[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596529-105":59,"doc-detail-596529-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-novice-principal-change-and-challenges","THE NOVICE PRINCIPAL: CHANGE AND CHALLENGES","","A case study follows Rachel Wilson, a first-time principal leading a large rural Canadian junior-senior high school. After appointment, she must build credibility and manage early-phase leadership, including school improvement and provincial accreditation requirements. Her responsibilities include raising standards of teacher practice through formative and summative assessment of numeracy and literacy. Resistance from an informal veteran power group undermines professional development and supervisory efforts, creating a leadership dilemma about accountability, advice, and time management.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-novice-principal-change-and-challenges/596529/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-novice-principal-change-and-challenges/596529.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges does Rachel Wilson face as a novice principal?","Question",{"text":112,"@type":113},"She must establish credibility, learn the demands of first-time principal leadership, and manage leadership resistance while driving early-phase leadership and school improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What accreditation requirement creates Rachel’s main dilemma?",{"text":117,"@type":113},"The provincial program charges her with improving teacher practice using formative and summative evaluations of student progress in numeracy and literacy.",{"name":119,"@type":110,"acceptedAnswer":120},"Who is resisting Rachel’s efforts, and what do they do?",{"text":121,"@type":113},"An informal veteran power group ignores intended professional development and dismisses Rachel’s collegial and supervisory efforts to change student assessment and evaluation methods.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596529,1792165202,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","THE NOVICE PRINCIPAL:  \nCHANGE AND CHALLENGES  \nShawn Northfield, University of Nottingham  \nRachel Wilson is a novice principal and new school leader of a large English junior-senior high school located in a rural township of a maritime province in Canada. Upon her appointment, she was challenged with having to establish  \nherself as a credible leadership choice for the venue in addition to having to engage in new role learning as a first-time principal. Immediately, Rachel was charged with having to attain to provincial accreditation for her school while she faced leadership resistance from an informal veteran power group within  \nthe school. This case focuses on the challenges a beginning principal must  \nmanage in developing different dimensions of early-phase leadership, while,  \nat the same time, achieving school improvement goals.  \nCase Narrative  \nNovice principal, Rachel Wilson, has been managing many of the challenges associated with new school leadership. This has included negotiating leadership and management tensions, developing leadership trust, and utilizing and participating in socialization processes. Currently, however, Rachel is in the midst of a leadership dilemma. As part of securing school accreditation required by the provincial Department of Education she has been charged with ramping up standards of teacher practice that involves the use of formative and summative evaluations of student progress in the areas of numeracy and literacy. Unfortunately, Rachel is experiencing resistance from members of an informal veteran power group within the school. They have ignored professional development designed to supplement their traditional classroom teaching  \npractices and dismissed her collegial and supervisory efforts to improve their student assessment and evaluation methods. What should Rachel do? From whom should she seek advice and support? To whom is she accountable? And how can Rachel best utilize her time and effort to help impart instructional leadership necessary to ensure that the school achieves school improvement goals?  \nRachel’s School  \nThe school is a large junior-senior high school (Grades 7–12) employing 62 teachers and staff and serving close to 1,400 students from the surrounding community. It has been undergoing an extensive physical plant renovation and expansion the past year with project completion slated for academic year’s end. Traditionally, the staff has been divided both physically and professionally along junior–senior lines with teachers referring to their division leaders for direction concerning daily operations and to their division colleagues for professional and personal support. Divisional distinctions in teachers’ identities, functions, and leadership alignments have been exacerbated in the recent past due to numerous changes in principal. This has resulted in the balkanization of staff and the fracturing of teachers’ professional responsibilities.  \nThe school has had four principals in the last nine years, including the insertion of two individuals seconded from the school board. The two other principal placements were short-term assignments filled by senior members from outside the school. At this point, staff members have learned to inoculate themselves from the effects of rapid principal turnover and, as a result, ceded leadership allegiance to their division coordinators (vice-principals) . However, this also resulted in many of the long-serving individuals from the high school teacher group, including  \nthe high school vice-principal, to come together as a veteran coalition to serve as the de facto decision-makers for the high school section of the school. As a result, the position and the efficacy of the school’s principalship has disappeared.  \nEnter the school’s new principal—Rachel Wilson—who was promoted from viceprincipal of the junior high division of the school. As a competent and committed “insider,” it was hoped by the school board that her appointment a","cbCaiu4PadnDdN7Y","https://ap.wps.com/l/cbCaiu4PadnDdN7Y","pdf",224682,25,"English","# Case Narrative\n## Rachel’s School\n## School Accreditation\n## School Advisory Councils (SACs)","[{\"question\":\"What challenges does Rachel Wilson face as a novice principal?\",\"answer\":\"She must establish credibility, learn the demands of first-time principal leadership, and manage leadership resistance while driving early-phase leadership and school improvement.\"},{\"question\":\"What accreditation requirement creates Rachel’s main dilemma?\",\"answer\":\"The provincial program charges her with improving teacher practice using formative and summative evaluations of student progress in numeracy and literacy.\"},{\"question\":\"Who is resisting Rachel’s efforts, and what do they do?\",\"answer\":\"An informal veteran power group ignores intended professional development and dismisses Rachel’s collegial and supervisory efforts to change student assessment and evaluation methods.\"}]","THE NOVICE PRINCIPAL: CHANGE AND CHALLENGES | PDF",1792083245,63]