Blazing New Trails - Connexions

126 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT
significant statement in this study was listed and given equal worth. The statements were then
analyzed for common themes. Once all themes were identified, repetitive and overlapping
statements were deleted and significant statements were grouped into larger units of
information. Textural description or verbatim examples of what happened were given
followed by structural description when the researcher reflected on the setting and context.
Peer review and member checks were utilized as participants were solicited to provide their
views on the credibility of the findings and interpretations.
FINDINGS
This study gave voice to the beliefs and effective practices of 10 principals who have
been successful at high-achieving middle schools which had 51% majority Hispanic students.
In response to each question, principals were asked to reflect on those beliefs and strategies
that were especially effective with the Hispanic population that contributed to their successful
school rating. A central finding that framed all responses was an underlying belief that what
was best for all students was to identify individual needs and then meet those needs,
regardless of ethnicity, race, or socioeconomic status (SES). In this way, principals effectively
met the needs of Hispanic students as well as all students on their campuses. Specific findings
are reported by research questions.
Research Question 1
Research Question 1 investigated the beliefs that principals of high-achieving schools
have that influence their practice with Hispanic students. Emergent themes included having
the right teachers, caring for all students, teaching all students, and planning for success.
Having the right teachers. Every principal in this study noted that they have the best
teaching staff. Principals elaborated on the importance of having the right teachers with the
right students in order to close the achievement gap. One principal emphasized, “The staff
makes all the difference in the world, and I have the greatest teachers ever.” He further
mentioned that having all the technology in the world will never replace an effective teacher.
Teachers are what matters. Along the same lines, another stated, “If you get the right teachers
with the right students, they will be successful.”
Having the right teachers was so important that several principals pointed out that they
expected their teachers to teach their students as if they were their own children. A female
principal explained:
When I walk into a classroom and I am observing my teachers, the first question that I
ask myself is whether or not I would want my son or daughter in this class. If the
answer is ‘yes,’ then I know I have a good teacher. If the answer is ‘no,’ then I know
that I need to do something about it. The doing something about it means I have to do
what I have to do to fix the problem or get rid of the teacher. You have to treat each
girl and boy as if they were your own. Unfortunately, there are a lot of teachers who
slip through the cracks, and they just get shuffled around. This is not acceptable to me.
A principal needs to be the bad guy and not renew the contract. Somebody has to do
the work and do the documentation. So, our basic philosophy here is that we want
teachers in all of our classrooms that would be good enough for our own children.