Leading Virtual Schools: Unique Challenges and Preparation Needs of Virtual School Principals

• In Event: Developing and Sustaining Strong Online Learning Programs

Abstract

This qualitative phenomenological study examined how virtual school principals report supporting student achievement and the preparation virtual principals identified as necessary to effectively lead virtual schools to support student achievement. While the responses of the 52 virtual school principals in this study illustrated similarities to brick-and-mortar school principal responsibilities, the findings also indicated several areas where specific knowledge and skills are needed by preservice virtual school principals in order to ensure both the effective of their own communication with teachers, students, and parents as well as communication among those stakeholder groups. Additionally, teacher development and support, resource allocation, and online instruction technology and instructional best practices are areas in which virtual school principals require unique preparation.

Authors

• Linda R. Vogel, University of Northern Colorado

• Jacob Daniel Skousen, University of Nevada - Las Vegas