School Leaders' Readiness for Change: Considerations for Supporting School Turnaround

• In Event: 58.021 - Policy Implementation at the Building Level: Leaders and Systems

Abstract

Leading school turnaround efforts that result in improved student achievement involves complex, interrelated agendas that require knowledge of change processes as well as interpersonal skills and judgment to motivate others and set priorities. This paper examines perceptions of five principals who are leading schools in state-mandated improvement efforts. Transforming culture and facilitating faculty relationships were two priorities for the principals, as well as their greatest challenges. In particular, leaders balanced addressing inequities while not putting teachers on the defensive and creating resistance to change. This study provides insights that can be used toward building turnaround principals’ capacity and offering them social-emotional support and repositions attention on how leading turnaround can improve equitable learning outcomes and environments.

Authors

• Cori A. Groth, University of Utah

• Ashley McKinney, University of Utah

• Irene H. Yoon, University of Utah

• Sandra E Leu, University of Utah

• Janice Bradley, New Mexico State University

• Andrea K. Rorrer, University of Utah