Innovation in Policy Versus Practice: A Case Study Exploring Two Charter Principals’ Literacy Leadership

• In Event: Languages, Literacies, and Social Processes

Abstract

Charter schools typically claim innovation in policy. Little is known of literacy perspectives and resultant instructional literacy leadership practices of urban charter school principals. This investigation, an embedded case design (Merriam, 2009; Yin, 2009), within a comparative case study in two urban charter schools, specifically explored two urban charter school principals’ engagement in literacy leadership knowledge and practices. In this study, analysis of three data sources – interviews, observations, and documents – revealed principals possessed limited knowledge of literacy pedagogical practices. As a result, principals relied heavily on commercial programs as opposed to enhancement of teacher classroom practices. Although both principals were willing to delegate to faculty with literacy expertise, they were unable to offer literacy instructional leadership feedback.

Authors

• Margaret-Mary Sulentic Dowell, Louisiana State University - Baton Rouge

• Dana L. Bickmore, Louisiana State University