Equitable Leadership for Teachers

Policy 1.14 Women in Educational Leadership

Educational leaders are individuals who perform, or aspire to perform, formal leadership roles, responsibilities, and duties within the education sector, access to which is not limited by gender, race or class.

Equitable leadership can be understood in two ways: leading with an equitable mindset and equitable opportunities for leadership. Leading with an equitable mindset is being self-aware of one’s own biases and privileges that may impact one’s decision making to ensure that all students and staff have choice, opportunity and access. Equitable opportunities for leadership are about reducing or eliminating systemic barriers and providing supports in order to overcome them.


Note: Resources from the McDowell Foundation are currently unavailable due to website maintenance. 

Bridging the Professional Learning Gap: Enhancing the Beginning Teacher Experience Through an Induction-By-Mentoring Model; Lynn Lemisko, Carol Demchuk-Kosolofski, and Laurie Hellsten-Bzovey

Resource Type: Print, Website

The overall objective of this research was to examine the effectiveness and sustainability of an induction-by-mentoring model of support for beginning teachers. In our mentorship model the beginning teacher’s classroom was the central focus with regularly scheduled classroom visits by the mentor providing structure, continuity, relationship building and professional development opportunities.

This pilot project demonstrates that our induction-by-mentoring model offers a promising and effective approach to supporting beginning teachers but that careful consideration must be given regarding the acquisition of personnel to provide release time for mentors and regarding proximity when matching mentor/mentee pairs in rural school divisions in order to ensure sustainability. We recommend that additional research continue to examine potential models of induction and mentorship across the variety of contexts within Saskatchewan (i.e., rural, urban, remote, northern) and that ultimately a provincial strategy be developed.

Creating a Culturally Responsive Learning Program That Benefits All Learners: Exploring the Work of Catalyst Leadership Teams in Selected Saskatchewan Schools; Dr. Brandon Needham and Dr. Michael Cottrell

Resource Type: Print, Website

This inquiry explores the efforts of selected educators to transform schools into more invitational and culturally affirming learning environments as a means of improving Aboriginal student achievement and enhancing cross-cultural harmony in Saskatchewan. In addition to enhancing teaching and learning in K-12 contexts the project also considers how insights from this research might inform teacher preparation and support the work of the Office of the Treaty Commissioner in advancing treaty knowledge. The inquiry is guided by the following research question: What practices and initiatives created by Catalyst Leadership Teams best facilitate positive learning outcomes for Aboriginal and non-Aboriginal students in Saskatchewan schools?

Female Leaders and Their Impact on Social Culture in Saskatchewan; Amy Korver and Amy Orth

Resource Type: Print, Website

The purpose of this study is to explore the experiences of women in K-12 school administration and learn from their experiences. By focusing on female leadership in Prairie Spirit School Division and Prairie South School Division we hope to identify trends in female leaders’ experiences and identify barriers women face as they enter into administrative positions.

Given existing research into male and female leadership characteristics we seek to explore the impact that female administrators have had on the culture of schools where they lead. Ultimately we hope that our research contributes to a conversation that might begin to influence a more equitable distribution of administrative positions in our school division and province.

Instructional Leaders Supporting Implementation of Effective Literacy Instruction; Jennifer Dorval, Dawn Paylor, Anita Dolan, Susan Plant, Cheryl Treptow and Kristin Becotte

Resource Type: Print, Website

This project explores how a literacy team can provide effective and meaningful professional development and support in early literacy in a geographically broad area with diverse needs. The purpose of the study is to explore the most effective methods to impact teacher knowledge of research-based literacy strategic and instrumental practice to impact grades 1 to 3 student reading.

To Thrive and Flourish: Supporting Beginning Teachers Through an Induction-by-Mentoring Approach in Rural Saskatchewan; Lynn Lemisko, Carol Demchuk-Kosolofski, and Laurie Hellsten

Resource Type: Print, Website

The purpose of this study is to build on a completed project which examined the efficacy of an induction-by-mentoring model to support beginning teachers in a rural school division. More specifically, this study will deepen understandings by expanding the investigation to include examination of the implementation of an induction-by-mentorship approach in a primarily rural, geographically broad school division.

Learning Opportunities

Under development.

Networking Opportunities

Under development.