<p> The purpose of this narrative inquiry was to understand the novice principals' experiences in the principalship and the support they received from their district to make recommendations for principal mentorship programs. The study reported on qualitative interview methods with three novice principals and two mentors to determine essential elements for mentorship programs and leadership development. The retelling of the stories validated the personal experiences the researcher had as a novice principal. The collective responses from the leaders provided new possibilities for the mentorship and support of novice principals. </p><p> The study investigated the relationships between the mentor/mentee, the structures of different mentorship programs, and the components that were delivered for training new principals. The key findings from the analysis constructed what novice principals and mentors determined were effective methods to better support school leaders. The following themes emerged to support novice principals: 1. Mentor with meaning and purpose 2. Prepare novice principals for the realities of the position 3. Leadership skills and professional growth 4. Students are the priority </p><p> The mutual benefits and support for the mentors and novice principals were used to design a Principal Mentorship Program. The program proposal is meant to have an effective leader in every school, create professional development and learning for principals, and align expectations for administrators across the district. The Principal Mentorship Program is designed for school districts to provide a systematic approach and structure to support new principals and mentors.</p>

<p> Findings of an initial case study revealed that a principal had used the core leadership practices of setting direction, developing people, and redesigning the organization. The enabling principles of<i> accountability, caring,</i> and learning were also present. This paper is based on a follow-up qualitative research study conducted at the same school with the same principal and includes: interviews, a focus group, observation, and primary documents. Research on the topic of sustainability is lacking. This research can add to leadership and sustainability findings and strengthen the body of literature present. Findings from this research, seven years later, revealed the same core leadership practices and enabling principles intact, with the prominent addition of <i>distributed leadership.</i> Sustainability was fostered by the principal and staff. During the research project there was a change in student demographics, school budget woes, high accountability, and the middle school was reconfigured into an intermediate school model. These challenges were managed by the principal through quiet passion, commitment, <i> relational trust,</i> and <i>elements of sustainability. </i></p>

<p>The history of public education in America is a history of school district mergers. Population growth and improvements in transportation and communication brought isolated communities together. Financial pressures and promises of economies of scale overcame reluctance to merger. In more recent times, federal and state legislation has provided impetus for school district consolidation. The merger that formed Twin Rivers Unified School District delivers a current view of the complexity of merging school districts. The purpose of this qualitative multiple-case study was to examine the merger that formed Twin Rivers Unified School District (Twin Rivers). The passage of <i>Measure B</i> in November 2007 formed Twin Rivers by joining three elementary districts and one high school district in Northern Sacramento County California. This qualitative multiple-case study was designed to explore what worked well and what detracted from the merger process. Six board members and seven district office administrators participated in semi-structured interviews designed to examine the merger that formed Twin Rivers. The study participants all served from the election or before the establishment of the district on July 1, 2008. The findings from the study indicate a need for a review of California laws related to school district mergers, personnel, and finance. The findings also indicate a need for those involved in school district mergers to be aware of possible pitfalls and resistance. </p>

<p> First-year programs (FYPs) for college students offer extended orientation to campus resources and provide first-time freshmen with essential skills for academic success, and many believe that the effectiveness of FYPs increases with the presence of peer mentors. The present study measured the added effectiveness of peer mentoring in FYP classrooms with knowledge of campus resources as a dependent measure. Ninety one first-year students in nine sections of FYP classes participated in this quasi-experimental study. Seven of the classes had peer mentors (<i>n</i> = 70), and the two control classes (<i>n</i> = 21) did not have peer mentors in the classroom. A 30-item questionnaire regarding the use and location of several campus resources was administered in the first two weeks of the Fall 2009 semester and again in the last two weeks of the semester. A repeated measures analysis of variance (ANOVA) revealed a main effect of time (change between Testing Time 1 and Testing Time 2) and an interaction effect of time and group (students with peer mentors, controls without peer mentors), on knowledge of campus resources. Students with a peer mentor started out with less knowledge of campus resources, and finished the semester with a similar level of knowledge, when compared to controls. The results only partially supported the research hypothesis that students with peer mentors in their FYP classes learned more about campus resources when compared to students without peer mentors. GPA scores for the first semester at the university did not differ between groups.</p>

<p>This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007&ndash;2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic&ndash;Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools. </p>

<p> This study focused on how career academies were implemented at a large, urban, public high school. Research shows that the career academy model should consist of 3 core components: (a) a small learning community (SLC), (b) a theme-based curriculum, and (c) business partnerships (Stern, Dayton, &amp; Raby, 2010). The purpose of this qualitative case-study was to examine how the academy model was implemented and its impact on the 2 existing career academies at a comprehensive high school. </p><p> The researcher collected data by utilizing a variety of methods such as surveys, interviews, observations, and analysis of artifacts. All career academy teachers at the site participated in the survey and focal academy teachers were purposively selected based on their academy teaching experience and a willingness to participate in interviews and observations. Finally, academy artifacts were analyzed in the process of data triangulation. Findings indicate that small learning communities have a positive impact on building relationships; academy teachers must be well supported by administration; and that business partnerships are critical to career academies. </p><p> Findings from this study support several conclusions about the implementation of 2 career academy models: a) Both academies successfully implemented Small Learning Communities that led to more camaraderie within the academies, b) Teachers were not provided with the necessary training to integrate theme-based curriculum, and c) Business partnerships were nonexistent due to the lack of internship and job-shadowing opportunities provided for academy students. </p><p> Study outcomes recommend that only academy students should be enrolled in academy classes and academy teachers must be carefully. Academy teachers should have a common planning period and must be provided with initial training and ongoing professional development. Academies should form a steering committee consisting of representatives from businesses and post-secondary education. Finally, more collaboration must exist between academies and business partners. </p><p> Implemented properly, the career academy could be a highly effective model to provide students with a 21^st century learning experience. Although 2 of the 3 components of the academy model require immediate attention, findings indicate that proper teacher professional development and access to business partnerships may lead to more conducive learning environments and collaborative spaces.</p>

<p> The central office manages and directs a school system. In the wake of district and school reforms, the impact of the central office on schools and quality instruction has not been fully dissected. This study explores the role of the central office in the support of high quality instruction. Further, it analyzes the perceptions of those central office staff members who support schools and school-based staff. The study was conducted using qualitative methodology to determine and describe the impact of Executive Directors and Directors on instruction in schools. Specifically, interviews were conducted with 22 central office staff members in one urban school district. Interviewees were questioned about their roles and their practice of instructional leadership. In addition, individuals were asked about the current reality of their work and asked to consider how their work could be different given different circumstances or constraints. Central office staff members also gave recommendations for how the central office could better support high quality instruction. Ten issues were identified based on the content of the interviews. One important finding was the need for better recruitment of central office staff members with a focus on the specific skill set needed for their work. A critical discovery was the lack of direct influence and involvement of central office staff with school-based principals and other school-based administrators. The level of collaboration between central office staff and school based principals was largely absent which is ironic considering the current research on the importance of the principal in the process of school reform.</p>

<p>As political and societal expectations for our nation's public school system continue to increase, leaders of local school systems are ever mindful of the demands for continual improvement. The cornerstone for this improvement is the classroom teacher. Research has supported the idea that teacher experience is influential in the effectiveness of the teacher. The statistics on teacher attrition, though, are disheartening. </p><p> The purpose for this research is to uncover emerging themes regarding the leadership practices and cultural elements that are in place in a school that has a high retention rate of teachers. This case study includes a school in the eastern panhandle of West Virginia. This school has been identified as having the highest teacher retention rate in its programmatic level in Berkeley County, West Virginia, and has one of the highest retention rates among all programmatic levels in the county. Through the use of the Leadership Practices Inventory (LPI) designed by Kouzes and Posner (2003), open-ended interviews, and a review of school documents, the researcher provides data relevant to the creation of a school culture that fosters teacher retention. </p><p> This study describes the elements found in this high school that have led to the retentive culture which exists. The familial culture of this school has been affected by the leadership practices of the principal, the collegiality and friendships among the staff, and the attitudes and behavior of the students. These leadership practices and cultural elements are described in detail in order to provide an understanding of components of a school culture that leads to teacher retention. </p>

<p> Senior managers in public research universities monitor and anticipate the evolution of enrollment as part of a planning process that is linked to budget and staffing matters. While the tracking and planning of enrollment figures is important for all types of institutions, the position of public research universities and the non-resident students they serve warrants closer attention. </p><p> This study's main focus was to generate estimates of the effects of institutional attributes and conditions in sending regions on first-time full-time, domestic non-resident undergraduate enrollment in public research universities. However, a larger purpose was to lay the groundwork, if appropriate and based on the results of the study, for the future development of more refined models to forecast non-resident enrollment for this group of institutions. </p><p> In taking the perspective of the individual university, the study's methodology drew from the existing literature concerned with enrollment management and student choice to identify institutional attributes and circumstances in the prospective migrating students' home state that seemed to be associated with the choice of an institution. </p><p> Several key findings emerge from the study. First, the analyses did find evidence to support that whether taken individually, in groups, or as a collective total, the examined measures of institutional attributes and sending region conditions did help in explaining variation in levels of non-resident enrollments among the public research universities of the study. </p><p> Second, a sub-set of the measures when taken together formed a best model which was found to account for the largest amount of variance in non-resident enrollment flows. The model included a scale variable of the ratio of non-resident enrollment to overall undergraduate enrollment, that when considered on its own, explained approximately 40% of the variation. Further, with the addition of the other institutional attributes and sending region conditions, the amount of variance explained increased significantly.</p>

<p> In the 21^st century, increased school accountability has sharpened the focus of school and district leaders on improving instructional practice to raise student achievement. The implementation of professional leaning communities (PLCs) is one improvement effort in which schools establish collaborative cultures focused on increasing student learning outcomes. Leaders who build learning organizations and implement PLCs in their buildings have the opportunity to create and sustain a context for change and continuous improvement. </p><p> This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their children in their specific contexts. The problem is that there is limited literature and research to indicate how leaders sustain PLCs over time. The knowledge of how to sustain learning and improvement over time is needed to facilitate leaders in moving their schools into cultures of collaboration, which is a marked difference from the past 200 years. Therefore, the overarching research question of this study was: How do administrators, teachers, and PLC leaders in a school that has developed and implemented PLCs, sustain a context for continuous improvement? </p><p> Using a 360-degree analysis of the case study school, three major findings emerged from this study: the PLCs in a learning organization operate at various phases of PLC development, making the change process to develop, implement, and sustain the work of continuous improvement through PLCs fluid, dynamic, and complex; there are 10 strategies for sustaining the work of PLCs that contribute to the success of effective and mature PLCs to sustain continuous improvement and are therefore instructive in nature; and, the work in the Developing and Implementing phases is critical to the success of PLCs and their ability to sustain a context of continuous improvement.</p>