Approved to Fail: A Case Study of Leadership at Three New High Schools

Autor/in	Bridich, Sarah Melvoin
Titel	Approved to Fail: A Case Study of Leadership at Three New High Schools
Quelle	In: Journal of Educational Administration, 59 (2021) 6, S.794-810 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bridich, Sarah Melvoin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-03-2021-0058
Schlagwörter	Case Studies; Public Schools; High Schools; Charter Schools; Educational Innovation; Urban Schools; School Districts; Educational Change; Burnout; School Administration; Administrators; Instructional Leadership; Educational Facilities Design; Barriers; Institutional Mission; Educational Objectives; Planning; Colorado + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; High school; Oberschule; Charter school; Charter-Schule; Instructional innovation; Bildungsinnovation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Bildungsreform; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Instruction; Leadership; Bildung; Erziehung; Führung; Educational objective; Bildungsziel; Erziehungsziel; Ablaufplanung; Planungsprozess
Abstract	Purpose: This paper explores how leaders of new public high schools -- one charter and two innovation schools -- navigated the journey from school-in-theory to school-in-practice during the school's first three years. School leaders at charter and innovation schools have increased freedom over curriculum, budget, scheduling and personnel when compared to leaders in traditional public schools. Design/methodology/approach: Using case study research, this qualitative, multisite study of school leaders at three schools in an urban district in Colorado examined the realities leaders experienced during the first three years of their schools. School leaders participated in semi-structured interviews, which were coded and analyzed for data individual to each school and across the three schools. Initial school design plans and district accountability data were also reviewed. Findings: The study identified two distinct challenges for leaders of these new schools--(1) opening a new school contributes to burnout among school leaders and (2) school leaders face systemic, district-level barriers that impede implementation of a school's founding mission and vision. Research limitations/implications: A qualitative study of three standalone charter and innovation schools in one urban school district limits generalizability. Originality/value: The lived experience of school leaders at new, standalone charter and innovation schools is largely neglected in empirical studies. This research illuminates key struggles school leaders experience as they seek to establish new schools with fidelity to district-approved school plans. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01