| High schools are challenged to generate student outcomes indicative of a quality education. The increase in accountability expectations for public high schools has created an urgency to ensure that all students demonstrate proficiency in challenging content. A common recommendation from the literature argues that the principal must lead a professional learning community focused on student learning. The investigation examined the question, "In high schools with consistently high levels of student achievement and recent gains in students' academic performance, what structures and supports do principals create in order to develop teacher leadership behaviors associated with student learning outcomes?"; Using multiple, State education agency-compiled student achievement indicators, a list of high performing Wisconsin high schools were identified for study. Regression analysis of the student achievement data generated rank-ordered lists of schools on ten dependent variables, such as graduation rate and college admission test scores. In three schools with sustained principal leadership and high performance rankings, Hord's (1997) scale, School Professional Staff as Community, was used to collect data from the high school faculty to identify the key elements of principal leadership and professional community. In-depth interviews were also conducted with a sample of educators and principals at each school. The analysis of the staff survey and interview data revealed that the schools identified closely with a shared vision for school improvement that had an undeviating focus on student learning. The cross-school analysis found that principals held high expectations for teachers, nurtured trusting relationships through open and honest communication, and maintained a high level of confidence in the faculty. The common, principal-centric organizational features of these professional communities included: regular meetings with staff, open door policies, the use of data based decision-making, and strong support for professional development.; Student learning may be directly and indirectly impacted by the principal's leadership. The role of the high school principal continues to grow more complex and demanding, thus emphasizing the importance of collaborative, school-wide approaches nurtured through viable learning community models. This research shows that a conscious and deliberate effort to this end is important. |
