Efective leadership practices used by elementary school principals in the implementation of instructional change

2015-02-18The purpose of the study was to examine elementary principal leadership during change by analyzing various strategies used by the principals to create change systems within the context of Common Core State Standards. More specifically the study set out to explore: 1) what planning and program design do elementary principals use during the implementation of Common Core State Standards, 2) what context-specific leadership practices are necessary for the implementation of instructional changes, and 3) what are the organizational barriers principals encounter when implementing Common Core State Standards. Mixed methods were used to collect and analyze data. Surveys, interviews and documents were reviewed to triangulate the data for validity and reliability. Forty-one elementary principals in Southern California were surveyed and five from the group were selected for interviews. Documents from each school were reviewed as part of the analysis. Through coding, themes emerged. Study results indicate that planning and programming for Common Core implementation involved high levels of professional development. Elementary principals used collaboration in various forms as a strategy to continue the momentum of implementation of the standards. Principals supported implementation with direct and indirect approaches to leadership. Direct approaches influenced instruction while indirect strategies supported an environment in which change can occur. Lastly, elementary principals highlighted barriers to change and transitions from old to new standards. Those barriers included technology and minimum cohesion between district offices and elementary site principals. Overall, the study provides insight into strategies that elementary principals use to launch and protect new systems that involve deep levels of change