Pub Date : 2022-10-14DOI: 10.1177/10526846221134001
Steven D’Ascoli, Jody S. Piro
Background: Servant leadership is a leadership approach based on universal values and involves an ethical, practical, and meaningful way to live and lead. Servant leadership has been adopted around the world as a follower-centered transformational leadership paradigm focusing on identifying and meeting the needs of others. Purpose: The purpose of this research was to explore servant leadership and the personal growth phenomenon with the context of education. Research Design: This study used an exploratory collective case study which addressed how servant leader principals and superintendents understood and facilitated the personal growth of those they serve. Data Collection: Data were collected from questionnaires and semi-structured interviews and analyzed through inductive and deductive processes. Results: Two findings emerged from the study: 1. to facilitate the growth of others, educational servant-leaders utilized emotional intelligence and; 2. facilitated growth through the principles of a learning organization. Conclusion: Implications of the study suggested that participant servant leaders instituted paradoxical approaches, which leveraged the polarity between individual and group to facilitate the growth of staff as well as their organizations.
{"title":"Educational Servant-Leaders and Personal Growth","authors":"Steven D’Ascoli, Jody S. Piro","doi":"10.1177/10526846221134001","DOIUrl":"https://doi.org/10.1177/10526846221134001","url":null,"abstract":"Background: Servant leadership is a leadership approach based on universal values and involves an ethical, practical, and meaningful way to live and lead. Servant leadership has been adopted around the world as a follower-centered transformational leadership paradigm focusing on identifying and meeting the needs of others. Purpose: The purpose of this research was to explore servant leadership and the personal growth phenomenon with the context of education. Research Design: This study used an exploratory collective case study which addressed how servant leader principals and superintendents understood and facilitated the personal growth of those they serve. Data Collection: Data were collected from questionnaires and semi-structured interviews and analyzed through inductive and deductive processes. Results: Two findings emerged from the study: 1. to facilitate the growth of others, educational servant-leaders utilized emotional intelligence and; 2. facilitated growth through the principles of a learning organization. Conclusion: Implications of the study suggested that participant servant leaders instituted paradoxical approaches, which leveraged the polarity between individual and group to facilitate the growth of staff as well as their organizations.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"18 1","pages":"26 - 49"},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81740983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.1177/10526846221134012
Tanetha Grosland, Cheryl E. Matias
In this essay, we contend that there continues to be a lack of attentiveness in educational leadership and policy to addressing how critical educators emotionally navigate social and political issues generally, and racism particularly—both of which are emotional issues. As such, using brief examples of reflections from critical educators in urban educational leadership, we conduct a theoretical textual analysis of emotions in a time of heightened emotion, using the 2015 Baltimore Uprising as a case. In our critical-humanities-oriented essay, we focus on documenting narratives as large social concerns. Our theoretical treatment of emotion reveals the ways such treatments can be applied to school leadership for the purposes of praxis on critical practice in times of widespread conflict. These concerns include matters of emotional labor in educational sites (as microspaces permeated by racial turmoil unfolding in macrospaces). We foreground how racial (in)justice in educational leadership and policy is inherently an interplay of emotions that is sometimes dichotomous. Our observations mark a radical shift in how critical researchers and stakeholders conceptualize policy and political matters in schools.
{"title":"Racial Justice and the Emotional Dichotomy: Reading Emotion in Critical Educators’ Narratives on Politics and Policy amid Protest","authors":"Tanetha Grosland, Cheryl E. Matias","doi":"10.1177/10526846221134012","DOIUrl":"https://doi.org/10.1177/10526846221134012","url":null,"abstract":"In this essay, we contend that there continues to be a lack of attentiveness in educational leadership and policy to addressing how critical educators emotionally navigate social and political issues generally, and racism particularly—both of which are emotional issues. As such, using brief examples of reflections from critical educators in urban educational leadership, we conduct a theoretical textual analysis of emotions in a time of heightened emotion, using the 2015 Baltimore Uprising as a case. In our critical-humanities-oriented essay, we focus on documenting narratives as large social concerns. Our theoretical treatment of emotion reveals the ways such treatments can be applied to school leadership for the purposes of praxis on critical practice in times of widespread conflict. These concerns include matters of emotional labor in educational sites (as microspaces permeated by racial turmoil unfolding in macrospaces). We foreground how racial (in)justice in educational leadership and policy is inherently an interplay of emotions that is sometimes dichotomous. Our observations mark a radical shift in how critical researchers and stakeholders conceptualize policy and political matters in schools.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"195 1","pages":"343 - 354"},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79854885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-13DOI: 10.1177/10526846221133996
Judy S. Cox, C. Mullen
The purpose of this paper is to examine principals’ instructional actions in rural, high-poverty schools and the perceived impact on student achievement. For this qualitative case study, research questions were: What principals’ instructional leadership practices are being demonstrated in rural, high-poverty schools based on the literature and findings? How do these practices impact academic achievement in rural Title 1 schools, as reported by principals, assistant principals (AP), instructional coaches, and teachers? To examine principalship impact on schoolwide student achievement in rural, low-income contexts, an elementary (grades K–5) and middle (grades 6–8) Title I school were enlisted. Following a demographic survey, perspectives on principalship influence were shared via Zoom by 13 participants from the schools: 2 principals, 1 AP, and 2 instructional coaches were interviewed one-on-one, and 8 teachers in focus groups. Principalship practices were analyzed based on perceived influence on student learning outcomes. Seven findings revealed impactful principal practices that align with extant research. The evidence-based strategies that promote instructional leadership and the desired effect on achievement in low-income, rural schools can improve learning outcomes and build capacity for success schoolwide. Stakeholder data indicated direct impact of the principals’ practices on student achievement, which furthers the capacity of principals to make more of a difference on learning. This investigation contributes to knowledge, empowers principals within rural areas to lead in poverty conditions, and concerns the work of schools and principal preparation programs. Vulnerable students gaining from the very best principals and their teams have to offer is a takeaway.
{"title":"Impacting Student Achievement: Principals’ Instructional Leadership Practice in Two Title I Rural Schools","authors":"Judy S. Cox, C. Mullen","doi":"10.1177/10526846221133996","DOIUrl":"https://doi.org/10.1177/10526846221133996","url":null,"abstract":"The purpose of this paper is to examine principals’ instructional actions in rural, high-poverty schools and the perceived impact on student achievement. For this qualitative case study, research questions were: What principals’ instructional leadership practices are being demonstrated in rural, high-poverty schools based on the literature and findings? How do these practices impact academic achievement in rural Title 1 schools, as reported by principals, assistant principals (AP), instructional coaches, and teachers? To examine principalship impact on schoolwide student achievement in rural, low-income contexts, an elementary (grades K–5) and middle (grades 6–8) Title I school were enlisted. Following a demographic survey, perspectives on principalship influence were shared via Zoom by 13 participants from the schools: 2 principals, 1 AP, and 2 instructional coaches were interviewed one-on-one, and 8 teachers in focus groups. Principalship practices were analyzed based on perceived influence on student learning outcomes. Seven findings revealed impactful principal practices that align with extant research. The evidence-based strategies that promote instructional leadership and the desired effect on achievement in low-income, rural schools can improve learning outcomes and build capacity for success schoolwide. Stakeholder data indicated direct impact of the principals’ practices on student achievement, which furthers the capacity of principals to make more of a difference on learning. This investigation contributes to knowledge, empowers principals within rural areas to lead in poverty conditions, and concerns the work of schools and principal preparation programs. Vulnerable students gaining from the very best principals and their teams have to offer is a takeaway.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"2016 1","pages":"3 - 25"},"PeriodicalIF":0.0,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86376405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1177/10526846221093622
Sheryl J. Croft
This research answers the question, “How did pre-Brown African American school leaders lead their schools?” After conducting a metasynthesis on the leadership practices of pre-Brown African American school leaders, I constructed the Pre-Brown African American School Leadership Paradigm (PAASLP) and model. The PAASLP describes a paradigm that bridges a gap between under-researched leadership beliefs, goals, and practices of pre-Brown African American school leaders during segregation and up through desegregation. Aspirational beliefs were grounded in the assertion that through an exemplary education student could develop the skills to move beyond the segregated society and aspire to a different life free from imposed barriers. Resistant beliefs focused on practices designed to prepare students to engage and participate fully in democratic citizenship and to resist the constraints of the society in which they lived. This emergent paradigm offers a basis for African American school leaders’ student-centered leadership as an alternative to contemporary leadership paradigms focused primarily on accountability.
{"title":"Pre-Brown African American School Leadership Paradigm: A Conceptual Model","authors":"Sheryl J. Croft","doi":"10.1177/10526846221093622","DOIUrl":"https://doi.org/10.1177/10526846221093622","url":null,"abstract":"This research answers the question, “How did pre-Brown African American school leaders lead their schools?” After conducting a metasynthesis on the leadership practices of pre-Brown African American school leaders, I constructed the Pre-Brown African American School Leadership Paradigm (PAASLP) and model. The PAASLP describes a paradigm that bridges a gap between under-researched leadership beliefs, goals, and practices of pre-Brown African American school leaders during segregation and up through desegregation. Aspirational beliefs were grounded in the assertion that through an exemplary education student could develop the skills to move beyond the segregated society and aspire to a different life free from imposed barriers. Resistant beliefs focused on practices designed to prepare students to engage and participate fully in democratic citizenship and to resist the constraints of the society in which they lived. This emergent paradigm offers a basis for African American school leaders’ student-centered leadership as an alternative to contemporary leadership paradigms focused primarily on accountability.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"7 1","pages":"636 - 657"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84333071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-14DOI: 10.1177/10526846221095746
Emily R. Crawford, David Aguayo, Fernando Valle
Educators on the U.S.–Mexico border work with students’ intricate lived experiences while striving to provide them with an equitable education. For Latinx immigrant students, school discipline is a significant component of the broader educational experience. Nonconformity to US schooling norms and policies may lead to students being sent to alternative schools. In this paper, we explore how educators in an alternative school in Texas on the U.S.–Mexico border enacted advocacy for students. Our research questions ask (1) what relationships or traits facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? and (2) what policies and structures facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? Research for this paper comes from an embedded case study, focusing on one principal and six other educators in one K-12 borderland alternative school in Texas. Culturally responsive school leadership (CRSL) practice frames the work conceptually. Study results reveal the principal and her staff experienced challenges but worked within the realities of the border, utilized critical discretion and courage in response to policy, and strengthened family and community relationships to reduce social and educational barriers for transnational students and families. The study demonstrates that increased professional responsibility among all organizational members is key for the safety, well-being, and inclusion of all students. Schools must develop individual capacity to participate in leadership processes to confront the numerous challenges that limit immigrant students’ equal educational access.
{"title":"Culturally Responsive Leadership for Latinx Immigrant Students: Advocacy in a U.S.–Mexico Border Alternative School","authors":"Emily R. Crawford, David Aguayo, Fernando Valle","doi":"10.1177/10526846221095746","DOIUrl":"https://doi.org/10.1177/10526846221095746","url":null,"abstract":"Educators on the U.S.–Mexico border work with students’ intricate lived experiences while striving to provide them with an equitable education. For Latinx immigrant students, school discipline is a significant component of the broader educational experience. Nonconformity to US schooling norms and policies may lead to students being sent to alternative schools. In this paper, we explore how educators in an alternative school in Texas on the U.S.–Mexico border enacted advocacy for students. Our research questions ask (1) what relationships or traits facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? and (2) what policies and structures facilitate or constrain leaders’ advocacy to assist Latinx immigrant students in obtaining a quality education? Research for this paper comes from an embedded case study, focusing on one principal and six other educators in one K-12 borderland alternative school in Texas. Culturally responsive school leadership (CRSL) practice frames the work conceptually. Study results reveal the principal and her staff experienced challenges but worked within the realities of the border, utilized critical discretion and courage in response to policy, and strengthened family and community relationships to reduce social and educational barriers for transnational students and families. The study demonstrates that increased professional responsibility among all organizational members is key for the safety, well-being, and inclusion of all students. Schools must develop individual capacity to participate in leadership processes to confront the numerous challenges that limit immigrant students’ equal educational access.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"49 1","pages":"586 - 611"},"PeriodicalIF":0.0,"publicationDate":"2022-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86741960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-12DOI: 10.1177/10526846221095753
D. J. Royer, W. Oakes, A. Briesch, Sandra M. Chafouleas, K. Lane, M. Buckman, R. Sherod, E. A. Common
In this qualitative study we sought to understand the experiences of K-12 school personnel serving on Comprehensive, Integrated, Three-Tiered (Ci3T) leadership teams. We conducted 22 semi-structured interviews and five focus groups across three states and five school districts to determine team members’ perceptions regarding facilitators and barriers to Ci3T implementation. We determined from common themes three priority areas for continued professional learning to support Ci3T implementation: (a) Ci3T onboarding and training for new team members, (b) communicating the vision of Ci3T to foster buy-in across stakeholders, and (c) providing Ci3T professional learning to faculty and staff. We discussed findings in terms of possible benefits to school leadership teams working within integrated tiered models and how results of this study may inform the creation of learning modules to support district and Ci3T leadership team members. We discuss limitations with future directions.
{"title":"Ci3T Leadership Team Members’ Perceived Facilitators and Barriers to Implementation","authors":"D. J. Royer, W. Oakes, A. Briesch, Sandra M. Chafouleas, K. Lane, M. Buckman, R. Sherod, E. A. Common","doi":"10.1177/10526846221095753","DOIUrl":"https://doi.org/10.1177/10526846221095753","url":null,"abstract":"In this qualitative study we sought to understand the experiences of K-12 school personnel serving on Comprehensive, Integrated, Three-Tiered (Ci3T) leadership teams. We conducted 22 semi-structured interviews and five focus groups across three states and five school districts to determine team members’ perceptions regarding facilitators and barriers to Ci3T implementation. We determined from common themes three priority areas for continued professional learning to support Ci3T implementation: (a) Ci3T onboarding and training for new team members, (b) communicating the vision of Ci3T to foster buy-in across stakeholders, and (c) providing Ci3T professional learning to faculty and staff. We discussed findings in terms of possible benefits to school leadership teams working within integrated tiered models and how results of this study may inform the creation of learning modules to support district and Ci3T leadership team members. We discuss limitations with future directions.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"112 1","pages":"612 - 635"},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79617196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-25DOI: 10.1177/10526846221095752
Vidya Shah, N. Aoudeh, Gisele Cuglievan-Mindreau, J. Flessa
This counternarrative study positions two distinct bodies of literature in conversation: mid-level district leadership in the literature on educational change and anti-racist approaches to leadership framed through Critical Race Theory and Critical Whiteness Studies. Interviews with twelve, mid-level district leaders committed to anti-racism in Ontario, Canada, reveal fundamental differences in leaders’ knowledges and capacities compared to those identified in the literature on educational change and promoted in the corresponding leadership frameworks in Ontario. In centering power, racialization, and whiteness as a logic of oppression, anti-racist approaches to leadership fundamentally reconstitute conceptions and enactments of leadership. Findings speak to the importance of knowledge(s) about race and racialization, racism and intersecting oppressions, and how whiteness subverts anti-racist efforts. Findings also speak to developing capacities such as: visioning that both owns historical injustices and imagines future possibilities; organizing and collectivizing as a means of power sharing and decentering the individual leader; facilitating difficult learning in the face of racist resistance and multiple frameworks; securing accountability for rights by building informal accountability structures while advocating for formal ones; aligning resources and creating structures in support of students from historically oppressed communities; and, sustaining the self in the face of the impending harm in doing this work. With a focus on whiteness, this study invites scholars and practitioners to turn the gaze upward and consider what might need to be undone and unlearned from multiple and intersecting systems of oppression, what the authors refer to as unleading.
{"title":"Subverting Whiteness and Amplifying Anti-Racisms: Mid-Level District Leadership for Racial Justice","authors":"Vidya Shah, N. Aoudeh, Gisele Cuglievan-Mindreau, J. Flessa","doi":"10.1177/10526846221095752","DOIUrl":"https://doi.org/10.1177/10526846221095752","url":null,"abstract":"This counternarrative study positions two distinct bodies of literature in conversation: mid-level district leadership in the literature on educational change and anti-racist approaches to leadership framed through Critical Race Theory and Critical Whiteness Studies. Interviews with twelve, mid-level district leaders committed to anti-racism in Ontario, Canada, reveal fundamental differences in leaders’ knowledges and capacities compared to those identified in the literature on educational change and promoted in the corresponding leadership frameworks in Ontario. In centering power, racialization, and whiteness as a logic of oppression, anti-racist approaches to leadership fundamentally reconstitute conceptions and enactments of leadership. Findings speak to the importance of knowledge(s) about race and racialization, racism and intersecting oppressions, and how whiteness subverts anti-racist efforts. Findings also speak to developing capacities such as: visioning that both owns historical injustices and imagines future possibilities; organizing and collectivizing as a means of power sharing and decentering the individual leader; facilitating difficult learning in the face of racist resistance and multiple frameworks; securing accountability for rights by building informal accountability structures while advocating for formal ones; aligning resources and creating structures in support of students from historically oppressed communities; and, sustaining the self in the face of the impending harm in doing this work. With a focus on whiteness, this study invites scholars and practitioners to turn the gaze upward and consider what might need to be undone and unlearned from multiple and intersecting systems of oppression, what the authors refer to as unleading.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"61 1","pages":"456 - 487"},"PeriodicalIF":0.0,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84238843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.1177/10526846211067650
J. Choi, A. Mccart, Dawnielle Miller, W. Sailor
Tiered instructional supports are on a steep growth trajectory in the US and getting underway internationally as a means to providing equitable education to all student groups. In the US, the Department of Education funded the expansion of multi-tiered system of support (MTSS) through school and personnel improvement grants to states. This retrospective article examines the history of MTSS and California’s significant investment to scale up the practice statewide, with an eye to identifying key issues that are likely to surface in other such ambitious state efforts. We examine the infrastructure support methodology to develop local capacity to support school-level implementation with measured fidelity. We present some preliminary results from a small sample comparison study that demonstrate students’ academic achievement increased when the California MTSS efforts resulted in implementation with adequate fidelity. These findings suggest long-term replication of this initiative will mirror other student-level impact studies showing positive gains on measures of academic progress, in this case, English Language Arts and Math.
{"title":"Issues in Statewide Scale up of a Multi-Tiered System of Support","authors":"J. Choi, A. Mccart, Dawnielle Miller, W. Sailor","doi":"10.1177/10526846211067650","DOIUrl":"https://doi.org/10.1177/10526846211067650","url":null,"abstract":"Tiered instructional supports are on a steep growth trajectory in the US and getting underway internationally as a means to providing equitable education to all student groups. In the US, the Department of Education funded the expansion of multi-tiered system of support (MTSS) through school and personnel improvement grants to states. This retrospective article examines the history of MTSS and California’s significant investment to scale up the practice statewide, with an eye to identifying key issues that are likely to surface in other such ambitious state efforts. We examine the infrastructure support methodology to develop local capacity to support school-level implementation with measured fidelity. We present some preliminary results from a small sample comparison study that demonstrate students’ academic achievement increased when the California MTSS efforts resulted in implementation with adequate fidelity. These findings suggest long-term replication of this initiative will mirror other student-level impact studies showing positive gains on measures of academic progress, in this case, English Language Arts and Math.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"40 1","pages":"514 - 536"},"PeriodicalIF":0.0,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82316707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.1177/10526846211067641
Eliana Bros, Chen Schechter
Purpose It has been suggested that coherency between primary stakeholders involved in an educational reform is a key determinant of its success. The “Meaningful Learning Reform” is defined as an open reform, serving as a bottom-up solution to promote school autonomy. This reform allows school leaders to exercise considerable discretion regarding the broad policy’s goals of reaching 21st century learning skills in public schools. The purpose of this study is to examine the variations in perceptions of policy makers and principals while implementing this generally outlined “Meaningful Learning Reform.” Methodology In this qualitative phenomenological study, interviews were conducted with principals (N = 30), that were involved in the implementation of the reform examined, and policy makers (N = 2) that served as national initiators of the reform. Findings The data analysis of the stakeholders conveys the coherency of interpretations in three main themes: (a) misalignments in the nature of reform’s meaning—including differences in the perceptions of the name given to the reform, the reform’s purpose, and its foundation tenets; (b) contradictions regarding the authority leading the reform—various outlooks regarding the direction of the leading authority; and (c) difficulties in the process of implementation—including initiation and implementation phases of the reform. Originality/Value The exploration of the variations of interpretations between policy makers and principals contributes to a deeper understanding of coherency in the educational context. The data provides new insights regarding the dynamics between top-down and bottom-up leadership while implementing a generally outlined pedagogical reform.
{"title":"The Coherence Challenge Between Policy Makers and School Leaders: Exploring a National Pedagogical Reform","authors":"Eliana Bros, Chen Schechter","doi":"10.1177/10526846211067641","DOIUrl":"https://doi.org/10.1177/10526846211067641","url":null,"abstract":"Purpose It has been suggested that coherency between primary stakeholders involved in an educational reform is a key determinant of its success. The “Meaningful Learning Reform” is defined as an open reform, serving as a bottom-up solution to promote school autonomy. This reform allows school leaders to exercise considerable discretion regarding the broad policy’s goals of reaching 21st century learning skills in public schools. The purpose of this study is to examine the variations in perceptions of policy makers and principals while implementing this generally outlined “Meaningful Learning Reform.” Methodology In this qualitative phenomenological study, interviews were conducted with principals (N = 30), that were involved in the implementation of the reform examined, and policy makers (N = 2) that served as national initiators of the reform. Findings The data analysis of the stakeholders conveys the coherency of interpretations in three main themes: (a) misalignments in the nature of reform’s meaning—including differences in the perceptions of the name given to the reform, the reform’s purpose, and its foundation tenets; (b) contradictions regarding the authority leading the reform—various outlooks regarding the direction of the leading authority; and (c) difficulties in the process of implementation—including initiation and implementation phases of the reform. Originality/Value The exploration of the variations of interpretations between policy makers and principals contributes to a deeper understanding of coherency in the educational context. The data provides new insights regarding the dynamics between top-down and bottom-up leadership while implementing a generally outlined pedagogical reform.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1 1","pages":"488 - 513"},"PeriodicalIF":0.0,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89280484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-22DOI: 10.1177/10526846211067636
Miguel M. Gonzales, Maria B. Roberts
Although the position of the assistant principal is crucial in providing experiences necessary to become an effective school leader, the research on the leadership development of the assistant principal has been largely understudied. This study examines the skills, characteristics, and leadership development of assistant principals within an innovative school structure, “franchise model schools.” This model consists of a successful flagship school principal who is given the charge to simultaneously lead nearby schools while attempting to replicate proven practices, procedures, and structures of the successful flagship school on these added “franchise” schools. Participants of this study included 14 assistant principals, three principals, and the deputy superintendent who oversaw the franchise model schools. Findings revealed three essential characteristics or skills needed by franchise model assistant principals to be successful in their roles: (1) communication of the franchise model vision; (2) collaboration among franchise campuses; and (3) autonomy development. The franchise school model expanded the roles and responsibilities of assistant principals to the level of principal. Assistant principals perceived the model as a more effective way to prepare them for the principalship than traditional methods or career paths. The model provides assistant principals the opportunity to engage in authentic responsibilities of leading a school, possibly decreasing the traditional trajectory of serving as an assistant principal for various years before being considered for a principalship. Because the impact on leadership development is so comprehensive, the “franchise schools” may serve as a model to prepare aspiring school administrators and assistant principals to become principals.
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