Abstract
Great principals take responsibility for the success of every student in their school. In a time when schools are being held accountable to the highest level of standards, strong leadership is critical for schools’ success. This demanding role requires principals to demonstrate numerous essential skills. This issue offers several important articles on how principals can develop and improve their role in supporting student learning.
Professional learning communities (PLCs) are recognized as effective in improving teacher collaboration and student achievement. In the lead article, researchers Hallam, Smith, Hite, Hite, and Wilcox sought to clarify the impact of trust among PLC teachers on their team’s collaborative practices. Specifically, they explored (a) trust development within a team, (b) principal’s impact on trust development, and (c) the relationship of trust to collaboration. Their findings suggest that trust facilitates team collaboration and that specific teacher and principal actions can help trust thrive. They further note that principals can facilitate increased trust by giving teams autonomy and sharing leadership by including teachers as teams are formed and reformed—practices that demonstrate both competence and openness. Several recommendations for principal practice is presented.
In the second article, researcher Pregot examines the preferred leadership dispositions between various constituency groups. Teachers, parents, and school leaders selected their most preferred dispositions from a list of 20 (Interstate School Leaders Licensure Consortium) leadership standards. Similarities and differences were discerned among the constituent groups. Findings suggest that school leaders, teachers, and parents were strongly correlated in their aggregate ranked preferences yet data evidenced unique differences expressed by each group. As a result of the findings, the author suggests several areas for school leaders to consider in their leadership role.
Students with disabilities make up 11% to 14% of the total population, but represent 20% to 24% of the total number of students suspended or expelled. In the third article, researchers Williams, Pazey, Fally, Yates, and Roberts investigate factors that may influence school administrators’ disciplinary decisions involving students with disabilities. Results from the study demonstrate that a perception of threat from students with disabilities by an educational administrator and the administrator’s disciplinary decisions were significantly related. The authors cite several implications for practice that could help administrators recognize this potential conflict as they make decisions regarding disciplinary action for students with disabilities.
In the final article, Test, Bartholomew, and Bethune examine key practices that support successful transition of students with disabilities from school to postsecondary education, independent living, and independent living. The authors provide school leaders with an overview of effective practices in secondary transition and predictors of postschool success. These practices and predictors can help administrators provide guidance to school staff to ensure students with disabilities are receiving evidence-based transition services.
As you read this issue, I hope you will gather ideas that will help you move your school forward. Each article is a “must read”!