How Elementary School Principals Make Sense of Supporting Pre-Kindergarten and Kindergarten Teachers: A Case Study

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Using Perceptual Data and Existing Research to Improve How Educational Leaders Interact, Lead, and Manage (Table 7)

Abstract

As prekindergarten and kindergarten programs continue to expand into public schools, a key actor in this process is the school principal. However, little is known about the support principals identify prekindergarten and kindergarten teachers needing to be successful in educating and preparing their students for school success. This case study examines this issue by investigating how a sample of school principals in Texas made sense of the support these teachers require to be successful in their positions. Such findings provide the opportunity to illuminate actions districts can take to support prekindergarten and kindergarten teachers in improving these programs so that all students can begin elementary school on a trajectory to thrive within the US democracy.

Authors

• Christopher P. Brown, University at Buffalo - SUNY

• Lauren C. McKenzie, University of Texas at Austin