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Leadership at the school level
ISLDN researchers have conducted two attempting to alter the school? vision
types of case studies of school leaders and culture. This included developing
across a variety of national contexts. an integrated intervention plan using
First, they have observed and comprehensive data collection and
interviewed principals and teachers, decision-making processes (Drysdale,
capturing snapshots of the leadership Gurr, & Villalobos, 2012), being
strategies principals are using in high- organized and planning thoughtfully
need, low-performing schools in (Notman, 2012), and constantly
urban, suburban, and rural clarifying and communicating desired
communities. Second, one of the values and performance expectations
studies followed a turnaround leader (Gu & Johansson, 2012; Hipp & Baran,
over three years, capturing the 2013). Teachers who were unable or
dynamic nature of conditions over unwilling to meet new performance
time. Both of these types of studies expectations were relocated to other
have revealed important information schools (Wildy & Clarke, 2012). In
about the realities of turnaround some instances, improving the school?
leadership in high-need schools. grounds and facilities gave
communities a renewed sense of hope
The short-term case studies that a more productive school learning
demonstrated the strategies principals environment would affect their
used to confront challenging aspects children (Bryant & Sharvashidze,
of their schools, including low staff 2013).
morale; poor student academic
performance, attendance, and Second, realizing the importance of
graduation; high mobility rates of human potential to effect change,
students and teachers; and community principals developed the expertise and
apathy. Principals intervened at capacity of teachers and other campus
different levels, oftentimes using leaders (Notman, 2012), This occurred
multiple strategies simultaneously. by investing in external leadership
First, they took a macro view by development programs, ensuring
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