Case Study #1
ELCC Standard 1:
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating a continuous change process to improve the educational program through facilitating the development, articulation, implementation, and stewardship of a shared school or system vision of learning supported by the school community.
Title: “Where Did the Vision Go?”
Questions:
1. What leadership behaviors have discouraged the vision of school improvement?
2. What leadership behaviors have promoted the vision of school improvement?
Relevant Standards:
(1.1) Lead the development of a shared vision that promotes the success of all students based on appropriate data and research.
(1.2) Articulate the components of the vision and the leadership processes necessary to implement and support the vision.
(1.3) Lead the development and implementation of a mission, strategic plan, and action plans driven by the shared vision.
(1.4) Work effectively and collaboratively with the board of education, building leaders, staff, parents, students, and community members to achieve the system’s educational vision.
Situation:
This case study describes recent events that occurred at a local middle school in a rural area during the first few years of a new principal’s leadership. Having previously served as an assistant principal in another school system, the new principal’s leadership at the middle school was a major adjustment for the teachers and staff. The previous principal had been there for a long time and was well-respected and loved by most teachers and staff members. The school had a vision of school improvement which included a mission statement and a list of beliefs that were created collaboratively with input from all teachers. Under the previous principal, teachers were empowered to make instructional decisions. The design team met regularly and made important decisions regarding instructional strategies and school improvement. The school had been making their AYP goals consistently before the new principal arrived.
Described as an authoritative leader, the new principal made many important instructional decisions on her own without seeking input from teachers. Teachers who were previously empowered to make instructional decisions based on the school’s vision were now being told what to do and how to do it. The school’s design team stopped meeting during that first year. The school’s vision (created by teachers under the leadership of the old principal) was not effectively communicated or modeled by the new school leader.
After missing her AYP goals during her first year as principal, the new principal decided to take action during her second year of leadership. Being an authoritative leader, the principal took charge of the situation by reassigning most teachers to new teaching assignments. The changes were made without consulting the teachers. Needless to say, the changes were not well-received by the teachers. The design team did not meet in year two. The changes did not work and the school missed their AYP goals again in year two.
After missing her AYP goals again in year two, the principal made some changes that began to empower teachers. The school design team was reestablished. The principal supported the design team by attending training meetings with them. The principal started to promote a school vision which emphasized collaboration and valued teacher input in formulating an effective school improvement plan. The principal empowered the design team to start making instructional decisions. At the end of year three, the school made their AYP goals.
Answers to Questions:
1. What leadership behaviors have discouraged the vision of school improvement?
Before the new principal took over, the teachers had collaboratively created a vision of learning for the school. Under the old principal, teachers were empowered to make instructional decisions. The new principal started making instructional decisions on her own and the design team was effectively dissolved. The new principal had an authoritative leadership style which was not empowering or motivating to teachers. The new principal did not effectively communicate or model the existing vision (or any vision) of learning to the teachers and staff. The lack of communication and guidance from the new principal did not foster trust or mutual respect.
2. What leadership behaviors have promoted the vision of school improvement?
After failing to meet AYP goals for two years in a row, the new principal began to exhibit leadership behaviors that facilitated teacher empowerment and shared decision making. The new principal reinstated the school design team. The new principal participated in group staff development with the design team. The new principal empowered the design team by allowing them make instructional decisions based on school improvement efforts. The new principal collaborated with the design team to formulate a new school improvement plan. Teachers’ input was involved in the creation of the new school improvement plan. Also, the new principal began to model actions that supported teacher empowerment.
Evaluation of principal’s leadership style:
At first, the new principal did not promote a vision of learning to her teachers and staff. Rather than empowering her teachers, she took power away from them. She made instructional decisions for them, changed teaching assignments, and used an authoritative leadership style. Because of these actions, trust and respect never developed. The principal also failed to communicate a vision for school improvement to her teachers. These leadership behaviors proved to be very ineffective and resulted in poor student performance on the CRCT, resulting in the school’s failure to meet AYP requirements. Fortunately, this principal realized that her leadership behaviors were not allowing her teachers to be involved in or responsible for the creation of a vision for school improvement. By reinstating the school’s design team, trusting her teachers to implement effective teaching strategies, and seeking teacher input in the school improvement plan, AYP requirements were met and respect was reinstated.
I would rate this principal’s current leadership style as “Developing”. This principal has gained competence in empowering teachers and communicating a vision of learning for her school. She has seen the value of teacher input and is making efforts to become less authoritative. Hopefully, this principal will continue to develop competence and improve her style of communication. This principal needs to realize the importance of the school’s vision and find more ways to effectively communicate and model the school vision to staff and teachers at all times.