| This study is one of five thematic dissertations, which focus on investigating the leadership practices of principals leading successful schools serving ELA learners. Schools selected for participation in this study had (a) an open enrollment policy, (b) at least 40% of total enrollment consisting of ELL students, (c) a total School Performance Framework (SPF) rating greater than 49% for elementary schools, and great than 45% for middle schools and high schools, (d) at least 50% of the students qualify for a free or reduced lunch, (e) have gains on the CSAP/TCAP and CELA tests for the past three years relative to schools serving the same grade levels, and (f) a principal in place for at least three years. The conceptual framework for this study was constructed from two evidence-based frameworks (VAL-ED Matrix and the ES-I Framework) derived from research on learner-centered leadership. The 360-degree VAL-ED survey provided evidence of the leadership strengths of the principal. From these findings, interview protocol questions were selected. Additionally, a narrative interview protocol was used to uncover critical and life incidents that influenced the development, implementation, and maintenance of the leadership practice of this principal. A cross-case analysis of raw data from four other principal interviews was conducted and themes of life and work experiences were uncovered. Results from this study can be useful to other principals, professional development of principals, and for preparation programs who train future principals. |
