How aspiring principals applied course-based learning to develop school improvement plans

Abstract

PurposeSchool improvement planning and implementation is one organizational process by which principals may positively impact school and student outcomes. Limited research, however, has explored how principal preparation programs prepare aspiring leaders for this common school leadership activity. This study examined aspiring principals engaged in the school improvement process by evaluating what they included in their school improvement plans (SIPs) that were developed as part of their field experience.Design/methodology/approachThe authors examined SIPs aspiring principals collaboratively developed as part of their field experience. Using an abductive analysis method, combining both deductive and inductive coding methods, authors examined 77 SIPs in which aspiring principals used school level data in planning.FindingsEach aspiring principal's SIP was contextually specific. No two plans were identical relative to who was targeted for improvement and how the plan was to be implemented, indicating aspiring principals can apply course-based learning and implement important data-driven decision-making skills in field-based school improvement projects.Research limitations/implicationsFindings are exploratory and limited to SIPs developed by aspiring principals in one university program in one large urban school district context. The findings that specific requirements and program structures affected the aspiring principal's school improvement planning process as did the overall school context adds to current understandings of how course-based learning is applied. However, further investigations are needed.Practical implicationsFindings provide evidence of how school leadership preparation programs may impact leadership development relative to skills associated with school improvement planning. The findings also suggest the importance of detailed analysis of aspiring principals school improvement planning as a program evaluation process.Originality/valueThis study was the first to document the content of aspiring principals' field-based SIPS and how skills in data-driven decision-making were applied in a SIP field-based activity.

Principal systems thinking and senior management team effectiveness: the mediating role of senior management team learning

“…This choice aligns with the claim that principals wield significant influence in driving school improvement and implementing transformative changes (Bickmore et al ., 2021). The complex and challenging nature of school leadership necessitates that principals prioritize learning-centered approaches within their schools (Knapp et al ., 2014).…”

“…SMT learning was chosen as a mediating variable in the model because it can enhance sociocognitive processes within teams, which in turn can promote the development of beneficial work norms such as transparency, psychological safety and information sharing, which are critical for improving team functioning and effectiveness (Somech and Naamneh, 2019). This choice aligns with the claim that principals wield significant influence in driving school improvement and implementing transformative changes (Bickmore et al, 2021). The complex and challenging nature of school leadership necessitates that principals prioritize learningcentered approaches within their schools (Knapp et al, 2014).…”

The Design and Characteristics of School Improvement Plan Templates

“…Despite their potential influence, though, few peer-reviewed empirical studies have intentionally investigated SIP templates in general, much less the specific influences SIPs may have on school improvement efforts. The present study is in direct response to both this gap and calls from scholars (e.g., Bickmore et al, 2021;Dunaway et al, 2014) to better describe the SIP development and implementation process.…”

Promises and pitfalls: principals using short-cycle school improvement plans to optimize organizational change

“…School improvement planning has been a central part of school improvement initiatives for decades (Bickmore et al ., 2021; Tyack and Hansot, 1982). The basic premise has been that principals and school leaders must be strategic in organizing resources and implementing strategies to improve performance.…”

“…Still, the evidence also indicated that old habits might be hard to break as school leaders did not monitor and adjust plans frequently enough to guide improvement efforts in relative "real time." Keywords Principals, School leadership, School improvement plans Paper type Research paper School improvement planning has been a central part of school improvement initiatives for decades (Bickmore et al, 2021;Tyack and Hansot, 1982). The basic premise has been that principals and school leaders must be strategic in organizing resources and implementing strategies to improve performance.…”