Dr Michelle Prytula

Associate Professor
(BCom, BEd, MEd, PhD)
→ on leave as Dean, College of Education

  • Organizational Theory
  • Finance
  • Contexts of Educational Administration

PrytulaDr Prytula is Associate Professor in the Department of Educational Administration. Prior to becoming a faculty member, Prytula worked for 15 years as a teacher, vice-principal, and principal in the Greater Saskatoon Catholic School Division. Prytula is an internationally recognized and award-winning researcher in professional teacher learning. In addition to her contributions to pre-service and graduate student teaching, mentorship, and supervision (for which her students have received National awards for their contributions to the study of Educational Administration and Teacher Leadership), Dr Prytula has served the College of Education as Associate Dean of Undergraduate Programs, Research, and Partnerships.  She now serves as Dean of the College of Education at the University of Saskatchewan.

Undergraduate Teaching

  • EADM 422 - Leading Organizations: An Introduction to Leadership Theory and Practice
  • EDUC 303 - Education in Society: Structures and Systems

Graduate Teaching

  • EADM 811 - History and Development of Organizational Theory
  • EADM 812 - Educational Finance
  • EADM 816 - Instructional Leadership for the Enhancement of Teaching
  • EADM 884 - Policy Making in Education:  A Critical Perspective

Graduate Supervision (Theses and Dissertations Completed)

  • Dollansky, T. (2014). Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools. [PhD] Department of Educational Administration, University of Saskatchewan.
  • Ingleton, T. (2014). Appreciative Voices on Leadership and Leadership Development[PhD] Department of Educational Administration, University of Saskatchewan.
  • Mamer, V. (2012). Generation Y Interns' Experiences with, and Perceptions of, Collaboration in Educational Settings. [MEd] Department of Educational Administration, University of Saskatchewan.
  • Neumann-Boxer, C. (2012). Dialogue in Educational Organizations: An Exploratory Study of Dialogue and Shared Vision. [PhD] Department of Educational Administration, University of Saskatchewan.
  • Weiman, K. (2012). Selected Teachers' Experiences in a High School Professional Learning Community. [MEd] Department of Educational Administration, University of Saskatchewan — National Canadian Association for Teacher Education (CATE) Master's Thesis Award Recipient.
  • Norris, C. (2011). Living within Reform: A Phenomenological Study of the Lived Experience of Teacher Leaders in High Schools. [MEd] Department of Educational Administration, University of Saskatchewan — National Canadian Association for the Study of Educational Administration (CASEA) Haughey Master's Thesis Award Recipient.

Selected Publications

  • Hellsten, L.M., Preston, J.P., Prytula, M., Jeancart, D.P. (2014). Exploring the Experiences of a Small Group of Saskatchewan Neophyte Aboriginal Teachers. InEducation. (19,2) 2-14.
  • Hajnal, V., Prytula, M., Cottrell, M. (2013). Enhancing equity for aboriginal peoples: Adult basic education on-reserve. Practice and Theory in Systems of Education, (8,2), 113-120.
  • Prytula, M., Noonan, B., & Hellsten, L. (2013). Toward instructional leadership: Principals’ perceptions of large-scale assessment in schools. Canadian Journal of Educational Administration and Policy. (140), 1-30.
  • Ogenchuk, M.J., Hellsten, L.M., Prytula, M. (2013). Gender differences in alcohol prevention programming. Journal of Case Studies in Education. (3), 1-12.
  • Hellsten, L. M., Noonan, B., Preston, J. P., & Prytula, M. (2013). Principals’ perceptions of assessment leadership: A study of the assessment practices of school principals in Saskatchewan (Canada). International Studies in Educational Administration, 40(3).
  • Mamer, V. & Prytula, M. (2012). An Excerpt from a Study on Generation Y Interns’ Experiences With, and Perceptions of Collaboration. SSBL Journal (8), 4-5.
  • Prytula, M. (2012). Teacher Metacognition within the Professional Learning Community. International Education Studies. (5,4) 112-121.
  • Prytula, M. & Ferguson, L. (2011). Becoming: The Role of Mentorship in Integration of Newcomers into Communities of Practice. In E. Ralph & K. Walker (Eds.) Mentorship in the Professions. Calgary, AB: Temeron/Detselig.
  • Key, G. & Prytula, M. (2011). Learning from Manitoba’s Funding Model for Saskatchewan. SSBL Journal. (7), 2-3.
  • Prytula, M. & Weiman, K. (2011). Collaborative professional development: An examination of changes in teacher identity through the professional learning community model. Journal of Case Studies in Education. (3) 1-18.
  • Hellsten, L.M., McIntyre, L. J., & Prytula, M. (2011). Teaching in Rural Saskatchewan: First Year Teachers Identify Challenges and Make Recommendations. Rural Educator. (32,3).
  • Hellsten, L.M. & Prytula, M. (2011). Why teaching? Motivations Influencing Beginning Teachers’ Choice of Profession and Teaching Practice. Research in Higher Education Journal. (13) 1-19.
  • Hellsten, L. M. & Prytula, M. (2011). Supports and Resources Beginning Teachers Find Valuable, STF Bulletin, September 19, 2011.
  • Prytula, M. & Weiman, K. (2011). The Professional Learning Community and its Impact on Teacher Identity. SSBL Journal. (6), 6-7.
  • Prytula, M. (2011). Understanding How Teachers Learn: An Integral Component of Instructional Leadership. SSBL Journal. (5), 4-5.
  • Prytula, M. (2010). Distributed Leadership: Indulging in PLCs. SSBL Journal. (4), 2-3.
  • Prytula, M., Hellsten, L.M., & McIntyre, L. J. (2010). Perceptions of Teacher Planning Time: An Epistemological Challenge. Current Issues in Education. (13, 4) 1-30.
  • Hellsten, L.M., Prytula, M., Ebanks, A., & Lai, H. (2009). Teacher Induction: Exploring Beginning Teacher Mentorship. Canadian Journal of Education. (32, 4) 703-733.

Selected International Presentations

  • Prytula, M., Cottrell, M., & Hajnal, V. (April, 2013). On-Reserve Adult Basic Education: Hope for the Future. Paper presented at the American Educational Research Association, San Francisco, CA. April 29, 2013.
  • Hellsten, L. M., Preston, J. P., & Prytula, M. (April, 2013). Experiences of neophyte Aboriginal teachers. Paper presented at the American Educational Research Association, San Francisco, CA. April 30, 2013.
  • Hellsten, L. & Prytula, M. (2012). The initial development and content validation of an instrument designed to assess teacher identity. Paper presented at the Hawaii International Conference of Education, Honolulu, HI. January 5-8.
  • Prytula, M. & Hellsten, L. M. (2011). Examining the development of teacher identity through cohort induction models: Early data. Presentation at the 2011 CLUTE International Conference on Education, Las Vegas, NV, October 10-12, 2011.
  • McIntyre, L. J., Hellsten, L. M. & Prytula, M. (2011). Prepared or not prepared? Exploring beginning teachers’ experiences with students with diverse needs. Hawaii International Conference on Education, Honolulu, HI.
  • Hellsten, L.A., McIntyre, L. & Prytula, M. (2011). Exploring the Characteristics of Pedagogical Lurkers. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 340-343). Chesapeake, VA: AACE.
  • Prytula, M. (2010).The Role of Success in a Study of Teacher Metacognition within the Professional Learning Community. Hawaii International Conference on Education, Honolulu, HI, January 9, 2010.



Dr Michelle Prytula
Department of Educational Administration
University of Saskatchewan
28 Campus Drive
Saskatoon, SK S7N 0X1, Canada

michelle.prytula (a) usask.ca
tel. +1 (306) 966-6880
fax +1 (306) 966-7549