| This investigation is an evaluative study of a three-year leadership project and proposes that participation in the project and the resultant training in reflective practices impacted the self-growth and community growth of participants, resulting in changes in leadership practices. The members of the project were experienced high school, middle school, and elementary principals who were involved in school reform initiatives. Data sources included the Change Facilitator Stages of Concern Questionnaire (Hall, 1991), surveys, interviews of eight subjects, and supplementary information. Data were filtered through matrices based upon the five states of mind of Cognitive Coaching (Costa and Garmston, 1993). Significant changes in self-building, community-building, and leadership were determined to have resulted in those who remained active in the project.;Use of the data analysis model began with a group case study of all active statewide participants. The multiple case study which followed included eight within-case analyses of selected St. Louis principals, and these analyses contributed to a composite-case analysis. Findings of the composite-case analysis and the group case study were combined in a comparative analysis which provided the basis for findings.;Perceived changes in leadership included increased consciousness that principals impact student achievement directly, empowerment of staff in decision making, use of reflective practices, networking within and among schools, and conditional acceptance of innovation. The roles of shared purpose and awareness of context in achieving desired change are discussed along with the implications for future leadership training. |
