This case describes initial conflicts experienced by a new superintendent that involve faculty resistance and diminished academic expectations at the high school, compared with the district’s other schools. Compounding the situation is the fact that the Board of Education was bitterly divided when reaching their superintendent hiring decision, with several members supportive of hiring the current high school principal. Fueled by the discovery of numerous parent complaints regarding discriminatory treatment of their children, the superintendent is confronted by the high school faculty who aggressively defend their practices and a high school principal who appears to be undermining her authority.
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HallingerP.HeckR. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement?Educational Management Administration & Leadership, 38, 654-678. doi:10.1177/1741143210379060
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KnappM. S.CoplandM. A.HonigM. I.PleckiM. L.PortinB. S. (2010). Learning-focused leadership and leadership support: Meaning and practice in urban systems. Seattle: Center for the Study of Teaching and Policy, University of Washington.
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MurphyJ.ElliottS. N.GoldringE.PorterA. C. (2007). Leadership for learning: A research-based model and taxonomy of behaviors. School Leadership & Management, 27, 179-201. doi:10.1080/13632430701237420
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