The present study examines and provides a description of the teachers' (N=382) preferred models of supervision from seven of Canada's large urban centres: Evaluation by school supervisors, school council members, school principals, peers, students, teachers' self-evaluation or no evaluation at all. The results show that teachers from the seven areas under study Vancouver (British Columbia) Saskatoon (Saskatchewan), Winnipeg (Manitoba), Toronto (Ontario), Montreal (Québec), Moncton (New Brunswick), and Halifax (Nova Scotia) prefer various models of evaluation. Teachers in Moncton and Montreal prefer supervision by the school supervisors. Teachers in Montreal chose the absence of any evaluation more than teachers from other provinces, while teachers in Winnipeg prefer evaluation by the school council and the self-evaluation. Analyses also reveal that teachers in Winnipeg and Toronto are more favourable to evaluation by the school principal. Based on these results, some suggestions for future studies are recommended regarding teachers' evaluation.

properly cited.Purpose. The purpose of this paper was to examine leadership practices in effective schools located in economically disadvantaged areas of three Canadian provinces: Ontario, Québec, and New Brunswick. Research Design. Our study was conducted in five successful schools selected on the basis of student outcomes on province-wide standardized exams, as well as on some risk factors such as rural area, low socioeconomic level, and proportion of Francophones (Ontario and New Brunswick). To increase the study's validity, we used triangulation and various data sources: (1) individual interviews; (2) observation of school principals; (3) field documentation; (4) student essays; (5) internal school documents such as mission statement, rules, and directives. Participants. Participants included Department of Education heads and school board administrators, school principals and vice principals, teachers, school counsellors, educational psychologists, parent school board members, and students. Findings. Results show that leadership practices in effective schools can be grouped together around five dimensions: establishing goals and expectations; strategic resourcing; curriculum planning, coordination, and evaluation; promoting and participating in teacher supervision and development; ensuring order and support.

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In several contexts, reform in the training and nomination of future school principals was based on competency profiles. In Québec, it was not until 2008 that its Ministry of Education established a profile of competencies specifically for school principals. This study proposed a questionnaire on the perceptions and self-efficacy beliefs of school principals with regard to these competencies and their associated factors. Respondents gave greater weight to the management of education services, followed by human resources, educational environment, and finally, administration. A significant difference was observed between administrative management and the teaching level and school size. The principals whose professional development activities consisted of conventions and seminars also felt a greater sense of personal efficacy on this factor compared to the principals whose professional development was done through mentoring.

Cet article présente les résultats d’une recherche sur le processus de construction de communautés de pratique menée dans une école francophone du Nouveau-Brunswick, dans le contexte de la réforme du secondaire renouvelé qui s’appuie sur les fondements du cognitivisme et du socioconstructivisme. L’expérimentation, d’une durée totale de 30 heures, a permis de recueillir des données auprès de deux communautés de pratique qui regroupaient huit enseignantes du secondaire et une directrice adjointe. Le cadre conceptuel choisi pour analyser les processus de changement et les mécanismes qui entrent en jeu dans les communautés de pratique est celui de la construction du collectif décrite par Latour (2004). La méthodologie de collecte et d’analyse des données est qualitative et l’analyse s’inspire de l’approche narrative (Clandinin et Connelly, 2000). L’analyse des données a permis de distinguer trois phases de la création des communautés de pratique : la mise en place de la diversité, la narration des expériences et la négociation du changement. Cet article précise en conclusion les défis du développement d’une culture de collaboration dans un contexte de réforme.