Meeting the Learning Needs of Students: A Rural High-Need School District's Systemic Leadership Development Initiative

Rural Educator, The, Spring 2005 by Browne-Ferrigno, Tricia, Maynard, Brenda

The leadership consultant has been involved with project implementation from the outset, first as an observer and advisor during the early months and then as an active member of the instructional team when two professors located to other states. He offered what he calls his "not unbiased" assessments of how PEP uniquely prepares school leaders who promote learning and success for all.

First, participants are exposed to the current thinking about organizations. This can be seen in the vision and mission processes [modeled during cohort sessions], readings about change leadership, opportunities to develop capacity within their own organizations, summer institutes, cohort session discussions, reflections, action research, book studies, and networking. Second, participants have an opportunity to work with central office administrators. This interaction decreases the time required to promote collegiality when [aspiring principals] are selected to be administrators. Third, participants are learning [about various] tools and techniques that will shorten their "break in" time when they are selected to be principals. The time needed to ramp up will be shortened dramatically. Fourth, participants have an opportunity to be mentored by successful administrators. Fifth, all work is job embedded. The learning is geared to the work and flow of the school year; there is no "made up" work in PEP. Application is an important piece of the experience. Sixth, social justice is an important part of PEP activities. This tenet is included in discussions, readings, foci of action research projects, and reflections. Seventh, participants have an opportunity to develop close relationships with university faculty.

His words mirror comments provided in reflections by other project participants-cohort members, mentor principals, district administrators-that suggest this model of professional development is an appropriate, authentic, and powerful ways to enhance knowledge and skill development of aspiring principals and practicing principals alike. The cohort sessions and mentor-supported fieldwork create a seamless bridge between talking about theories and applying them to practice, and then reflecting about both.

Further, a desired outcome from program implementation is becoming evident: the development of collegial relationships. The district leaders hope that these will continue to flourish and eventually transform administrative practice in the district into a professional community of instructional leaders and life-long learners.

Pathways for Improving School Leadership: Program Assessments

The federal grant program supporting PEP requires formative and summative evaluation, and thus, data have been collected regularly throughout project implementation. The case study design was selected because the inquiry is bound by specific time periods and encapsulated in a particular structure (Creswell, 1998; Stake, 1995; Yin, 1994). Further, because the essence of case study research is exploration (Krathwohl, 1998), a qualitative researcher can begin an inquiry with "a target of interest" and then describe "whatever emerges of significance" (p. 26).