Blazing New Trails - Connexions

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332 CRITICAL ISSUES IN EDUCATION LEADERSHIP PREPARATION Even though some of these corrective efforts have been successful, they have not been consistently replicated in other schools. Some examples of success through these corrective efforts have been presented in impressive case studies of school success that have shown that schools serving highly challenged, high-poverty students can succeed. However, there has been very little research on what these schools are doing differently that would inform the broader context of school improvement (Calkins, et al., 2007). Turning around schools in an effort to prevent an epidemic in failing and low performing schools with the ultimate goal of improving overall student achievement is absolutely necessary at this juncture in education (Brady, 2007; Murphy & Meyers, 2008). The proposed professional development model for this chapter developed specific school turnaround strategies that could be implemented when a school is in corrective action (Mintrop & Trujillo, 2005). The suggested strategies and integrated model incorporated current best turnaround practices from a variety of industries and adapted them for education. Perspectives The notion of developing educational turnaround leaders is a concept that has been studied from various perspectives including business, government, the public sector, and education. Learning Point Associates (2005) refer to turnaround as "dramatic improvement in performance created by various changes within an organization" (p. 5). To apply these strategies to schools is a new challenge and has been a focus of study funded by the Wallace Foundation through the University of Virginia's (UVA) Darden College of Business. One of the challenges faced by local school systems was that a large scale model did not meet the individual needs of schools. Several principals stated that they would like to enroll in a program for turnaround leadership, but their school did not fit the profile dictated by the UVA model, and some said that their school did not fit the requirements for low performance. They asked, "Why can't you offer a program where we can choose to participate and gain the benefits of school turnaround?" While there are some aspects of the former model that can be retained, the proposed professional development model for an Educational Turnaround Leader (ETL) takes a new look at a decentralized model that can adapt to the individual needs of a school district. The overarching goal of this professional development model is to recruit and provide principals in failing schools the tools to strengthen organizational and instructional leadership capacities beginning with selection criteria based on individual needs assessments. A critical component to turnaround is to empower school staff to embrace decentralization rather than centralization (Chapman, 2005). Ultimately, the school principal and staff have ownership in making sustained and lasting change in the decentralized model. The Educational Turnaround Leader Professional Development Model program was designed to provide proven research-based skills and strategies that would ultimately positively impact student achievement. Statement of the Purpose The objective of this review was to identify and synthesize evidence-based recommendations from the turnaround literature to be used in the development of a school leader turnaround specialist professional development program. The following research questions guided the integrative review process:
<strong>Blazing</strong> a <strong>New</strong> Trail for the Educational Turnaround Leader 333 1. What are the current approaches to turnaround, and what elements have been successful? 2. How can research and best practice from business and the public sector inform education turnaround efforts? 3. How can we meet the localized needs of low performing schools that need assistance improving student achievement? 4. What are the elements of successful Professional Development Programs for the Educational Turnaround Leader? An action research approach was recommended as a way to monitor ongoing progress and success. A series of continuous questions were used to answer questions such as, "Where are we now, where do we want to go, and how will we get there?" Inquiry Model An integrative review of the research process was used as the methodological classification system for analyzing the available research evidence in a systematic, rigorous, and detailed manner in much the same way as a meta-analysis of quantitative research articles (Broome, 2000). As in all literature reviews, the goal was to go beyond a summarization of related literature to one of critical evaluation of the strengths of the research evidence. The researcher approached the prior literature with an intent of identifying central issues and gaps in the body of knowledge as well as implications for future research. Overall, the hallmark end goal was a more defined and goal oriented review that would extend the traditional goals of a basic literature search to one that would provide conceptualization of a theoretical framework. In this chapter, our goal is to present the available business, public sector and educational research turnaround literature that informed our theoretical framework and conceptual model, the Educational Turnaround Leader Professional Development Model, and to describe the components of our model. REVIEW OF THE LITERATURE Research from the business and public sector organizations were chosen for this literature review because it was believed that the public education community can learn from these organizations. One obvious difference in public education and these other organizations is that they are not governed by the state and, therefore, are not bound to them for performance scores. Another difference is that these other organizations are usually one entity, whereas school districts are comprised of many different schools separated by considerable distances. In businesses and public sector organizations, the CEO is the turnaround leader, and the counterpart to this position in the educational organization would be the superintendent and then the building level principal. In spite of these differences, schools can take the aspects of research-based knowledge and skills from these other turnaround leaders and apply them to the educational setting (Chapman, 2005). Business Turnarounds In business, there are many cases of successful turnaround initiatives from the Jet Blue story to the automobile industry. Zimmerman (1991) stated, “It is possible for troubled companies to turnaround" (p. 11). Thurow (2000) stressed, "Not all turnaround situations are
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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Special Education Director Burnout
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CRITICAL ISSUES IN CRITICAL ISSUES
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Administrative Functions The Admini
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The Administration of Special Educa
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CRITICAL ISSUES IN PROMOTING ACADEM
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The Effective Practices and Beliefs
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Creating Shared Meaning in High Per
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