Thompson Rivers University
Thompson Rivers University

Victoria (Tory) Handford

Victoria (Tory) Handford

Victoria (Tory) Handford

Name: Dr. Victoria (Tory) Handford
Position: Assistant Professor
Affiliation: Master of Education
Phone: 250 852 6353
Email: vhandford@tru.ca

Interests

leadership; management
trust
program development: http://barabus.tru.ca/elp/leadership.html
policy
standards of practice

Research Interests

My research interests are very related to my interests. How these are enacted are as follows:

I am currently investigating the role of senior district leadership in British Columbia, and how districts improve valued student outcomes.

http://barabus.tru.ca/elp/leadership.html

I am also part of a research team investigating how principals view their principal preparation programs in British Columbia once they are in the role of school principal.

I also am the editor of a book that is almost! in press, with UOttawaPress, on the experience of tenure-track faculty members in Faculties of Education in Canada.

I am interested in the dimensions of education leadership and administration, particularly in K-12 settings, and the relationships of these to public policy.

I am currently supervising five Master's theses. The authors and titles are listed under Courses Taught.

Education

Doctor of Education, Theory and Policy (Leadership)University of Toronto (OISE)
Master of Education, Theory and Policy, University of Toronto (OISE)
Bachelor of Education, Western University
Master of Music (Therapy), Florida State University
Bachelor of Music, Queen's University

Professional Qualifications:
Supervisory Officers Qualification Program (SOQP)
Principals Qualification Program (PQP)
Special Education Parts 1 and 2
Kodaly Music Education Parts 1 and 2
Primary, Junior, Intermediate Qualifications
Emotional Intelligence for Leaders, trainer

Publications

Handford, V. (2015).What is the importance of critical self-reflection for educational leaders? In D. Griffiths & J. Portelli (Eds.), Key Questions for Education Leaders,(pp.185-189). WordandDeedPress.

Neufeld, P., Purvey, D., Churchley, J., Handford, V. (2015). Mapping principal preparation programs in British Columbia. International Journal for Leadership in Learning, 1:4,

Timothy Sibbald and Victoria Handford (eds)(forthcoming, January 2017). The academic gateway: Understanding the journey to tenure. UOttawaPress.

Handford, V. (forthcoming, January 2017) From there to here. In Sibbald, Handford (eds)(forthcoming January 2017). The academic gateway: Understanding the journey to tenure. UOttawaPress.

Handford, V.& Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51:2, 194-212.

Tory Handford and Ken Leithwood (2013). Why Teacher Trust Their Principals. OPC Register.

Employment History

Waterloo Region DSB (Ontario): School Principal, vice-principal, teacher (JK-8, taught Language Arts, Math, Music, Special Education, Socials)

Ontario Ministry of Education: Education Officer, Leadership and Policy (leadership framework; Ontario leadership policy)

Ontario College of Teachers: Program Officer, Standards of Practice and Accreditation (accreditation of many different Bachelor of Education et al programs and continuing education programs)

sessional instructor @ Niagara University

sessional instructor @ Queen's University

Courses Taught

Invited Lectures:
Keynote.The New Landscape of Educational Leadership, Parts 1 and 2 (October 2015).
Beijing Municipal Education Commission: Leadership and Learning Institute,Beijing, China.
Keynote. Leaders and Change Agents: Educational Change Theories and Processes, Parts 1 and 2 (October, 2015). Beijing Municipal Education Commission: Leadership and Learning Institute, Beijing, China.
Keynote. Transformational Leadership, Parts 1 and 2 (October 2015). Beijing Municipal Education Commission: Leadership and Learning Institute, Beijing, China.
Keynote. Principal Leadership Styles and Roles, Parts 1 and 2 (October, 2015). Beijing Municipal Education Commission: Leadership and Learning Institute, Beijing, China.
Keynote. Emotional Intelligence and Leadership (May, 2015). School Districts 73 and 74, British Columbia

TRU, Graduate courses:
Leadership Practicum
Educational Management
Understanding and Managing Conflict
Diversity: Constructing Social Realities
Philosophy and History of Education
Cutting Edge Research in Leading and Learning (Bandura, Kahneman, Hattie)

Several independent studies or projects

Master's thesis students:
Kattenah, H. (Spring, 2016 anticipated). Glocalization and International Student Retention in Higher Education.
Yahia, L. (Spring, 2016, anticipated. Voices of Racialized and Indigenous Leaders in Canadian Universities
Serl, B. (Spring, 2016, anticipated).School Administrators and Conflict Management:
Which paradigms and techniques do they employ and how do they employ them?
Denisova, P. (Spring, 2016, anticipated). Factors affecting school leaders' resilience.
Ansah, O. What works for black students to complete High school? A case of Ghanaian Canadian youths living in Toronto.

Undergraduate Courses Taught:
History and Philosophy of Education
Theoretical Frameworks of Education

Graduate Courses Taught
Niagara University:
Managing Conflict
Change and Change Theory
Capstone Leadership

Professional Qualifications Programs Taught:
Queen's University:
Professional Qualification
Principal Qualification Program, Parts 1, 11, and combined

Professional Affiliations

American Educators Research Association
Ontario Principals Council
Second Vice-President, Canadian Association for the Study of Educational Administration (CASEA)

Timetable

Description Day Start End
Office Hours Tuesday 9:00 AM 10:30 AM
Office Hours Wednesday 3:30 PM 5:00 PM
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