Victoria (Tory) Handford
Dr. Victoria (Tory) Handford
Position: Associate Professor
Affiliation: Master of Education
Phone: 250 852 6353
program development: http://barabus.tru.ca/elp/leadership.html
standards of practice
Research InterestsMy research interests are very related to my interests. How these are enacted are as follows:
I am currently developing a book with a colleague from the University of Toronto on senior school district leadership. This book considers the research done in two provinces and a variety of other areas. It is our hope that this will be in draft by 2020.
I am the co-editor of two books (one published, one in press) on the experience of tenure-track faculty members in Faculties of Education in Canada. These books, collectively, begin a longitudinal data set of autoethnographic chapters written by authors from faculties of education across Canada. We hope to maintain these authors for at least one more book. This will create a meaningful longitudinal view of faculty experiences.
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 interested in leadership in higher education, and have done some pilot studies in this area. It is a beginning interest.
I am currently supervising four Master's theses and five Master's projects. I enjoy supervision, and am proud of the progress these graduate students make as they work on their research.
EducationDoctor 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
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
PublicationsHandford, V., & Leithwood, K. (2019). School districts' contributions to students' Math and Language achievement. International Journal of Education Policy & Leadership, 14(9), 1-21. Handford, V., & Li, H. (2019). School agents benefit both Canada and China. The Conversation. Handford, V. (2018). Should you trust your boss? Your lover? Here's how to measure it. The Conversation. Timothy Sibbald and Victoria Handford (eds)(under review). Beyond the academic gateway: Looking back on the tenure-track journey. UOttawaPress. Handford, V. (under review) The final hours In Sibbald, Handford (eds)(under review). Beyond the academic gateway: Looking back on the tenure-track journey. UOttawaPress. Sibbald, T., & Handford, V.(eds)(2017). The academic gateway: Understanding the journey to tenure. Ottawa: University of Ottawa Press. Handford, V.(2017). From there to here. Chapter in Sibbald, T., & Handford V. (eds), The academic gateway: Understanding the journey to tenure, (pp. 203-215). Ottawa: University of Ottawa Press. Sibbald, T., & Handford, V. (2017). Is there a metric to evaluate tenure? Academic Matters, Fall, 9-13. Dennisova, P., & Handford, V. (2017). Major hindrances on the road to work/life balance. Winter. Canadian Association of Principals, Denisova, P. & Handford, V. (2017). Major hindrances on the road to work/life balance. Winter. Canadian Association of Principals, http://marketzone.ca/ebooks/CAP/2017/CAP_T0117_EMAG/ html5forpc.html?page=28&bbv=0&pcode= Churchley, J., Handford, V., Neufeld, P., & Purvey, D. (2017). Mapping principal preparation programs in British Columbia. Journal of Humanities and Education, 3(6), 110-128. 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, 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 HistoryWaterloo 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 TaughtInvited 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:
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 student supervision:
Liu, Y. (in development). Factors that influence trust building between instructors and students in higher education.
Mao, W. (in development). A comparison of parental values in relation to play with parents of young children in China and Canada.
Josephson, B. (in development). Teacher performance appraisal: Using action oriented research as the device.
Matthie, S. (in development). Parents' perceptions of their role in student education.
Zamzami, S. (2018). Learning environment and education leadership: A comparative study that includes British Columbia, Canada and Saudi Arabia.
Khalid, S. (2018). An ethnographic study of school administrators in the Kingdom of Saudi Arabia and British Columbia, Canada: The impact of educational policies on educational leadership within two cultural contexts.
Ansah, O. (2017). What works for black students to complete High school? A case of Ghanaian Canadian youths living in Toronto.
Serl, B. (2017).School Administrators and Conflict Management: Which paradigms and techniques do they employ and how do they employ them?
Kattenah, H. (2016). Glocalization and International Student Retention in Higher Education.
Yahia, L. (2016). Voices of Racialized and Indigenous Leaders in Canadian Universities
Denisova, P. (2016). Factors affecting school leaders' resilience. (Governor General's Award for Outstanding Thesis, TRU Gold Medal winner).
Undergraduate Courses Taught:
History and Philosophy of Education
Theoretical Frameworks of Education
Graduate Courses Taught
Change and Change Theory
Professional Qualifications Programs Taught:
Principal Qualification Program, Parts 1, 11, and combined
Professional AffiliationsAmerican Educators Research Association
Ontario Principals Council
Second Vice-President, Canadian Association for the Study of Educational Administration (CASEA)
|Office Hours||Tuesday||9:00 AM||10:30 AM|
|Office Hours||Wednesday||3:30 PM||5:00 PM|