With the adoption of the Linked Learning Reform Initiative and accountability measure of the Criteria for Certified Linked Learning Pathways (CLLP), school leadership must address what it means to be a school principal within a system that is transforming key issues in school design, engaged student learning, systems of support, performance data monitoring, and building and sustaining high quality pathways. Exploring the perceptions of acting principals in CLLP high schools recognizes that this group has unique and firsthand knowledge of what it is to be a leader in a reform initiative educational context. The participants were from school districts throughout California and active principals of a high school implementing a CLLP. This study attempted to inform school districts, current and future LLP principals, and community partners of the perceptions of current high school principals’ on school site leadership roles, responsibilities, and the impact of implementing and sustaining LLP on their leadership approach.
Using a qualitative phenomenological research method with an in-depth interview design, this study explored the primary question: How has the transformation and sustainability of CLLP impacted the leadership role, responsibility, and approach of high school principals at those schools? As a means to answer this question the researcher posed three sub-questions: (a) How do high school principals’ perceive their role and responsibility as advocates for CLLP and the students who participate? (b) How do high school principals’ perceive their role and approach to supervision of curriculum and instruction in CLLP? (c) How do high school principals perceive their role in and approach to building capacity in CLLP?
The stories shared by the participants display a principalship influenced by the context of LLP. This context creates a helix dynamic, intertwining transformation, and sustainability into a never-ending perpetual motion. While approaching the transformation and sustainability through this lens, the principals indicated three main roles critical to CLLP success: community-bridge, risk-taker, and supporter. Whereas, engaging in these roles the principal works out of a “shared intention.” The heart of CLLP work, shared intention, was the outcome of the principals perceiving themselves as the right fit; a principal that believes he/she has a sense of purpose tightly aligned with the Linked Learning Initiative and the will to be a leading learner and buy-in to the Linked Learning Initiative vision.
|Commitee:||Haviland, Donald, Paul, Seema|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Advocacy leadership, Distributive leadership, Instructional leadership, Linked learning, Principalship, Shared intention|
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