<p> In the last decade district-managed principal preparation programs have become common as a means for school leadership preparation (Leithwood, Seashore-Lewis, Anderson, &amp; Wahlstrom, 2004; Turnbull, Riley, &amp; MacFarlane, 2015), but evaluations of these programs are relatively rare. This dissertation evaluates one such program, the Mary Jane Patterson Fellowship conducted by District of Columbia Public Schools, now in its fourth year. </p><p> When asked to reflect upon programmatic activities within the Fellowship that have been most beneficial for them in their first year, fellows overwhelmingly cited the following programmatic features: cohort membership, access to the Central Office leadership, and the residency internship experience in which principals work closely with an experienced DCPS mentor principal. Notably absent were references to learning sessions, curricular content, and other &ldquo;classroom-based&rdquo; activities designed to improve individuals&rsquo; discrete leadership practices.</p><p> Through initial data collection and analysis, it became apparent that these three programmatic features&mdash;the cohort, access, and experience leading within the DCPS context through the residency&mdash;are beneficial to learning because of their impact on the fellows&rsquo; ability to cultivate social capital. Fellows&rsquo; unique access to aspects of the Fellowship that could be said to contribute to the development of social capital within DCPS is frequently cited as the main habitus that sets fellows apart from non-fellow principal peers. The cultivation of social capital within the Fellowship has led to improved self-awareness, trusting relationships with superiors, openness to feedback, and ease navigating the complexities of DCPS once in the role of principal.</p><p> This dissertation examines how the Patterson Fellowship cultivates social capital among fellows and what characteristics and trends emerge. Further, this study will analyze how fellows utilize the social capital they acquired through the Fellowship in their roles as novice principals. This study has many implications for the field of principal development, namely adding to conversations surrounding how principal preparation programs situated within districts position leaders differently; linking development of social capital within a preparation program to principal practice; and identifying how context, relationships, and positioning can influence principal development and practice. </p>

This study investigated the effectiveness of the two instructional strategies employed in the Atlanta Public Schools for teaching eighth grade mathematics: mastery learning, and the traditional whole group instruction. The purpose of the study was to better understand why eighth grade students in the middle schools scored higher on criterion referenced tests that their high school counterparts, while when the norm referenced tests were the measure the high school students did better. Teaching strategies were the only differential in the two groups. The population was stratified by the three areas of the city and a matched pair of high school and middle school classes were randomly selected. The research utilized an experimental model with a pretest-posttest design. Students in the middle schools were taught seventeen mathematical concepts using a mastery learning model while students attending high schools received instruction on the same concepts in the traditional manner. The results of a two-way ANOVA revealed that there was no significant difference in the mathematical achievement of either group.

<p> Schools exist for the sole purpose of academic achievement, and within every school exists a unique culture that every student navigates and absorbs. It is reasonable to assume a student&rsquo;s environment and the expectations set forth in that environment may have an effect on their academic achievement. The purpose of this study was to determine the elements of rural middle school culture and their potential impact on academic achievement as perceived by administration at a high achieving rural middle school. A rural middle school in Eastern Oregon was chosen for this study. This school received a rating of &ldquo;Outstanding&rdquo; on the 2011&ndash;12 Oregon State Report Card, and when the report card rating system changed, they received a rating of &ldquo;5&rdquo; out of 5, which is above average on the 2012&ndash;13 and 2013&ndash;14 Oregon State Report Cards, identifying them as high achieving. Oregon did not assign ratings to schools for the 2014&ndash;15 report cards due to the transition between types of state testing, but this school performed higher than the state targets in all tested areas. This qualitative case study was conducted using four days of observations, surveys, interviews, a focus group, pictures, and field notes. The administration interviews and surveys were used to gain perspective on their perception of the school culture and its relation to the academic success experienced. The student focus group, parent and teacher surveys, observations, pictures, and field notes were used to triangulate the data to determine support or non-support for the administrative perspective. The results of this research indicated that the administration at this high achieving rural middle school perceives the research-based elements of culture, Unity of Vision, Role of Communication, Behavior Management, and Students Feel Safe/Cared For, as present in their school culture and responsible for student achievement. Administration also perceives they practice the transformational leadership elements of Building Collaborative Relationships, Holding High Performance Expectations, and Developing Shared Vision and Building Consensus most predominantly and these help foster the culture they attribute to their academic achievement. These perceptions were corroborated in full or part by teachers, students, and the researcher as shown through the survey, focus group, and observation data.</p>

<p> The increase of intense pressures to ensure long-term education reforms have created a challenge to school leaders as they direct and nurture the abilities of others. Although there is no single model of successful leadership, there is a common repertoire of values and actions used for sustainable school improvement. Raising capacity is a key task for principals. The purpose of this qualitative case study was to understand and describe suburban elementary principals&rsquo; practices and perceptions as change leaders related to capacity building. The study further explored the reciprocal effects model on how principals responded to the changing environment. Three principals, their superintendents and one teacher for each case provided data collected through interviews, documents, and a researcher journal. Inductive and deductive analysis were used, first within-case and then through a concluding cross-case. Findings confirmed that building capacity is all encompassing. As principals seek to build capacity, there are many interconnected actions. Results demonstrated varied practices, skills, and responsibilities used among principals, including: setting goals; professional development; collaboration; teacher leadership; and shared responsibility. This study can provide guidance to universities, Boards of Education, and other administrators. Recommendations for further research include expanding the sample to include secondary principals and to explore capacity building in rural and urban settings. Additionally, there should be continued research on the reciprocal effects model using mixed methods.</p>

<p> The purpose of this phenomenological study was to discover how experienced teachers, new to a grade-level team within a public elementary school, perceive and make meaning of their organizational entry experiences. The rationale for this study lies in the need to better understand the environmental factors that influence a newly hired, experienced teacher&rsquo;s desire to remain in his or her current position and within the profession. </p><p> The literature review outlined the resulting effects of organizational entry processes on individuals, groups, and organizational culture, as well as the factors influencing the effectiveness of the process. The use of phenomenological interviews gathered descriptive data regarding the lived experiences of 15 newly hired, experienced public elementary school teachers to answer the question: In what ways did new team members experience the organizational entry process as they joined an existing grade-level team within a public elementary school? </p><p> In essence, newly, hired experienced teachers wanted to stay in their current positon when provided with the necessary supports so they could competently perform their newly assigned role without feeling overly dependent upon existing team members. Several themes emerged. Newly hired, experienced teachers spoke of needing support in three areas to make an effective transition to a new position: (a) instructional; (b) logistical; and (c) emotional. Both the new-hire and existing school personnel influenced the degree to which the felt needs of the newly hired teachers were met. Participants stressed having to self-advocate to their needs met. Participants suggested mentoring and the use of a common grade-level meeting time as key mechanisms school personnel could use to meet the needs of newly hired experienced teachers. </p><p> As a result of this study, schools may consider examining existing organizational entry processes at organizational, group, and individual levels. Newly hired experienced teachers may consider preparing lists of question prior to meeting with the administration and grade-level team to advocate for their needs.</p>

<p> The role of school superintendent has become increasingly complex. As school district leaders deal with new curriculum standards, increased accountability, and limited financial resources, they are in need of quality professional development tailored to their needs. This qualitative study explores personal, cultural, and structural factors that impact executive coaching for school superintendents. </p><p> Executive coaching, a widely accepted practice for supporting CEO&rsquo;s in the business world, offers unbiased feedback and help developing solutions to complex issues. Existing research establishes the appropriateness of executive coaching for school superintendents, but does not address how to make it more widely available. This study compares the experiences of superintendents who have been coached with those who have not. Through interviews of coach/superintendent pairs, coaching program leaders, and non-coached superintendents, four coaching models were examined. It considers the various uses of superintendent coaching, and identifies factors that impact its implementation. </p><p> The findings extend much of the business research into the school setting. Results suggest that coaching positively impacts superintendents and their districts, offering more benefit than other models of professional development. Cultural factors, including the influence of boards of education and superintendent colleagues, have a strong impact on coaching success, as does a lack of clear coaching vocabulary. Personal factors&mdash;coach and superintendent attributes, and coach/ superintendent relationship also were important. This study may benefit superintendents who desire meaningful professional development. It also benefits those who coach superintendents. Organizations that serve superintendents and school boards may also benefit.</p>

<p> The United States (U.S.) is undergoing a paradigm shift in manufacturing as it progresses from an era of low skill employees who stood in one place controlling machines that drilled, stamped, cut, and milled products that passed through the effective and efficient assembly line, to one that is derived from scientific inquiry and technological innovation referred to as advanced manufacturing (PCAST, 2011). Presently, manufacturing firms employ ten percent of the nation&rsquo;s employees directly and impact numerous organizations along its supply chain and financial sector (Giffi et al., 2015). The U.S. currently has a manufacturing base that comprises twenty percent of its total gross domestic product and is expected to continue to grow (PCAST, 2011; NSTC, 2012; Giffi et al., 2015). Specifically, Giffi et al. (2015) predicts more than two million jobs will go unfilled in advanced manufacturing by 2020 due to the inability to find qualified employees and the increasing demand for customized products. </p><p> The purpose of this study was to identify principals&rsquo; perceptions on the necessity to prepare students for careers in advanced manufacturing in public high schools in New York State, excluding New York City, with student populations of 600 or fewer students. Specifically, this study examined high school principal leadership actions for incorporating 21st century skills and the use of tools and machines (hard skills) in technology education classrooms to support a student career pathway for careers in advanced manufacturing. </p><p> Findings showed that principals believe advanced manufacturing is a viable career opportunity and have increased technology education offerings aligned to careers in advanced manufacturing. However, the data suggest principal leadership actions supporting the development of hard skills is not consistent with the needs identified by advanced manufacturing organizations. In regards to principal leadership of 21st century skills, findings show that significant positive relationships exist in the incorporation of these skills in technology education courses and through their principal leadership actions. However, principal leadership actions were not significantly correlated to assessing student development and mastery of 21st century skills.</p>

<p> Structured mentoring programs for new principals are designed to support and enhance their professional abilities. Providing mentoring support for new principals has benefits that extend beyond the novice principal to the mentor, school, and school district. Although the benefits of principal mentoring are established, mentoring of new principals is not a common practice in many school districts. The purpose of this study was to investigate the perceptions of principals and district administrators regarding the benefits and challenges of principal mentoring, as well as perceptions surrounding implementation. This qualitative phenomenological research was structured to describe views on principal mentoring and determine areas of focus for mentoring. This study examined views of principals and district administrators in a semi-rural area of Idaho, a state without mandated or funded principal mentoring. </p><p> The data from the participants in this study produced three areas that should be part of a formalized mentoring process: personal (organization, time management, emotional support, managing stress, and professional ethics), instructional leadership (district-specific learning and curricular requirements, teacher support and evaluation, using data to make decisions, and staff development), and management (district financial and policy processes, student behavioral issues, difficult relationships and stakeholders, and legal compliance). The three areas are foundational for a program and need balance to help support student learning. Mentoring can ensure the necessary balance.</p>

<p> Instructional leadership for high school principals is becoming more important as principals are being held increasingly accountable for student achievement results. Principals are next to teachers in impacting learning in the classroom. The problem for high school principals is that they do not feel prepared to be instructional leaders for their school. There are many tasks a principal must handle throughout the day and these tasks take time away from principals acting as the instructional leader for their school. Principals are also not always supported in their development as an instructional leader. The purpose of this qualitative study was to explore how high school principals have developed into instructional leaders, the obstacles they encountered during this process and their perceptions of the types of external support they received in instructional leadership. The participants in the study included six high school principals from four different school districts. The principals had all been on the job for at least one year. Interview and document data were collected and analyzed for common themes. The findings of the study suggested that when principals receive external support in instructional leadership, there are indications that they begin to develop in this area. District support, mentoring and coaching, team support and reading with purpose were important in the development of the principals. The findings also suggested two obstacles, time and people, for principals as they lead their schools in instruction. Finally, the study&rsquo;s findings indicated the principals who receive support had positive views of that support. Based on the results of the study, recommendations were made for providing a strong system of support for high school principals in the area of instructional leadership.</p>

<p> Research on school turnaround has been centered on individual schools and principals. This research argues the principal&rsquo;s role is essential to turnaround (Herman et al., 2008; Leithwood &amp; Strauss, 2008, 2010). There has been little research on what role superintendents play to influence school turnaround. This qualitative study explored the self-perceptions and reflections of ten superintendents (representing city, rural and suburban settings) that led districts in which schools turned around. The central question investigated the role and leadership approach of these superintendents. Along with exploring the superintendents&rsquo; leadership through Bass&rsquo;s (1985) transformational leadership theory, Rawls&rsquo; (1971) concept of social justice also underpinned the study. This framework was appropriate considering mostly poor and minority students attended the nearly 5,000 chronically low-performing schools in America (Stuit, 2010; USDOE, 2014). Despite decades of effort, low-performing schools continue to deprive many students of an excellent education. Former Education Secretary Arnie Duncan argued a quality education remained an unresolved civil rights issue (Duncan, 2014). Using primarily interviews and document review, results provided a deeper understanding of the challenges district leaders faced during turnaround efforts. While superintendents self-identified having various leadership styles, collaboration and stakeholder engagement emerged as important. Superintendents also spent time navigating resistance, addressing personnel challenges, promoting instruction, and attempting to create district focus. Superintendents often cited a social justice belief, but acknowledged stakeholder influence and district culture sometimes led to a compliance mindset. The study suggested that superintendents must consider their district&rsquo;s context to determine their approach for inspiring stakeholders to champion educating <i>all</i> students. </p>