Blazing New Trails - Connexions

Blazing a New Trail for the Educational Turnaround Leader 337
The principal's role has changed and intensified under the pressures mandated by state
and federal accountability and service to the school community (Chapman, 2005). These
changes and demands are addressed and supported at varying levels across school systems
and states. The work satisfaction of principals has had an effect on recruitment, retention, and
development (Chapman, 2005). In a study of retention of principals, Norton (2003) found that
there is a need to find new programs for professional development and alternative strategies
for supporting these educational leaders on the job.
The Educational Turnaround Leader Professional Development Model provides an
alternative strategy for supporting educational leaders on the job. Murphy (2008) found that
leadership is the most critical element in the narrative of organizational recovery, and a
change in top-level leadership is often required for organizations to recover. This top level
leader in schools is ultimately the superintendent. In the proposed model, a significant change
is self-selection of the school principal as a participant in the turnaround professional
development.
Educational Turnaround Leader Professional Development Model Components
The components of the Educational Turnaround Leader Professional Development
Model are (1) Recruitment, (2) Selection Criteria, (3) Curriculum, and (4) Implementation,
Evaluation, and Ongoing Assessment. These steps are sequential and contain processes and
critical subcomponents designed to assist educational leaders, schools, districts, and other
stakeholders in maximizing participation in and working towards positive turnaround
outcomes (see Figure 1).
Figure 1. Educational Turnaround Leader Professional Development Model.