Getting It Done: Leading Academic Success in Unexpected Schools

• In Event: School Leadership Across Contexts

Abstract

This study examined the beliefs, attitudes and practices of 30 principals from 25 high poverty and high minority schools across the country that improved and/or sustained high achievement for all their students. Schools were initially identified by their performance on state-wide achievement tests. A three-part interview protocol was utilized to collect information from the principals to understand their contributions and perspectives on leadership. Findings indicated that although the principals differ in style, experience, and pathway into the position, they (1) share a core set of beliefs about education and student learning and (2) monitor the work with data and (3) have the courage to identify low quality work and act accordingly to improve outcomes and not let students suffer.

Author

• Christina Theokas, The Education Trust