Beginning Career Perspectives: Leadership Insights of Assistant Principals

• In Event: 52.022 - Issues in "Middle Space" School Leadership: Creating an Agenda for Assistant Principal Research

Abstract

The purpose of this research is to share the beginning career perspectives of assistant principals (APs) and their viewpoints regarding mentoring support in the initial year of practice. Twelve new assistant principals in Kansas shared insight into their present-day career path, expectations for the position and mentoring support, leadership strengths/ alignment of skills to job responsibilities, and influential professional and/or personal events that have contributed to their current beliefs about and aspiration for assistant level leadership.

New APs are eligible to receive mentoring through the Kansas Educational Leadership Institute (KELI), a state-wide mentoring and induction program for new leaders approved by the Kansas State Department of Education (KSDE). KELI relies on structured expectations, facilitated by experienced Kansas principal mentors in a confidential and reflective environment. Its program structure includes face-to-face on-site visits, monthly checklists, performance observations, cohort networking, professional learning, and opportunities to engage in state professional organizations.
Theoretical Framework

The current research is guided by the transformative learning theory (TLT) which explains “the process of affecting change in a frame of reference” (Mezirow & Taylor, 2009, p. 5). Under TLT, an individual’s experiencing critical dilemmas or reflection leads to one’s active examination of his or her beliefs and drawing his or her own conclusions (Cranton, 2006). TLT emphasizes the essential role of critical thinking in shaping an individual’s perspectives on work and identity (Fletcher, 2007; Mezirow, 2000). Effective mentoring can be characterized as mentor-mentee interactions that promote brainstorming ideas and constructing innovative resolutions for difference and/or conflicts (Clutterbuck & Lane, 2004; Fletcher, 2007).

Mode of Inquiry

This qualitative study will include all the new APs enrolled in the 2016-17 KELI mentoring program. In September 2016, an email will be generated from an online survey system to all the new KELI AP participants; the APs will be asked to tell in narrative form their personal stories of their career paths and leadership beliefs as well as their expectations for personal and professional growth. This narrative capture method is intended to allow the participants to focus freely on their individual experiences and to present information and events that they feel are important to share (Gupton & Slick, 1996). The APs’ narratives will be analyzed thematically (Guest, 2012) to identify patterns and common themes across the participant group and share unique stories of individual career paths and the influence of leaders in the lives of these APs.
Findings will be reported at the roundtable session.
Significance
Understanding the career path and examples shaping the ideals and beliefs of new assistant principals will contribute to a deeper understanding of the expectations and needs of these important school leaders. Capturing the feelings and thoughts of new APs transitioning into their first leadership position will additionally define important components in effective mentoring and induction programs and identify needs in successfully supporting the leadership development of the AP.

Authors

• Donna Augustine-Shaw, Kansas State University

• Jia Grace Liang, Kansas State University