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Student achievement is positively correlated to effective principal leadership (Marzano et al., 2005). Data suggests school improvement efforts need three to five years to be fully implemented and for the impact to be realized (Beckett, 2018). The most recent principal turnover data in Texas indicates a turnover rate of 52.2% within a three-year period and 71.3% within a five-year period (Fuller, 2008). The turnover rate at Title I schools is higher than nonTitle I schools (Grissom & Bartanen, 2018). There is evidence and research around why principals leave (Baker et al., 2010; Battle & Gruber, 2010; Beckett, 2018), but little to no evidence surrounding those who stay five or more years. This qualitative study explores the reasons or factors principals of Title I public schools in Texas continued to lead their schools for five or more years. In this phenomenological study, ten principals of schools grades five or higher were interviewed to understand the phenomenon of longevity in a role with a high turn-over rate in Texas and nationally. Data from these interviews were coded and analyzed. The findings were reported with conclusions drawn about the reasons discovered. This study hopes to provide public school district leadership a clearer understanding of why some leaders of schools designated as Title I persist for five or more years.
The purpose of this study was to explore the perceptions and experiences of three Texas high school principals regarding their first-year of leadership involving Career and Technical Education (CTE) programs. A narrative non-fiction methodology was used to present the participants' stories and perceptions of their lived experiences. The three participants, principals who began their head high school principalship between 2008 and 2011, were selected from the Texas Region IV and VII Education Service Center areas using snowball sampling. Data were collected through interviews, tape recordings, observations, documents, field notes, journaling, and transcription. The participants' stories were constructed using narrative analysis and a paradigmatic analysis complemented and strengthened the study by illuminating common themes among all participants' stories. Four salient factors emerged from the analysis of narratives: developing human resources, lacking knowledge, feeling overwhelmed, and playing politics. The findings of this study also suggest first-year principals must have general principal leadership knowledge as well as knowledge specific to CTE leadership in order to fulfill the immediate responsibilities encountered upon entering a high school principalship.
Vol. 1-32 includes List of members.
LEADING SCHOOL TURNAROUND Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success. Based on research conducted in the United States, Canada, and England, Leading School Turnaround addresses in three parts the dynamic context of the turnaround environment, what turnaround leaders do, and the incredible challenges of moving from turnaround to "stay around." Filled with illustrative examples, the book outlines the best practices and behaviors successful turnaround leaders exercise. The authors include detailed information for applying the four main categories of turnaround leadership: direction setting, developing people, redesigning the school, and managing the instructional program. This important resource can help any school leader get their school back on the track to academic success.
Other than the superintendent and the district's athletic director, there is no position more visible than the high school principal. Although there is a significant amount of research and information regarding the roles and challenges of principals collectively, there is not as much specific to high school principals. With the role of the high school principal including increased expectations to adhere to all federal, state, and local mandates and requirements, while providing a quality instructional program where student learning occurs daily in a safe and secure environment, a study that focuses specifically on perceptions of high school principals is warranted. As schools face challenges involving urban issues, migrant students, divisions based on race/ethnicity and class, homelessness, drugs, violence, and more, this study will be an important first step in focusing specifically on the perceptions of the roles and challenges of high school principals. The purpose of this study was to explore current perceptions of high school principals regarding their perceived roles, the challenges they face, and their recommendations for professional development for those who aspire to be high school principals. This study was developed as one of qualitative design, exploratory in nature. Qualitative research was used in order to gain a more holistic impression of the perceptions of high school principals of their roles and challenges. The study addresses these questions: 1.What are the perceptions of high school principals regarding their roles as the school principal, and how do these perceptions align with what they actually do daily? 2.What do high school principals perceive are their greatest challenges? 3.What do current high school principals recommend as professional development activities or developmental experiences for aspiring high school principals? For this study, 13 high school principals from a mid-sized school district in Texas participated in an in-depth interview process. Those interviews were transcribed and responses were organized and aligned to the research questions. An analysis was then conducted to determine themes emerging from the interviews with high school principals. Results of the analysis were summarized and conclusions drawn. The study concludes with implications for practice and recommendations for further study.
Across the United States, individual states have taken the mandates from No Child Left Behind (NCLB), which originated in 2001 as part of the Reformation Era (Foley & Nelson, 2011), and created improvement structures to support schools in need of improvement. The concern with this process is in the description of how the school improvement structures are developed and presented to schools. The clear message is that principals are to implement these structures regardless of how they feel about their worth. Miller-Williams and Kritsonis (2009) challenged this when they reported, "Leaders perform a valuable service when they discern that a venerated system or process has outlived its usefulness, or that it is operating as originally designed but against the organization's overall purpose" (p.2). The purpose of this phenomenological study was to describe the lived experiences of principals participating in one such school improvement structure mandated in Texas, the Texas Accountability Intervention System (TAIS). Included in this description of their experiences with the phenomena of TAIS, is their perception of how their feedback is used to inform this system at the State level. This study focused on answering the following research questions: What are the lived experiences of principals connected by, and participating in, the phenomenon of the TAIS process? How do these principals perceive their feedback is utilized to inform adjustments in the TAIS process by the State of Texas? What recommendations for the TAIS process would principals make to the State, given the opportunity? This research applied the theoretical framework of Distributed Leadership Studies (DLS). The DLS framework posits that, "Leadership activity is constituted - defined or constructed - in the interaction of leaders, followers, and their situation in the execution of particular leadership tasks (Spillane, Halverson, & Diamond, 2004, p. 10). The key aspect of the framework is in the interaction of leaders and followers within their situation. While Spillane's work applied the DLS framework to schools specifically, with the principal as the leader and teachers as followers, I argue that this same framework applies to the State level of education. The connection in this research study is made between the DLS framework and the Texas Education Agency as the leader and school leaders as the followers. The DLS perspective shifts the unit of analysis from the individual to a web of leaders, followers, and the situation (Spillane et al., 2004), and the State has the opportunity to use the web of leaders in schools to its advantage. Rather than simply allow state and federal governments to continue to impose their school reform ideas on school districts and schools, this research included interviews with five principals of schools in central and south Texas who completed the TAIS process within the last two years. This provided the opportunity to hear from a group of principals who have lived experiences with the same phenomena, the TAIS process, while in the same role, school Principal. It also provided insight into their perception of how their feedback on the TAIS process, once completed, is used at the State level to further inform the process in the future. The key findings from this research study, in connection to the research questions were: (1) There is an absence of Principal feedback at the State level in regards to the TAIS process and its implementation and (2) Principals have strong and viable recommendations to offer the State that will serve to improve the TAIS process.
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.