Blazing New Trails - Connexions

Creating Shared Meaning in High Performing, Low Socioeconomic Urban Elementary Schools 149
and decisively. By her behavior, Beta also showed that she was glad to see the parent come to
her with the problem.
In addition to the primary findings, we found four secondary findings that emerged
from our analysis of data collected. All findings, both primary and secondary, are embedded
within the value systems and beliefs of principals Alpha and Beta. We found the principals
valued: (a) teacher leadership opportunities, (b) collaboration with teachers on instructional
matters, (c) a variety of decision making practices, and (d) a fluid, seamless process for
implementing new district policies/procedures. We will next discuss their values of leading,
their educational values, and the shared personal values between principals and their staffs
based on the result of the Rokeach Values Survey (1973, 1979).
Teacher Leadership Opportunities
In both schools A and B, teachers were involved in a variety of leadership capacities.
One leadership opportunity was with the Campus Instructional Leadership Team (CILT) that
consisted of teacher representatives from each grade level. The principals used this team to
implement changes to the curriculum or as a forum for new ideas for all teachers. The CILT
team had the task of helping formulate and revise the annual Campus Improvement Plan
(CIP). Also, master teachers were appointed by their peers or by the principals to be grade
level chairs. There was an additional opportunity to be involved in decision making through
“operation involvement,” a district-wide initiative for teachers to be involved in making
important decisions affecting the school. The principals used the CILT and various
committees to help in managing instruction, dealing with teacher issues, and advising about
operating problems.
Teacher A4 observed that Alpha encouraged team leaders from each grade level to
meet and exchange ideas stating, “There are many opportunities for leadership, and … she has
done a good job at allowing people to take leadership roles where they are able to take them”
(A4). Teacher A1 stated that Alpha had encouraged her to be involved and take a leadership
role on campus. With this encouragement, A1 felt that her principal recognized her talents,
which inspired her to do even better as a teacher, although her leadership involvement at the
time of the interview was minimal. Alpha not only provided opportunity, but also helped one
grow as a teacher leader if that is what a teacher wanted to do, according to teacher A2.
Principal Beta encouraged her teachers to volunteer in sport leadership for the children
such as coaching intramural volleyball, basketball, and soccer. In school B, there was a drama
program where teachers who are interested could donate their time after school. There were
leadership opportunities to provide training to other teachers to learn to direct or conduct
student plays and choirs. In both schools, leadership roles were filled by volunteers. No one
was pressured to take a leadership role. If teachers aspired to leadership roles, however,
Principal Beta made sure that her volunteer leaders were sent to workshops and/or leader
training to make them more effective as teacher leaders. Teacher B1, for example, was the
vertical team leader for a science team (science teachers from all grade levels). He expressed
that their team provided real positive impact to students ensuring that they are learning the
essentials of science as they progressed to each grade level.
Teacher Collaboration
In both schools A and B, approximately 70% of the collaborations between principals
and teachers were focused on instructional matters. Collaborations in both schools were