Date of Award

Spring 5-1-2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Todd Whitaker

Second Advisor

Beth Whitaker

Third Advisor

Steve Gruenert

Abstract

The purposes of this study were to 1) determine the role the principal plays in leading school improvement, and 2) examine the relationship between change implemented and student achievement. Three high-performing, high-needs Title l schools and four low-performing, high-needs Title I schools were identified through lndimm Department of Education data. The high-performing schools met Adequate Yearly Progress in 2006, whereas the low-performing schools did not and were in at least year two of the school improvement cycle. Structured interviews were conducted with the principal and with teams of teachers. The interviews, along with field observations and analysis of the school improvement plan, were performed to determine the role the principal played in leading school improvement and to identify the types of changes implemented at each of the schools. Principals of high-performing, high-needs schools are active in the role of leading school improvement. They hold teachers accountable for instructional practice. The principals work within an environment of shared leadership, with teachers actively participating in leading peers in the study and implementation of instructional practices. The environments are collaborative and reflective with staff and students jointly sharing the responsibility for success for all students. Relationships are important and the principals are attuned to the wants and needs of the staff. The principal is aware of setting the tone for the building. The culture is one of high expectations for staff and students. Changes in high-performing, high-needs schools focus on changes in attitude and altering instructional practices. Student data is analyzed to detennine what the teachers need to change about their practice. Staff development is planned accordingly. Time on task is seen as essential. Instruction and learning are at the forefront of everything said and done in the building.

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