UVM Theses and Dissertations
Format:
Print
Author:
Gale, Jacqueline J.
Dept./Program:
College of Education and Social Services
Year:
2011
Degree:
Ed. D.
Abstract:
Principals serve a critical role in ensuring that all adults working with 10-14 year old learners understand the nature and needs of adolescents, connect with them, and value the learning structures best suited to address those needs (Clark & Clark, 2008).
This qualitative study examined 24 Vemiont middle grades principals' perceptions of leadership in grades 5-8. Applying a case study approach (Patton, 2002) I collected data through individual interviews, focus groups, and document review. Additionally, shadowing 5 of the 24 participants resulted in an in-depth day in the life perspective of administrators of K-6, K-8, 5-8, 6-8 and 7-8 schools.
This study's theoretical framework consisted oftheory on the developmentally responsive middle level principal (Anfara, Roney, Smarkola, DuCette, & Gross, 2006); five basics of personal efficacy (Stevenson, 2002) and three levels of leadership accountability in the middle grades (Clark & Clark, 2008).
Given the unique and distinctive array ofvaried school structures configured to serve young adolescents in Vermont (VAMLE, 2009) this study fills a gap in the research on how principals work in these different venues.
The primary research question was as follows: What do middle grades principals identify as the requisite knowledge, skills and dispositions to effectively lead schools serving 10-14 year old learners?
Key findings fell into two categories, each ofwhich was divided by three major themes. The first category entitled, What Principals Believe, included these emerging concepts: principals' ways of knowing; prior knowledge and experience; and a sense of urgency stated as a "We only have a window of time" to ensure schooling success. In this first theme principals expressed a special affinity for, and understanding of, the developmental nature and needs of the young adolescent as critical to their leadership fit. The second theme offers insight into principals' learned leadership experience and areas of expertise specific to middle grades theory such as: philosophy, organizational structures, nature and needs of the young adolescent, integrated curriculum, instruction and assessment, all of which were stated by principals as necessary knowledge.
The third theme identifies a combination of six major leadership styles and nine emotionally intelligent skills viewed as strengths that are essential to effectively leading in schools. The second category entitled, Translating Beliefs into Action, describes three additional themes. The first is why middle grades are structured differently to fit the needs of developing young adolescent. The second is why hiring well-informed adults requires "bringing the best people on the bus" and lastly, why curriculum, instruction and assessment (otherwise described as rigor, relevance and relationships) are considered as pivotal aspects to teaching and learning.
This qualitative study examined 24 Vemiont middle grades principals' perceptions of leadership in grades 5-8. Applying a case study approach (Patton, 2002) I collected data through individual interviews, focus groups, and document review. Additionally, shadowing 5 of the 24 participants resulted in an in-depth day in the life perspective of administrators of K-6, K-8, 5-8, 6-8 and 7-8 schools.
This study's theoretical framework consisted oftheory on the developmentally responsive middle level principal (Anfara, Roney, Smarkola, DuCette, & Gross, 2006); five basics of personal efficacy (Stevenson, 2002) and three levels of leadership accountability in the middle grades (Clark & Clark, 2008).
Given the unique and distinctive array ofvaried school structures configured to serve young adolescents in Vermont (VAMLE, 2009) this study fills a gap in the research on how principals work in these different venues.
The primary research question was as follows: What do middle grades principals identify as the requisite knowledge, skills and dispositions to effectively lead schools serving 10-14 year old learners?
Key findings fell into two categories, each ofwhich was divided by three major themes. The first category entitled, What Principals Believe, included these emerging concepts: principals' ways of knowing; prior knowledge and experience; and a sense of urgency stated as a "We only have a window of time" to ensure schooling success. In this first theme principals expressed a special affinity for, and understanding of, the developmental nature and needs of the young adolescent as critical to their leadership fit. The second theme offers insight into principals' learned leadership experience and areas of expertise specific to middle grades theory such as: philosophy, organizational structures, nature and needs of the young adolescent, integrated curriculum, instruction and assessment, all of which were stated by principals as necessary knowledge.
The third theme identifies a combination of six major leadership styles and nine emotionally intelligent skills viewed as strengths that are essential to effectively leading in schools. The second category entitled, Translating Beliefs into Action, describes three additional themes. The first is why middle grades are structured differently to fit the needs of developing young adolescent. The second is why hiring well-informed adults requires "bringing the best people on the bus" and lastly, why curriculum, instruction and assessment (otherwise described as rigor, relevance and relationships) are considered as pivotal aspects to teaching and learning.