Administrative Structure

• In Event: Critical Components of Inclusive STEM-Focused High Schools: A Cross-Case Analysis

Abstract

Objectives
This paper synthesizes findings from four case studies of inclusive STEM-focused high schools (ISHS) with regard to their administrative structure.

Theoretical Framework
The administrative structure for inclusive STEM education varies and is likely affected by the school’s age and the school’s provenance, i.e., whether the school was converted from another model or was created “from scratch” as a STEM school (Author, 2008; Scott, 2009). Specifically, we examine schools that are either part of a traditional school district, or public charter schools, and also that are part of a franchise model or standalone schools, and examine changes in administrative structure that occur as a result.

Method and Data Sources
The analytical method employed in our study was a cross-case analysis (Stake, 2006).We draw from four comprehensive case studies written for each of the four ISHSs. These case studies were written from data collected through focus groups, interviews, classroom observations, and surveys of teachers, students, parents, and administrators. Each case study was completed using an identical methodology.

Results
A preliminary analysis has revealed that the administrative structure at a school will vary depending on whether the school is a traditional public school or a public charter school. In addition, schools that are part of a franchise model compared to standalone schools also exhibited an altered administrative structure. These diverse administrative structures embody the varying types of relationships a school has with its district and state offices. A traditional public school that is not part of a franchise model, for example, is tied much more closely to the district offices. As a result, these entities have a significant role in the daily operations of the school and in setting policy. A district office may, for example, set policy regarding the hiring of personnel at a school. Equally, a public charter school that is part of a franchise, while more free from state and district policies, is tied closely to its parent franchise organization. As a result, it is the policies of its parent organization that effect the daily operation of the school.
In a preliminary analysis across the four schools, a common theme found in each of the schools studied was that of a visionary leader of the school. These dynamic leaders fostered close relationships between staff and students characterized by mutual trust and respect. These leaders also have both wide latitude and support from the district or franchise organization to champion innovation within their school.

Scholarly Significance
This paper describes the infrastructure of ISHS school administration in four unique contexts. Each of these contexts has their own situational constraints and freedoms that impact the organization of the school. Through the cross-case analysis, this paper begins to look at possible administrative options available to ISHS when given a set of contextual variables. Ultimately, these sets of possible administrative options will help guide ISHS leaders in designing an administrative structure that best suits the needs of their community.

Authors

• Tara Behrend, The George Washington University

• Michael Robert Ford, The George Washington University