[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596536-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-596536-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":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","beliefs-and-responsibilities-of-educational-stakeholders-concerning-student-success-and-effective-principal-leadership","BELIEFS AND RESPONSIBILITIES OF EDUCATIONAL STAKEHOLDERS CONCERNING STUDENT SUCCESS AND EFFECTIVE PRINCIPAL LEADERSHIP","","Educational accountability frameworks aim to improve student success through reporting and the creation of success plans, yet implementation can be challenging in socioeconomically disadvantaged communities. This case study examines a newly appointed principal’s experience at Notre Dame High School, where staff resistance to change emerges when confronting the success plan. It details the school context, planning processes, and evidence of low achievement and related attendance and discipline issues, prompting leadership action and staff engagement around accountability and results-based management.",{"@graph":14,"@context":72},[15,34,55],{"@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/beliefs-and-responsibilities-of-educational-stakeholders-concerning-student-success-and-effective-principal-leadership/596536/",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/beliefs-and-responsibilities-of-educational-stakeholders-concerning-student-success-and-effective-principal-leadership/596536.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What accountability approach is used to improve student success?","Question",{"text":62,"@type":63},"The provincial education system uses an accountability framework focused on rendering accounts and producing a success plan to improve student success.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why is implementing success plans difficult in some communities?",{"text":67,"@type":63},"Implementation is not always self-evident for socioeconomically disadvantaged communities, where the case shows staff resistance to change when facing the success plan.",{"name":69,"@type":60,"acceptedAnswer":70},"What challenges did the new principal identify in student achievement and school performance?",{"text":71,"@type":63},"He reviewed past objectives and exam outcomes, showing low pass rates, limited high school diploma attainment by expected ages, high dropout before Grade 11, and elevated absenteeism in Grades 9 through 11.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596536,1792482782,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"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":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"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":33,"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},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","BELIEFS AND RESPONSIBILITIES OF EDUCATIONAL STAKEHOLDERS  \nCONCERNING STUDENT SUCCESS AND EFFECTIVE PRINCIPAL LEADERSHIP  \nPierre Lapointe and Emmanuel Poirel, University of Montreal, and André Brassard, University of Montreal/University of Sherbrooke  \nAs elsewhere in Canada, the provincial educational system has adopted an  \naccountability framework to improve student success by putting the emphasis on the rendering of accounts and production of a success plan. However, the  \nimplementation of school success plans is not always self-evident for socioeconomically disadvantaged communities. This case study highlights the difficulties experienced by a new principal in such a context. It shows the  \nstaff’s resistance to change when facing the success plan. For teaching  \npurposes, it opens the discussion about the beliefs and responsibilities of all  \neducational stakeholders concerning student success and about effective  \nprincipal leadership.  \nCase Narrative  \nRobert’s Mandate as New Principal at Notre Dame High School  \nLast June, Robert was appointed principal of Notre Dame High School. The school is located in a large city and has 1,200 students and 83 employees. During the selection interview, Robert showed that the past four years as vice-principal at St Joseph’s High School had equipped him well for his new responsibilities, despite the socioeconomic differences between the two school environments. He explained how his contribution, together with that of the leadership team, had enabled him to increase the teachers’ commitment, the quality of the education, and  \nstudent success. Shortly after his nomination, during a meeting with the school board’s director, he was told that student success at Notre Dame High School was very low and that his mandate was to significantly improve it.  \nNotre Dame High School  \nNotre Dame High School is located in a socioeconomically disadvantaged community and serves children mostly from less educated, lower income families. Several community organizations provide material and psychological support services to families and youth in the neighborhood. Enhanced surveillance is used within the school and in the neighborhood to prevent and counter the drug trafficking, violence, and vandalism of street gangs. However, despite these measures, violent incidents are reported by staff and parents, and teachers often complain about the time spent dealing with bullying and with students who act out in class.  \nIn this province, the school priorities and the development of success plans are framed by the Education Act and subject to accountability mechanisms. According to the Education Act, every school must have an educational project that contains the school’s objectives and guidelines, and a success plan to improve student achievement in line with the educational project. Also, according to recent changes made to the Act, the school board and principals must agree every year, within the scope of a management and educational success agreement (MESA), on the measures required to achieve goals and measurable objectives set out in the partnership agreement between the school board and the ministry. In particular, this document must include the monitoring and accountability mechanisms to be put in place by the school.  \nRobert’s Planning of the School Year With His Leadership Team  \nBack from the summer holidays at the beginning of August, before the return of the school staff, Robert took the time to go through the available documentation associated with issues relating to the functioning of the school. He thoroughly studied the educational project, the success plan, the partnership agreement, the minutes from staff meetings ofthe past two years, the memos left by the previous principal, and all kinds of available statistics specifically related to student achievement and the school success plan.  \nIn so doing, Robert assessed the full measure of the challenges that awaited him. While last year’s o","cbCaigzBqhSniUKY","https://ap.wps.com/l/cbCaigzBqhSniUKY","pdf",264598,17,"English","# Case Narrative\n## Robert’s Mandate as New Principal at Notre Dame High School\n## Notre Dame High School\n## Robert’s Planning of the School Year With His Leadership Team","[{\"question\":\"What accountability approach is used to improve student success?\",\"answer\":\"The provincial education system uses an accountability framework focused on rendering accounts and producing a success plan to improve student success.\"},{\"question\":\"Why is implementing success plans difficult in some communities?\",\"answer\":\"Implementation is not always self-evident for socioeconomically disadvantaged communities, where the case shows staff resistance to change when facing the success plan.\"},{\"question\":\"What challenges did the new principal identify in student achievement and school performance?\",\"answer\":\"He reviewed past objectives and exam outcomes, showing low pass rates, limited high school diploma attainment by expected ages, high dropout before Grade 11, and elevated absenteeism in Grades 9 through 11.\"}]","BELIEFS AND RESPONSIBILITIES OF EDUCATIONAL STAKEHOLDERS CONCERNING STUDENT SUCCESS AND EFFECTIVE PRINCIPAL LEADERSHIP | PDF",1792083257,43]