... form the necessary foundation for success (Leithwood & Riehl, 2003), our case studies hel... more ... form the necessary foundation for success (Leithwood & Riehl, 2003), our case studies helped us to identify several interrelated 'enabling principles' that consistently shaped the beliefs and actions of successful leaders as they confronted the challenges of high need schools. ...
Background:Implicitly, innovative schools have historically contained some (but not usually all) ... more Background:Implicitly, innovative schools have historically contained some (but not usually all) of the properties of learning organizations and professional learning communities but have a weak record of sustaining success over time. Can innovative schools that self-consciously establish themselves as learning organizations and professional learning communities sustain their early promise of success in the face of the predictable cycle of the
This study examined the beliefs and practices of three principals during whose tenure their high-... more This study examined the beliefs and practices of three principals during whose tenure their high-poverty urban elementary schools experienced improved student achievement. A two-stage, multiple case-study methodology was employed. First, New York State Education Department (NYSED) school report card data were analyzed to identify case-study sites. Three high-need elementary schools whose student achievement scores improved after the arrival of the current principal were selected for study. Next, a multiperspective interview protocol was utilized to triangulate the perceptions of the administrators, teachers, members of support staffs, parents, and students at each of the three sites to understand how their respective principal contributed to the school's success. Findings revealed that all three principals responded to the challenges of their high-poverty communities by establishing safe, nurturing environments for children and adults; setting high expectations for student performance, and holding everyonestudents, faculty, staff, parents, and themselves-accountable for meeting those expectations. Although different in personal style, all three set clear directions for the school and then influenced members of the school community to begin moving in that direction, in great measure by modeling the behaviors and practices they desired. The article concludes with recommendations about the preparation and practices of school leaders who serve or aspire to serve in high-need communities.
If you would like to write for this, or any other Emerald publication, then please use our Emeral... more If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.
Few empirical studies have been undertaken concerning successful leadership practices within chal... more Few empirical studies have been undertaken concerning successful leadership practices within challenging urban schools. Given that much of the school leadership literature relies on principals as the source of evidence for school improvement, this article explores, through ...
Purpose -The purpose of this paper is to revisit a successful school to see how the principal had... more Purpose -The purpose of this paper is to revisit a successful school to see how the principal had sustained success over time. Design/methodology/approach -The paper uses a case study research design similar to the 2005 report. Findings -The old findings revealed a principal who had used direction setting, developing people and redesigning the organization, as well as the enabling principles of accountability, caring and learning to turn around a failing, high poverty urban school. The new findings revealed that, while the same core practices and enabling principles were still in place, a significant change in governance structure had been required to sustain the school's success. Specifically, the school converted from a traditional public school to a charter school in order to protect investments made in teacher professional development. The resulting initiatives, introduced to stem teacher turnover, led to the emergence of greater teacher leadership and professional self-renewal processes that sustained the school's success. Originality/value -The paper adds to the literature on sustaining school success and the utility of governance change.
... form the necessary foundation for success (Leithwood & Riehl, 2003), our case studies hel... more ... form the necessary foundation for success (Leithwood & Riehl, 2003), our case studies helped us to identify several interrelated 'enabling principles' that consistently shaped the beliefs and actions of successful leaders as they confronted the challenges of high need schools. ...
Background:Implicitly, innovative schools have historically contained some (but not usually all) ... more Background:Implicitly, innovative schools have historically contained some (but not usually all) of the properties of learning organizations and professional learning communities but have a weak record of sustaining success over time. Can innovative schools that self-consciously establish themselves as learning organizations and professional learning communities sustain their early promise of success in the face of the predictable cycle of the
This study examined the beliefs and practices of three principals during whose tenure their high-... more This study examined the beliefs and practices of three principals during whose tenure their high-poverty urban elementary schools experienced improved student achievement. A two-stage, multiple case-study methodology was employed. First, New York State Education Department (NYSED) school report card data were analyzed to identify case-study sites. Three high-need elementary schools whose student achievement scores improved after the arrival of the current principal were selected for study. Next, a multiperspective interview protocol was utilized to triangulate the perceptions of the administrators, teachers, members of support staffs, parents, and students at each of the three sites to understand how their respective principal contributed to the school's success. Findings revealed that all three principals responded to the challenges of their high-poverty communities by establishing safe, nurturing environments for children and adults; setting high expectations for student performance, and holding everyonestudents, faculty, staff, parents, and themselves-accountable for meeting those expectations. Although different in personal style, all three set clear directions for the school and then influenced members of the school community to begin moving in that direction, in great measure by modeling the behaviors and practices they desired. The article concludes with recommendations about the preparation and practices of school leaders who serve or aspire to serve in high-need communities.
If you would like to write for this, or any other Emerald publication, then please use our Emeral... more If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.
Few empirical studies have been undertaken concerning successful leadership practices within chal... more Few empirical studies have been undertaken concerning successful leadership practices within challenging urban schools. Given that much of the school leadership literature relies on principals as the source of evidence for school improvement, this article explores, through ...
Purpose -The purpose of this paper is to revisit a successful school to see how the principal had... more Purpose -The purpose of this paper is to revisit a successful school to see how the principal had sustained success over time. Design/methodology/approach -The paper uses a case study research design similar to the 2005 report. Findings -The old findings revealed a principal who had used direction setting, developing people and redesigning the organization, as well as the enabling principles of accountability, caring and learning to turn around a failing, high poverty urban school. The new findings revealed that, while the same core practices and enabling principles were still in place, a significant change in governance structure had been required to sustain the school's success. Specifically, the school converted from a traditional public school to a charter school in order to protect investments made in teacher professional development. The resulting initiatives, introduced to stem teacher turnover, led to the emergence of greater teacher leadership and professional self-renewal processes that sustained the school's success. Originality/value -The paper adds to the literature on sustaining school success and the utility of governance change.
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