada Ontario, Canada:  Principal Qualifications Program  Requires five years of teaching experience PQP has with three main components: 1) PQP 1 2) PQP 2 3) Practicum (internship)

Principal Leadership Frameworks DomainsHong KongOntario 1Strategic direction and policy environment Setting Directions 2Learning, teaching and CurriculumLeading the Instructional Program 3Teacher professional growth and development Developing the Organization 4Staff resources managementBuilding Relationships and Developing People 5Quality assurance and AccountabilitySecuring Accountability 6External communication and connection to the outside world (HKBE, Hui, Yung-chung, 2006)(Ontario College of Teachers)

Equity in the Hong Kong Curriculum Equity FociHong Kong - Fundamental questions/issues in curriculum develop: history/perspectives, processes, decisions -The meaning and values of developing school based curriculum - Student diversity : identify the diverse needs of different learners such as students with special education needs including gifted - The use of tier-3 intervention model in supporting students with diverse needs - Curriculum and strategies for diverse students... - Support strategies for diversity including... Non Chinese speaking students...with coop, portfolios.. Strategic direction and policy environment

Equity in the Hong Kong Curriculum Equity FociHong Kong -Teacher development leading to change, paradigm change, cultural change in school... - Teacher awareness...student diversity Teacher professional growth and development -Mode of home school support...including Special Education Needs - Cooperating with ordinary and special schools to support students with SEN - Promotion of inclusive culture among stakeholders... External communication and connection to the outside world (HKBE)

Equity in the Ontario Curriculum Equity FociOntario - holistic and inclusive education practices that examine diversity, access, equity and advocacy -approaches to include and integrate ethnocultural equity, antiracism and anti-violence education in the curriculum Leading the Instructional Program - diversity and equity at all levels of the organization to ensure equity of access to opportunity and achievement for staff and students Developing the Organization - build and sustain learning communities that support diversity and promote excellence, accountability, anti- racism, equity, partnerships and innovation liaise with educational stakeholders exercise ethical leadership Building Relationships and Developing People

Demographics of Participants All Participants  Gender18 Males17 Females Job Title  vice principals1646%  principals1851%  superintendent13%

Demographics of Participants Hong Kong Participants  Gender4 Males3 Females Job Title  vice principals0  principals7100 %  superintendent0

Demographics of Participants Ontario Participants  Gender14 Males14 Females Job Title  vice principals1657%  principals1139 %  superintendent14%

Selected Survey Findings  More than 75% attributed their readiness to establish relationships and manage school logistics from their teaching experiences. Example 9,15, 20 years of experiences  Over 50% credited the PPP for learning legal responsibilities  50% Ontario participants stated that the PPP was significant to their preparation as principals  100% Hong Kong participants stated that the PPP was significant to their preparation as principals

Selected Survey Findings  Over13% Ontario participants said the PPP was not significant in their training  100% of Hong Kong participants said they needed more support to better manage the school’s financial matters  Overal, 50% recommended that a mentorship or internship component in the would improve PPP

Common Themes PPP Mentors Continuous Learning Professional Support & Networking Overview of Big Issues Personnel Issues Job Shadowing Curriculum Leadership

Suggestions for PPP Improvement  Incorporate local school responsibilities in programming – ICT, budgeting, etc  Networking, sharing and mentoring with current administrators (before, during and after promotion process)

Conclusions  Existing PPP curricula, in Hong Kong and Ontario, advocate for equity that needs to be better articulated in the training of aspiring leaders  Aspiring leaders require mentorships and job shadowing opportunities that are meaningful and practical  Need to network and to discuss best practices with peers, regularly  School leadership preparation needs to align with practical experiences (Olson, 2007)

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