Blazing New Trails - Connexions

Creating Shared Meaning in High Performing, Low Socioeconomic Urban Elementary Schools 145
level. She makes sure that curriculum is applied consistently to all classes and in all grade
levels, and she has a professional intervention plan for teachers who are struggling with
pedagogy or classroom management. Alpha’s enthusiasm for classroom instruction was
shared by one teacher who described, “She comes and takes over your class sometimes if you
are having a real good discussion with your students; she easily gets involved with it too, and
she actually takes over and next thing you know she’ll look at you and say, ‘Oh, I didn’t mean
to.’” (Teacher A3).
When Principal Alpha conducts walk-through observations, she not only likes to see
how teaching and learning occur but also wants to make sure that teachers have all the
materials they need. Principal Alpha believes that teachers have to be accountable for what
they teach and for making all students in their classrooms successful. She wants teachers to
treat each student in their classrooms as if they are teaching their own children. For Principal
Alpha, no excuse is valid for why a student failed to pass the state exam or to get promoted to
the next grade.
Principal Beta is in the classrooms daily. She knows the weaker teachers and what she
needs to do to bring these teachers up to standard; she works with the teachers who need help
and makes certain they get needed assistance when she cannot help. She is consistently
checking on instructional rigor. Beta is very confident the teachers are not threatened when
she visits their classrooms. Teacher B1 confirmed that Beta visits her classroom about once
every six weeks or sometimes twice during the same grading period. Beta herself noted that
“[I visit] . . . the classrooms a lot.” Teacher B1 mentioned that Beta likes to see how
instructions are delivered and wants to make sure teachers have the materials they need,
especially for the bilingual class. According to teacher B3, Beta “tries to keep on top of
everything and gets involved with what the students are doing.”
Both principals had weekly instructional planning meetings where they collaborated
with teachers on instructional matters and reviewed lesson plans, student data, and work
samples. During these meetings, teachers suggested solutions to meet the needs of individual
students and students’ active involvement in learning; they also discussed uses of higher order
thinking skills.
Teacher/Staff Support
Both principal Alpha and Beta channeled their teacher and staff human interactions
toward collaboration, team building, and cooperation. Both principals consistently, through emails
and hand-written notes, expressed their gratitude to teachers who have gone above and
beyond what they are expected to do. Both principals inquired about and expressed their
concern for teachers and supported them through illness and family emergencies.
In her own words, Principal Alpha discussed how she supports teachers stating, “I’m
here as a coach; I facilitate not necessarily as a boss. I try not to be … a dictator, a boss. I’m
trying to be there to make their job easier so that we can both work together and achieve our
goal.” She is available and goes to classrooms consistently. To recognize outstanding teachers
and to show her appreciation to teachers in general, Alpha provides a “Teacher of the Year”
celebration. Teacher A4 mentioned that Alpha is very hands-off in her management of
teachers; for her, it is good not to feel pressured by the principal but to feel trusted. Teacher
A3 felt strongly supported because “[Alpha] does seem to know a lot about the curriculum so
she knows what I should be teaching ... because she does know the curriculum she knows
what to expect when she comes to your room.” Teacher A5 appreciates that she can go
directly to Alpha for any concerns.