[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597042-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597042-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","an-examination-of-educational-leadership-preparation-in-ontario-are-principals-prepared-to-lead-equitably","An Examination of Educational Leadership Preparation in Ontario - Are Principals Prepared to Lead Equitably?","","Leadership preparation programs in Ontario have increasingly adopted equity-focused policies to address changing school demographics and better enable principals to challenge inequity. Yet research suggests a gap between program content and how principals perceive their readiness to lead equitably and support diverse learners. This qualitative study interviewed six Ontario school principals and vice principals who completed the Principal Qualification Program to explore their understandings of equity, diversity, and inclusion and how identities shaped those definitions. Findings highlight key changes needed in training guidelines and educator preparation, including integrating Critical Race Theory-informed practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-examination-of-educational-leadership-preparation-in-ontario-are-principals-prepared-to-lead-equitably/597042/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-examination-of-educational-leadership-preparation-in-ontario-are-principals-prepared-to-lead-equitably/597042.png","ImageObject",300,407,{"name":42,"@type":43},"Rainbow Cat","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What motivated changes in leadership preparation programs in Ontario?","Question",{"text":63,"@type":64},"Shifting demographics and efforts to equip principals to challenge inequity led programs to adopt policies emphasizing equity-oriented leadership.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted, and who participated?",{"text":68,"@type":64},"Six Ontario school principals and vice principals who completed the Principal Qualification Program were interviewed to understand their perceptions of equitable leadership and EDI concepts.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the findings suggest about the PQP and equitable leadership readiness?",{"text":72,"@type":64},"The results indicate a disconnect between PQP guidelines and principals’ demonstrated understanding and perceptions of how prepared educators feel to lead equitably, pointing to areas needing change in training and educator preparation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597042,1792192905,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","An Examination of Educational Leadership Preparation in Ontario: Are Principals Prepared to Lead Equitably?  \nNia Spooner  \nOntario Institute for Studies in Education, University of Toronto  \nAbstract  \nIn response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program’s ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDIas well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators’ perceptions oftheir preparedness to lead. Moreover, the use of Critical Race Theory in Education and Applied Critical Leadership helps frame analysis and supports the need to integrate culturally relevant pedagogical practices into leadership preparation programs.  \nKeywords: principal preparation, educational leadership, equity, diversity, inclusion, critical race theory, applied critical leadership  \nIntroduction  \nCanada has become increasingly diverse in recent decades, with Ontario regarded as the most ethnically diverse province in the country (Tuters & Portelli, 2017). Unfortunately, under the surface lies a weighted history of anti-Black racism and exclusive teaching and leadership practices toward racialized, particularly Black, Indigenous, and marginalized, students (Abawi, 2021; Lopez, 2019; Taylor & Peter, 2011; Tuters & Portelli, 2017; Wallin & Peden, 2014). This reflects the implicit biases teachers and school leaders might have about their students (McMahon, 2007; Tooms, 2007) as well as harmful school policies either established or maintained by its principals.  \nAccording to the Ontario College of Teachers (OCT, 2017), the Principal Qualification Program (PQP) provides foundational preparation for Ontario’s principals and vice principals. In response to the changing demographics of schools and the imperative to better prepare principals to address inequities, leadership preparation programs in Ontario have adopted new policies related to a more equity-oriented (Theoharis & Haddix, 2011) leadership approach. For example, updated changes to the Ontario Leadership Framework, which informs the PQP guidelines, defines leadership as “intended to be inclusive of the diversity found in schools and communities across the province”(The Institute for Education  \nLeadership, 2013, p. 9). The PQP guidelines describe the Ontario principal as one that leads through an equity lens and after completion of the program can “identify and respond to systemic barriers and … advocate for all students and honour diversity of voice and perspective”(OCT, 2017, p. 5). This was also seen through the enactment of Regulation 274/12 by the Ontario government in 2012, which was meant to curb reported instances of nepotism and favoritism that “skewed teacher hiring and detrimentally impacted racialized and Indigenous educators”(Abawi, 2021, p. 85). At first glance, this might appear to be appropriate and responsive solutions; however, existing research on Ontario principal perceptions of race and equity indicate a disconnect between the PQP guidelines and demonstrated examples of equity-oriented leadership.  \nThe purpose of this qualitative study was twofold: to examine educational leadership prepar","cbCain6bVxjEclVS","https://ap.wps.com/l/cbCain6bVxjEclVS","pdf",532074,14,"English","# Abstract\n# Introduction\n## Background on diversity and inequity in Ontario schools\n## Principal Qualification Program and equity-oriented leadership guidelines\n## Purpose and research questions\n# Researcher Positionality","[{\"question\":\"What motivated changes in leadership preparation programs in Ontario?\",\"answer\":\"Shifting demographics and efforts to equip principals to challenge inequity led programs to adopt policies emphasizing equity-oriented leadership.\"},{\"question\":\"How was the study conducted, and who participated?\",\"answer\":\"Six Ontario school principals and vice principals who completed the Principal Qualification Program were interviewed to understand their perceptions of equitable leadership and EDI concepts.\"},{\"question\":\"What did the findings suggest about the PQP and equitable leadership readiness?\",\"answer\":\"The results indicate a disconnect between PQP guidelines and principals’ demonstrated understanding and perceptions of how prepared educators feel to lead equitably, pointing to areas needing change in training and educator preparation.\"}]","An Examination of Educational Leadership Preparation in Ontario - Are Principals Prepared to Lead Equitably? | PDF",1792084259,35]