the man in the principal's office: an ethnography
DESCRIPTION
Class Presentation Chapter 2-4TRANSCRIPT
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Erica Allison CoutoShellie DeloyerLisa FurlotteMelissa KingstonEugene LeeZhoufei LiBlair Springate
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1. Major Themes
2. An Ethnography of Who/What
3. Connections to the Community
4. Educational Avenues
5. Academic Controversy
6. Final Thoughts & Questions
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Chapter 2
A day in the life of Ed Bell
Chapter 3
Perceptions of Ed Bell:
-Personally
-Professionally
How typical is Ed Bell compared to other Principal’s?
Chapter 4
Great detail about Taft Elementary
-Physical Building
-The Staff
-Attendance Area
-The City/School District
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An Ethnography of Who/What?
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Ed Bell as a Typical Principal
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Ed Bell as a Typical Principal, Cont'd
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But How Typical is He?
He is a man of integrity and has belief in his role
He’s not a “yes-man”
He has a greater degree of autonomy
-(pg. 2)
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Strange in the familiar and familiar in the strange …
“I consider myself a teacher first, and an administrator second.”
-Another Principal, pg. 33
Ed in the staff room
Ed teaching and reading to the students
Ed and teacher leaving school on personal business
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Time Period & Setting
The ethnography (and Ed's actions) are shaped by the time period and setting of the observations.
How would this ethnography be different if written about an Ontario Principal/school, and in modern times? What would remain the same? What would be different?
The more things change, the more they remain the same ...
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Ed’s Life in his School and Community
Ed is so involved in the school community that he is not totally immersed in one single aspect of what he does
• What exactly is Ed accomplishing?
• Anything at all?
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Perceptions & Participation
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Ed & the School
“…talk is the work, i.e., it consumes most of an administrator’s time and energy”
-Gronn, pg. 61
“The school principal is a drifter moving in and out of different directions locations and areas and in and out of relationships and encounters” (pg. 78)
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Traditional vs non-traditional
Formal vs informal
Formal does not always equal traditional
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Ed Bell
Experienced a number of education
Methods during his formative years:• Rural school• Urban school
• Life/work on the farm• Baptist College
• Evening/correspondence classes• M.A. in Educational Administration
• “Professional Growth” policy
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Comparison - Education
Ed
Mixed – formal, informal, traditional,
non-traditional
Taft School
Formal / traditional
Suburban setting
School board
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Comparison - Environment
Ed
Rural beginnings New(er) to
West Coast New(er) to
Urban area
Taft School
New school, in a new suburb,
(expanding urban centre)
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Comparison – Administrative Style
Ed
Education: university training:
on-job
Mentored/sponsored
Taft School
Style is somewhat informal
Mentor/sponsor
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Be it resolved, should principals live and work in the same school community?
“A’s”- Yes; positive impact
“B’s” - No; little or no impact
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Ed Bell's diverse educational background makes him a better school principal
Vs
His lesser experience within the formal and traditional school system(s) does not
make him as effective
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What did we learn today?
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‘The Man in the Principal’s Office: An Ethnography’ by Harry F. Wolcott. AltaMira Press, 1973
Gronn, P.C. (1983). Talk as the work: The Complishment of School Administration.Administrative Science Quarterly, 28(1), pp. 1-21
Barlosky, M. (2003). In Search of Leadership Standards: Quest or Quagmire? Some Political and Practical Reflections. Leadership and Policy in Schools, 2 (1). pp. 47-64.