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Exiting school improvement: principals' roles in turning schools around for success

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Cindy Annette Corcoran (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Ulrich Reitzug

Abstract: The purpose of this qualitative research study was to examine and describe the instructional practices and behaviors of four elementary school principals who implemented reform measures and practices under the requirements of No Child Left Behind (NCLB) to meet Adequate Yearly Progress (AYP) for two consecutive years in both reading and math. Through a prolonged in-depth interview process, the intent was to closely examine practices, procedures, and perceptions of these leaders in order to provide other school-based administrators in similar situations guidance when carrying out school improvement measures that build the capacity for student achievement. The study found that principals in highly impacted schools that were persistently low performing, exhibit five core practices when working to turn the school around. Principals demonstrate: (a) Extensive and Effective Use of the School Improvement Team; (b) Utilization of Multiple Professional Development Opportunities; (c) Communication through Meaningful Conversations; (d) Developing and Articulating a Vision for the School's Success; and (e) Practicing Strategic Leadership for Second Order Change. While principals should be the instructional leaders in their schools, their ability to be strategic in their planning and organizing the significant changes that must take place is also a necessary skill. Graduate level programs preparing aspiring principals should offer courses that provide real time experiences and opportunities for dialogue with experts to discuss specific issues facing administrators in persistently low performing schools. Furthermore, ongoing professional development specifically designed for principals currently working in highly impacted schools should be provided. Future research should explore the relationship between the principal and assistant principal in highly impacted schools to determine what roles assistant principal should play in successful school turnaround.

Additional Information

Publication
Dissertation
Language: English
Date: 2012
Keywords
Leadership, Principal role, School improvement team, Second order change, Teacher leadership, Vision
Subjects
Educational leadership $z United States $v Case studies
Elementary school principals $z United States $v Case studies
School improvement programs $z United States $v Case studies