Call for Proposals: Special Issue for Canadian Cases

Title: Special Issue for Canadian Cases: Issues and Challenges of Educational Administrators’ Work Intensification.

Edited by: Patricia Briscoe and Catherine Whalen

This special issue journal seeks to better understand the current situation and issues related to the work intensification among educational administrators and generate discussions on insightful solutions through cases.

Purpose: The aim of this Special Issue is similar to the 2013 special issue of Canadian Cases in Educational Administration and Policy edited by Katina Pollock and James Ryan. Their objective was to encourage researchers in the education field to partner with Canadian K-12 school administrators to contribute to the understanding of issues and challenges that they face. As the administrators’ responsibilities and roles have significantly increased in a changing school landscape, this special issue will feature a case approach with a focus on the knowledge and skills deemed necessary to face the demands associated with their workload intensification. More specifically, work intensification is described as extended work hours, increased complexity and volume of work tasks, and an expansion of responsibilities (ATA, 2012; Allan, O’Donnell, & Peetz, 1999; Green, 2004; Pollock, Wang & Hauseman, 2014, 2017 ), combined with a decrease in the time allotted for completing one’s work, increased levels of student diversity, working within bureaucratic organizations, and a high reliance on email and other forms of Information and Communications Technology (ICT) to work remotely (ATA, 2012; Allan et al., 1999; Green, 2004; Pollock, et al., 2017, 2014; Starr & White, 2008); to name a few.

We are seeking to gain an understanding of some of these issues and/or challenges through a case format that will highlight the knowledge and skills administrators require to navigate their workday in an effort to be effective school leaders. Topics may include, but are not limited, to the following:

- mental health and wellness issues related to students, staff and self.

- rising issues of ethnicity, sexual orientation, and religion, among others in schools.

- the mounting policy changes and reforms: how to keep up?

- balancing equity and creating inclusion in increasing diverse school environments.

- increasing accessibility through technology: The 24/7 job.

- securing accountability: the never-ending job.

- high-stakes accountability initiatives, competitiveness and standardized curriculum and test.

- increasing demands to be an instructional leader to increase student achievement.

- the gatekeeper for school budget and generating additional school fundraising.

- overseeing occupational health and safety concerns and issues.

- navigating stronger union presence and pressures.

- dealing with an increased or lack of parental presence in the school.

- the continuous efforts for building relationships and balancing staff needs.

A case provides a written narrative and teaching notes with the aim to prompt rich discussion and inquiry about issues pertinent to educational contexts (Journal of Cases in Educational Leadership, n.d.).

For case examples review the 2013 Pollock and Ryan Special Issue at

https://journalhosting.ucalgary.ca/index.php/cjeap/issue/view/2840

As well, the following are resources that support case writing in education:

Fossey, R. & Crow, G.M. (2011). The elements of a good case. Journal of Cases in Educational Leadership, 14(3), 4-10.

Fossey, R. & Glover, S. (2006). Writing the undisguised case. Journal of Cases in Educational Leadership, 9(1), 1-11.

The objective is that the cases will assist aspiring and current education administrators through initiatives involving program developers, trainers of leaders, school board officials, and intermediaries such as community groups and university instructors. The narratives within the cases are intended to assist with understanding school administration in terms of an increasing intensification or work context, development of insightful knowledge and new and alternative practices leading to finding solutions and possibilities to the current problem of increasing work intensification.

Our long-term goal is to make this special journal issue as a collection of cases that highlights current issues and challenges of educational leadership by continuing as an annual or bi-annual special issue in the Canadian Journal of Educational Administration and Policy (CJEAP).

Call for Papers: The journal (CJEAP) editors are requesting case studies in both English and French that raise important questions and promote debates on issues and challenges about the increasing work intensification among all school administrators. The journal content can be used in administrator preparation and support programs for current and potential Canadian school administrators. Manuscript submissions must consist of two parts: the case and the teaching notes. The description of the case should be between 1500 – 2500 words, while the teaching notes should be approximately 2000 words.

Submitted Manuscripts should include the following:

A title;

An abstract of not more than 100 words;

A clearly written description of the case that includes: (a) a relevant contemporary issue; (b) a practical and realistic problem; (c) a sense of the context for the issue or problem; (d) the potential to help practicing and prospective administrators with their work; and, (e) the potential to stimulate discussion (1500 to 2500 words);

Overall the case narrative should develop the four elements of a good case (1) context; (2) complexity; (3) ambiguity; and (4) relevance (Fossey & Crow, 2011).

Teaching notes (Up to 2000 words) that include (a) how the material might be used in professional preparation programs for administrators; (b) a connection between theory and practice; and, (c) teaching approaches that encourage students to generate questions and pursue new knowledge;

References and;

The submission must follow APA 6th Edition as per American Psychological Association (2009) Publication manual (6th ed., 2nd printing).

Please note: Nothing should appear in the case study that could form a basis of a defamation law suit or that might gratuitously embarrass an individual or an institution. As well, if interviews or other forms of data collection involving human participants are used in the case, the study must have the ethical approval from the school board/university.

SUBMISSION PROCESS:

1. Submit a 250-word abstract describing the proposed case by June 30, 2018. Each case will require pre-approval, but does not guarantee manuscript acceptance. Submitting for preapproval will receive an initial response from the editors within two weeks.

2. Full manuscripts must be submitted no later than August 31, 2018.

3. Cases should be submitted in Microsoft word as an e-mail attachment to Patricia Briscoe at pbriscoe@niagara.edu or Catherine Whalen at catherine.whalen@unbc.ca (“CJEAP Case Studies” in the subject line). For further information or clarification, please email either of the editors.

4. All manuscripts will be subject to a blind, peer review process.

5. The Canadian Journal of Educational Administration and Policy (CJEAP) is a peer reviewed online journal based out of the Department of Educational Administration at the University of Saskatchewan. It is the official journal of the Canadian Association for the Study of Educational Administration (CASEA) and offers both French and English publication opportunities. All work - submission, review, revision and distribution – will be performed via electronic mail. Any case may be reproduced freely, provided that the author and Journal are credited and copies are not sold. As well, CJEAP reserves the right to reject submissions.

References:

Alberta Teachers’ Association. (2012). The new work of teaching: A case study of the worklife of Calgary public teachers. Retrieved from: https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Research/pd-86-23%20New%20Work%20of%20Teach-ing%20-%20Calgary.pdf

Allan, C., O'Donnell, M., & Peetz, D. (1999). More tasks, less secure, working harder: Three dimensions of labour utilisation. Journal of Industrial Relations, 41(4), 519–535.

Green, F. (2004). Work intensification, discretion, and the decline in well-being at work. Eastern Economic Journal, 30(4), 615–625.

Journal of Cases in Educational Leadership (n.d.) Retrieved from https://us.sagepub.com/enus/nam/journal/journal-cases-educational-leadership#aims-and-scope.

Pollock, K., & Wang, F., & Hauseman, D. C. (2017, June). The changing nature of vice principals’ work. Final report for the Ontario Principals’ Council. (54 pp.). Toronto, ON: Ontario Principals’ Council.

Pollock, K., & Wang, F., & Hauseman, D. C. (2014, August). The changing nature of principals’ work. Final report for the Ontario Principals’ Council. (41 pp.). Toronto, ON: Ontario Principals’ Council.

Starr, K., & White, S. (2008). The small rural school principalship: Key challenges and cross-school responses. Journal of Research in Rural Education, 23(5), 1–12