Self-portrait of a high school assistant principal as a curriculum leader

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Brenda S. Johnson (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Dale L. Brubaker

Abstract: This autobiographical case study of a secondary school assistant principal who serves as a director of curriculum and instruction in the high school of a military dependents' school system is the story of a female administrator balancing a male principal's directive leadership with nurturance and empowerment. The study is phenomenological in that the meaning the administrator gives to her behavior is based on her background and beliefs. This self-portrait contributes a detailed description of the school administrator creating the role of a curriculum leader and taking the audience "backstage" to lived experiences recorded in journals, newsletters, minutes, logs, correspondence and from interviews. This autobiographical, interpretive method of inquiry is a self-searching for one's unique contribution to an educational setting which results in personal and professional growth for the researcher. The first person, literary approach to conveying the complex interactions in a school setting increases the utility to practitioners of this reflective study of practice. The following conclusions were drawn from the literature review and the researcher's corroborating experience. Curriculum leaders are strengthened by a commitment to their work as a cause or "calling." They are able to communicate a shared mission and to work constantly to maintain commitment to the mission. Listening is a crucial skill in their "super-vision," which conveys trust, respect, and support for personal growth of the adults as well as the students in their setting.

Additional Information

Language: English
Date: 1991
High school principals $v Correspondence
High school principals $v Diaries
High schools $x Administration
High schools $x Curricula

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