1
Title: New Vice-Principals’ and Principals’ Transitions
Purpose of the Paper: Over the past two decades, new principals and vice-principals have entered increasingly challenging and complex administrative roles that are fraught with challenge and change. This paper reports the results of a study investigating the experiences of new school administrators in their transitions from teaching to administration .
The study’s main objectives were to (a) gather data regarding supports for new vice-principals and principals in Ontario, (b) explore new vice-principals’ and principals’ transition experiences, (c) identify the challenges and successes experienced by new principals and vice-principals, (d) identify promising programs and practices; and (e) gather recommendations regarding how vice-principals and principals’ leadership transitions can be supported.
Conceptual Framework: This study was informed by earlier investigations into the transition experiences of new principals and vice-principals in publicly funded schools in Ontario
(Armstrong, 2009, 2012; Learning Partnership, 2008; Nunavati & McCulloch, 2003; Williams,
2001). These investigations have generated a set of understandings about the nature of the transition from teaching to administration, the challenges, tensions and ambiguities newcomers encounter in the daily execution of their duties, and the strategies they use to resolve the dilemmas inherent in their new leadership roles.
Methodology: Mixed methodology was used to collect qualitative and quantitative data during the 2012-2013 school year. A sequential design using (1) an environmental scan, (2) an on-line survey, (3) individual interviews, and (4) focus group interviews gathered information about vice-principals and principals’ succession and transition experiences. The environmental scan focussed on relevant research literature related to new vice-principals and principals’ transition and succession experiences. A review of Ministry, Board, and professional association websites

was used to identify current trends and programs in the areas of leadership development, succession planning and talent development, and administrative transitions in Ontario.
The research data were collected through an on-line survey, focus groups, and individual interviews. The questions for the online survey were informed by the data gathered from the
2 environmental scan. The questions for the follow-up individual and focus group interviews were shaped by the results of the preliminary analysis of the on-line survey. These semi-structured interviews were conducted in person and by telephone, with individual interviews lasting 60-75 minutes, and focus group sessions lasting 70-120 minutes.
Participants consisted of (a) vice-principals with 0-4 years in the position, and (b) principals with 0-4 years in the position who were appointed directly from a teaching position.
New principals and vice-principals from French and English language public school boards in
Ontario were invited to participate. The findings presented in this paper are derived from 290 online survey responses (263 English and 27 French) and interviews with 42 administrators who participated in follow-up interviews (17 individual interviews and 6 focus group sessions with 25 administrators).
Results: The online survey and the interviews yielded information regarding the participants’ (a) early and on-going professional development (PD) and support, (b) their levels of support and challenge in developing leadership competencies and capacities, (c) their professional challenges and successes, and (d) their recommendations. In brief, participants indicated that they were unprepared for the social, emotional, and cognitive demands of this transition due to inadequate pre-role preparation and training, lack of on-going mentoring and support from their immediate supervisors and districts, and a difficult political climate.
Participants were further challenged by the complexity of their administrative roles, increasing

workload demands and external accountabilities, and decreasing levels of support. Success was
3 attributed primarily to administrators’ ability to employ and mobilize personal resources and to build their own networks of support.
Significance of the Work: Across Canada, a new generation of administrators is stepping into the role of school principal and vice principals. Concurrently school leaders face increasing demands as the educational landscape responds to 21 st
century conditions. In the face of these changes, there is an urgent need to support administrator succession and transitions and to prepare principals and vice-principals for more well defined and authentic leadership roles
(Armstrong, 2009, 2012; Learning Partnership, 2008; Nanavati & McCulloch, 2003; Williams,
2001). To date, however, little research has been conducted on the ways in which new administrators mediate leadership transitions and succession, the specific challenges that newcomers face, and the programs that are in place to support them. The results of this study can be used to inform the planning and action at all levels of the educational system regarding the factors that facilitate succession planning and talent development. More informed planning and action can support student achievement and well-being by attracting and developing passionate and skilled school leaders.
Attendance Confirmation: Because the study report has already been written, the paper will be completed in time for the conference. Moreover, the authors are long-standing members of
CASEA and will attend to present the paper.
References:
Armstrong, D. (2009). Administrative passages: Navigating the transition from teaching to administration . Dordrecht, The Netherlands: Springer-Verlag.
Armstrong, D. (2012). Connecting personal change and organizational passage in the transition from teacher to vice principal, Journal of School Leadership , 22 (3), 398-424.

Learning Partnership (2008). Succession Planning: Schools and school boards . Ontario, Canada:
4
Author.
Nanavati, M., & McCulloch, B. (2003). School culture and the changing role of the secondary vice-principal
. Research report prepared for the Ontario Principals’ Council, December
2003. Toronto, Ontario, Canada: Ontario Principals’ Council.
Williams, T. R. (August, 2001). Unrecognized exodus, unaccepted accountability: The looming shortage of principals and vice-principals in Ontario public school boards . Ontario,
Canada: Ontario Principals Council.