Date of Award
2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this qualitative phenomenological, multi-site case study was to observe and examine the practices of leadership teams in high-poverty, highly successful middle schools. This study sought to find practices that leadership teams put in place that aid in the success of their student body. Examined for this study were two Indiana middle schools located in high-poverty neighborhoods, each of which had shown repeated success on the state's standardized test. Data for this research were collected via the Indiana Department ofEducation's website as well as through interviews with the schools' principals, leadership teams, and teachers. Observations of team meetings and collaboration meetings were also conducted as part of this study. After completing the faculty interviews and collaboration observations and the transcribing and reviewing all notes and recordings, three primary themes surfaced. These themes, consistently embedded within the culture of the school, were learning culture, data-driven culture, and shared leadership culture. Although these themes were similar, the detailed practices of the leadership teams at each school shared both similarities as well as differences. Within the themes mentioned were embedded essential practices of (a) high expectations for students and staff, (b) timely and specific interventions, (c) daily collaboration, (d) clear and focused goals, and (e) the implementation of leadership teams. These embedded cultures and practices appear to be significant and essential components in enabling these schools to attain achievement success for their students of high poverty.
Recommended Citation
Waters, Jessica Ann-Farag, "An Examination Of Leadership Teams In Successful High-Poverty Middle Schools" (2015). All-Inclusive List of Electronic Theses and Dissertations. 1340.
https://scholars.indianastate.edu/etds/1340