Dissonance or Self-Direction: Training Implications for High School Principals Subject to Fidelity Programming Expectations

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Exploring the Dynamics of Educational Leadership Development and Preparation: A Comprehensive Investigation of Charter Schools, Teacher Leadership, and Program Expectations (Table 37)

Abstract

Instructional leadership realities were altered by evidence-based practices (EBP) instituted by No Child Left Behind legislation. Since then, principals’ programming responsibilities have shifted from a developmental role to defending EBC fidelity. Outcomes-based achievements beneficial to EBC sales have dominated our attention. However, the disadvantages of this seismic shift in leadership have largely remained in the background. This paper disseminates interview insights from 12 high school principals and documents the resulting lack of adaptability and growing discontent they attribute to this change. Inputs from these participants illustrate how compliance does not equate with professional investment. Finally, they offered perceptions concerning potential training targets necessary for them to cope with limited opportunities for adaptation when it is in their schools’ best interests.

Authors

• Adam Delon Larsen

• Thomas R. Hughes, Northern Arizona University