Abstract
This article describes
a pilot study in which a prototype instrument is presented as
a first step toward a reliable and valid tool that facilitates
both the establishment of a visioning strategy and evaluation
of the effectiveness of visioning strategies, existing or new.
A brief historical perspective precedes an examination of the
actual steps that comprise a visioning strategy. Analysis of research
data arising from a pilot study involving the instrument suggests
that school leaders are more likely to be involved in visioning
strategy than parents or students. All stakeholders generally,
and parents, students, and principals specifically, are more likely
to be involved in visioning processes in medium-sized schools.
School leaders will be challenged to consider whether change in
their schools is consistent with vision that has been inclusively
and collaboratively established or if such change reflects centralized,
mandated, top-down processes that are simply implemented by principals.
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2004.
Last revised: May 12, 2004.
Designed by G.H. Buck