A large, urban public school district has been engaged in high school reform over several years. The reform involves creating small learning communities (SLC) from large underperforming neighborhood high schools. In many cases, brand new principals have been chosen to found and lead the SLC schools into reform. The district has had some difficulty with providing support to principals in these roles. This case is designed to highlight issues of providing support and mentoring in a structured way to individuals new to the principalship. The case can be used in courses on the principalship as well as courses that prepare central office leaders.
Creasap, S., Peters, A., Uline, C., & Hoffman, D. (2005). The effects of guided reflection on educational leadership practice: Mentoring and portfolio writing as a means to transformative learning for early-career principals. Journal of School Leadership , 15, 352-386.
2.
Andrews, R., & Grogran, M. (2002). Defining preparation and professional development for the future. Paper presented at the Annual Meeting of the National Commission for the Advancement of Educational Leadership Preparation , Racine, WI.
3.
Browne-Ferrigno, T. (2001). Preparing school leaders: Case study summary and implications. Paper presented at the Annual Meeting of the University Council for Educational Administration, Cincinnati, OH.
4.
Daresh, J. (1993, April). The arrival of the new principal: Reactions of staff. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
5.
Kimball, K., & Sirotnik, K. (2000). The urban school principalship. Take this job and . . .!Education and Urban Society, 32, 535-543.
6.
Loder, T. (2005). On deferred dreams, callings, and revolving doors of opportunity: African-American women's reflections on becoming principals . Urban Review, 37, 243-265.
7.
Shen, J., Rodriguez-Campos, L., & Rincones-Gomez, R. (2000). Characteristics of urban principalship a national trend study. Education and Urban Society, 32, 481-491.
