Comparative and critical analysis of competency standards for school principals: Towards an inclusive and equity perspective in Québec

Abstract

This article presents the results of a comparative and critical study of the competency standards of Québec school administrators compared with seven other education systems within the Organisation for Economic Co-operation and Development (OECD). An inductive-type analysis has made it possible to identify the social categories targeted in the standards, the vision of school leaders as well as the competencies that are likely to help advance educational and societal goals of equity, inclusion, and social justice. Three contrasting perspectives emerge from this analysis. In Australia, California, and the United States, principals are explicitly encouraged to take action against structures and practices that undermine the educational success and social recognition of minority groups. In British Columbia and New Zealand, statements about social diversity focus more on the transformation of individual practices. Finally, in the standards of England, Texas and Québec, only a few generic statements referring to the differentiated needs of students and their success have been identified. They are instead characterized by a managerial approach oriented toward results that are measurable and cost controlled. In conclusion, a more in-depth analysis of the Québec standards opens the door to a new competency model and recommendations.

Principalship Experiences on Inclusive Education: A Systematic Review

“…The professional aptitude of a principal in an inclusive school comprises assuming personal responsibility, taking calculated risks, exercising autonomy, and sharing complementing expertise (Larochelle-Audet et al, 2019). And this ability is related to the context and purpose.…”

A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad

“…Diversity is an increasingly important area of competence in which school leaders must learn and grow (Ross & Cozzens, 2016). Larochelle-Audet et al (2019) posited that reflective thought on diversity is a primary issue in an education system while further noting that "school principals have a significant leadership position that can support changes in the school environment aimed at implementing and sustaining inclusive practices" (p. 3). According to Richardson et al (2014), "transforming classroom educators into diversity embracing school leaders starts with the leader questioning their own diversity competence by giving them opportunities to examine what it means to be a professional" (pp.…”

Conceptions de la diversité ethnoculturelle dans la formation en enseignement au Québec : un exercice de mise en visibilité des rapports sociaux de race

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