Each year, as more school principals retire, other leaders take their place--many of them becoming principals for the first time. While this change in leadership can be disconcerting to the students, parents, teachers, and other staff members, it is most taxing for the new principal, who is immediately inundated with the various demands on his or her time. In order for the new principal to navigate these challenges effectively, it is important that he or she is ready and equipped for this transition and prepared to participate successfully in the day-to-day interactions with others. Using ethnographic qualitative methodology, this study sought to examine the first-year principal's interactions with parents and staff members. Telling the stories of two first-year principals, the study explored the issues and challenges faced by these principals as they interacted with the various institutional stakeholders. In its treatment of interpersonal interactions, the study assembled a broad archive, including oral accounts, interviews, personal journals, calendars, and emails. The data were then examined through Bolman and Deal's (2008) "frame" theory, which was offered as a comprehensive approach for looking at organizations from more than one theoretical perspective. Viewing the data through the structural, human, political, and symbolic frames provides a more in-depth examination of the principals' various interactions with parents and staff members during their first year as principal. Dissecting a first-year principal's interactions in the setting of a school, this research extends Bolman and Deal's four-frame theory (2008) by analyzing three types of principal/stakeholder interactions through each of the four frames. A problem-solving interactions protocol and a set of guiding questions are offered to assist new leaders as they prepare for various interactions of each type. / text

Catholic schools are in need of innovative change. The problem lies in how to construct the elements of change to create viability for a school in the face of rapid declining enrollment. Responding to this type of environment as an educational leader requires qualities and characteristics similar to those of first responders in a medical emergency, a term I coined as the triage principal. This autoethnographic research study was designed to answer three research questions: 1. As a new principal at Michael, the Archangel School (MAS), a Catholic school in danger of closing, what challenges did I experience? 2. As a new leader, how did I respond to the challenges to bring about change at MAS? 3. What did I learn from this first year leadership experience? This autoethnographic study is constructed from my voice as a first year, first time principal, using several data sources: my blog, my archival field notes, and three interviews from archdiocesan leaders. Each of the given data sources had contained a data collection procedure resulting in overarching thematic patterns that led to generalizations based on the past experiences at MAS and my review of the literature. The weaving of the past and present of my life’s leadership journey in combination with the culture and the people that surround me for this study, has made me realize that I do have a story worth sharing, a story that can potentially help others who might find themselves seemingly lost and alone.