Date of Award

Spring 3-1-2017

Document Type

Dissertation - University of Massachusetts Global access only

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Tamerin Capellino, Ed.D. Chair

Second Advisor

Alan Enomoto, Ed.D.

Third Advisor

George Sziraki, Ed.D

Abstract

Purpose: The purpose of this qualitative case study was to describe the lived experiences of principal supervisors in Long Beach Unified School District who have applied the 2015 Model Principal Supervisor Professional Standards (MPSPS). The secondary purpose was to identify current practices of principal supervisors in the areas of developing principals as instructional leaders, creating partnerships between central office and school sites, and building their capacity as district leaders as categorized in the MPSPS.

Methodology: This research design incorporated qualitative data to describe the lived experiences and current practices of principal supervisors in Long Beach Unified School District as they applied the 2015 MPSPS. The study consisted of in-depth interviews and a collection of artifacts. An interview protocol and guide provided semistructured questions, respondents were digitally recorded, and transcripts were reviewed. The population for the study was principal supervisors who were employed in Long Beach Unified School District.

Findings: The lived experience of principal supervisors in Long Beach Unified School District consisted of an intentional and aligned system of principal evaluations, coaching, and principal supervisor professional learning community. Principal supervisors also identified practices such as increased visits to schools and classrooms with principals, central office departments focused on teaching and learning, and the traits of creating an environment of vulnerability and growth mindset as an important skill set.

Conclusions: The results of this study indicate the need to create an aligned principal evaluation and coaching system, develop a principal supervisor professional learning community to ensure alignment, and establish partnerships between central office and school sites through an intentional focus on teaching and learning.

Recommendations: Further research must include a replication of this study in other districts identified in the Council of Great City Schools. It is recommended to repeat this study in 5 years to determine over time the impact of implementation of 2015 MPSPS.

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