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Case Studies from Three Winnipeg Schools by Nicholas Kelly a Thesis Running head: LEADING SCHOOLS IMPACTED BY POVERTY 1 Leading Schools Impacted by Poverty: Case Studies from Three Winnipeg Schools by Nicholas Kelly A Thesis submitted to the faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirements of the degree of MASTER OF EDUCATION Department of Educational Administration, Foundation & Psychology University of Manitoba Copyright © 2015 by Nicholas Kelly LEADING SCHOOLS IMPACTED BY POVERTY 2 Abstract This study examined the perceptions of three inner city principals on how poverty impacts the school experience and success for children attending high poverty schools in the Winnipeg School Division. This study focused on how three principals defined and understood poverty; how they created a vision for their school as well as exploring the sustainability of their work. The study examined and explored the frameworks and strategies that each principal worked from in an effort to address the impact of poverty on their schools. In doing this, the thesis attempts to tell the stories of three school principals who spent their entire careers working in the inner city district of the Winnipeg School Division. The schools examined in this study exist within a current reality in stark contrast to the one sought in the Mission and Vision for all students by Manitoba Education. The study found that there is a need for greater professional development for principals on the issue of complex poverty and how it impacts schooling. Although participants outlined a great deal of programming that is already in place to support children attending high poverty schools, all felt that much more can, and should, be done to improve conditions for children impacted by poverty. Findings suggest that policy and practice at the school, district, and provincial levels need to be examined and, where necessary, changed to address the needs of students and families impacted by poverty. Keywords: community schools, high poverty schools, inner city education, leadership, poverty LEADING SCHOOLS IMPACTED BY POVERTY 3 Acknowledgements I would like to express my sincere appreciation and thanks to my three research particpants: Dr. Myra Laramee, Suni Matthews and Angeline Ramkissoon. By having three former principals’ willing to share their time and insights on leading high poverty schools, this study was made possible. I hope that by giving voice to your leadership experiences within Winnipeg’s inner city will provide improved learning for other leaders. I would like to thank my advisor, Dr. Jon Young, for encouraging me to embark on the thesis route and for continually asking the tough questions, guiding my reflections and thinking all the while making me feel that the work I was doing was important. Your patience and guidance throughout the entire process was critical to completing this work. I have learned so much from you and want you to know how much I have appreciated working with you. I would like to thank my advisory committee; Dr. John Wiens and Dr. Karen Boyd. You have both pushed my thinking, engaged me as a learner and presented new lenses from which to explore the topic of poverty and its impact on schooling. And finally, this thesis is dedicated to my family. Sarah, Quinn and Nate who have supported my work and given up important family time in order for it to be completed. Thank you for your love and support. LEADING SCHOOLS IMPACTED BY POVERTY 4 Table of Contents Abstract ........................................................................................................................................... 2 Acknowledgements ......................................................................................................................... 3 Chapter One: Introduction .............................................................................................................. 7 Educational Achievement Across Various Socio-Economic Conditions ................................... 8 Responding To Poverty ............................................................................................................. 11 Manitoba Education and Poverty .............................................................................................. 12 School Divisions in Winnipeg and Poverty .............................................................................. 12 Community data for three inner city school communities. ................................................... 13 Statement of the Problem .......................................................................................................... 17 Research Questions ................................................................................................................... 17 Methodology ............................................................................................................................. 18 Definitions ................................................................................................................................. 21 Significance of the Study .......................................................................................................... 23 Chapter Two: Literature Review .................................................................................................. 25 The Impact of Poverty on Student Learning, Success and Experience of School .................... 25 Defining Poverty ....................................................................................................................... 26 How Poverty Affects School Success ....................................................................................... 29 Responding to Poverty: Strategies that Promote School Success ............................................. 30 Indirect / health related responses ......................................................................................... 31 Direct / educational responses ............................................................................................... 32 Improved instruction.............................................................................................................. 33 More pre-school education .................................................................................................... 33 Stronger family-school connections ...................................................................................... 34 Leadership in High Poverty Schools ......................................................................................... 35 Leithwood’s 2nd Claim: ............................................................................................................. 37 Leithwood’s 4th Claim: ............................................................................................................. 38 Leithwood’s 7th Claim: ............................................................................................................. 38 Family, Community & School Connections in High Poverty Schools ..................................... 43 Chapter Three: Methodology ........................................................................................................ 48 Methodology ............................................................................................................................. 49 LEADING SCHOOLS IMPACTED BY POVERTY 5 Selection of Participants ............................................................................................................ 50 Interview Guides ....................................................................................................................... 51 Validity ...................................................................................................................................... 52 Data Analysis ............................................................................................................................ 53 Conclusion ................................................................................................................................. 55 Chapter Four: Findings - Principals and Their Understanding of Poverty ................................... 56 Introduction: Inner City Principals & Their Schools ................................................................ 56 Three Inner City Schools........................................................................................................... 58 Dr. Myra Laramee & Niji Mahkwa School............................................................................... 61 Niji Mahkwa School.................................................................................................................. 62 Ms. Suni Matthews & Dufferin Elementary School ................................................................. 63 Dufferin Elementary School...................................................................................................... 65 Ms. Angeline Ramkissoon & David Livingstone School ......................................................... 66 David Livingstone School ......................................................................................................... 67 Understanding Poverty and Its Impact on Student School Experience and Success ................ 68 Hopes & Dreams: Breaking through Social Exclusion ............................................................. 71 Employment/Unemployment: Maximizing Student Employment Skills.................................. 76 Inadequate Housing ..................................................................................................................
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