This study defines and analyzes the successful leadership practice of a principal of an urban K-8 school serving English Language Learners in the western United States during the 2012-2013 academic year. Focusing on the self-identified leadership practice of a school leader evidenced to positively affect student learning, this study seeks to extend knowledge about what principals actually do to within the context of their schools to improve academic achievement for students. A definition of an applied leadership practice is constructed based on a review of relevant literature and evidence gathered in this study. The successful principal was measured via the VAL-ED Assessment in Education in order to validate the strongest components and processes of that leader's leadership practice. Then, two principal interviews were conducted and coded to show alignments of the described leadership practices with two evidenced based frameworks; the VAL-ED Matrix and the Essential Supports and Indicators Framework. The first interview detailed the principal's leadership practice as they conceived it and experienced it. The second interview was a narrative reflection of how critical work and life incidents were perceived to have shaped the principal's leadership practices, and why these leadership practices emerged and flourished within their particular school and community context. Findings from other schools involved in this research were investigated to ascertain which Essential Supports and Indicators specifically connected to success or failure in mathematics are found in other schools conducting this research. The results of this research provide a more complete description of a successful leadership practice as it exists in practice in the described context.
|Advisor:||Fulmer, Connie L.|
|Commitee:||Blunck, Rodney, Morgan, Syna, Silvertein, JoAnn|
|School:||University of Colorado at Denver|
|Department:||Educational Studies and Research|
|School Location:||United States -- Colorado|
|Source:||DAI-A 74/09(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, English as a Second Language, Educational leadership|
|Keywords:||Critical incidents, English language learners, Essential supports and indicators, Mathematics achievement, Principal leadership practices, Urban schools|
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