A Principal Change in an Existing Charter School: What Happens to Mission and Vision?

• In Event: The Charter School Principal: Inside Perspectives

Abstract

Objectives

A fundamental element of charter schooling is the unique vision and mission set out in the governing charter (Lubienski & Weitzel, 2010; Wohlstetter, Smith, & Farrell, 2013). Some researchers have examined how principal leadership supports the charter mission and vision as the school starts up (Meredith, 2008). The charter school sector, however, is beginning to mature with some charter schools in existence for over 20 years. Little is known about how principals appointed later in the life of a mature charter school enact their leadership in relationship to the founder’s chartered mission, vision, and ideals for school culture. In this presentation I examine how the change of principals at a long established choice charter school affected the mission, vision, and culture of the school outlined by the charter and implemented by the founding principal.

Theoretical Framework

Researchers as early as the effective schools movement have confirmed the importance of leadership that fosters common purpose (mission), a view of an ideal future for the school (vision), and shared goals in developing a culture of student success (Edmonds, 1979; Purkey & Smith, 1982; Sammons, 1995). Using the Schein’s (1992) concepts of culture and organizational leadership as a framework, I examine how a change in school leadership affected the mission, vision, and goals of the school and resulting school culture. I compare this change in leadership and the subesquent decisions with the original organizational mission and vision outlined in the charter and the culture initiated by the founding principal.

Methods and Data Sources

In this three year qualitative single case study of the leadership practices of one charter school principal, data sources included in-depth semi-structured principal and teacher interviews, field notes of observations, artifacts, and documents. After applying first and second cycle codes to the data, categories were generated and then condensed into themes related to mission, vision, and culture of the school.

Findings

Findings indicated that by the third year of the principal’s tenure the mission, vision, and culture of the school had radically changed. The principal’s personal vision and mission of charter schooling and perceived practical pressures, foremost of which was increasing school achievement scores, led to principal practices that appeared to dismantle the founder’s original mission, vision, and goals for the school, which in turn changed school culture.

Significance

This research has importance in understanding how charter schools may evolve as a result of changes in principal leadership. This research provides important insights into the role of principal leadership in maturing charter schools and how critical elements of charter schooling – mission, vision, and culture – may be affected by individual principals. Additionally, these findings open questions about the role of the original charter in school operations, as well as board oversight of leadership and operations in charter schools.

Author

• Dana L. Bickmore, University of Neveda Las Vegas