DEVELOPING INDEPENDENT SCHOOL LEADERS IN TRANSITION: MATCHING LEADER SKILL DEVELOPMENT WITH ORGANIZATIONAL NEED Kristen D. Ring Dissertation in Professional Practice Doctor of Education Ed.D Program in Educational Leadership High Point University December 16, 2015 i We, the School of Education in the High Point University Norcross Graduate School, are submitting a Dissertation in Professional Practice by Kristen D. Ring, titled “DEVELOPING INDEPENDENT SCHOOL LEADERS IN TRANSITION: MATCHING LEADER SKILL DEVELOPMENT WITH ORGANIZATIONAL NEED.” We have examined the final copy of this dissertation for format and content, and we recommend that it be accepted in partial fulfillment of the requirements for the Doctor of Education in the Ed.D. Program in Educational Leadership. _____________________________________ Dr. Donald Martin Chair of the University Doctoral Committee __________________________________ Dr. Dustin Johnson UDC Committee Member __________________________________ Dr. Amanda VanDerHeyden UDC Committee Member Accepted by Norcross Graduate School ________________________________ ii ©2015 Kristen D. Ring ALL RIGHTS RESERVED iii ABSTRACT DEVELOPING INDEPENDENT SCHOOL LEADERS IN TRANSITION: MATCHING LEADER SKILL DEVELOPMENT WITH ORGANIZATIONAL NEED Kristen D. Ring December 1, 2015 Doctor of Education Ed.D. Program in Educational Leadership High Point University School of Education Dissertation in Professional Practice Chair: Dr. Donald Martin The development of effective school leaders is critical to the success of schools. Independent schools across the United States lack a systematic approach to the induction, socialization and development of new and aspiring leaders. Learning on the job is a challenging way to cultivate the skills necessary to lead contemporary independent schools, a job with increasingly difficult demands and expectations. As the “graying” of independent school leadership continues, a potential shortage of leaders ready and willing to step into the role of head will exist. It is increasingly important that new and aspiring leaders are supported with opportunities to fully develop their skillset. This study investigates the perceived leadership development of independent school administrators. Through examination of the responses from iv the Developing Independent School Leaders survey, administered to independent school administrators who are currently employed at National Association of Independent Schools (NAIS) member schools, it is evident that contemporary school leaders desire increased professional development, particularly in areas in which their current roles lack exposure. These administrators recognize that in their transition to a leadership position, a structured mentor program would be beneficial. It is also important that leadership development for new leaders be matched to the organizational needs of the institution to be led. By developing the particular skills required by an organization, a new leader is likely to experience a smoother transition and a more successful tenure. After several recent leadership transitions, it is evident that improved efforts to cultivate leaders ready and able to meet the specific needs of the school are necessary. This study focuses on the development of a strategic plan to address the leadership development needs of one specific independent school located in Alabama. Additionally, the study examines the initial implementation of a mentoring program for new and novice leaders at the school. Feedback from participant reflections and surveys administered to evaluate program effectiveness indicate that direct mentoring is a valuable tool in leadership development. By tailoring the induction and mentoring program to meet both the individual and organizational needs, successful leadership transitions were achieved. v DEDICATION For my husband, Dennis, and three amazing children – Reilly, Colby, and Samantha; your unwavering support encourages me to be my best. vi ACKNOWLEDGEMENTS The journey towards the doctoral degree has been both rewarding and fulfilling, but it is not a journey upon which one ventures alone. I am eternally grateful to my husband, Dennis, who has been my greatest cheerleader from the start. I am thankful that during these years that study often took me away from family time, Dennis was an especially devoted father to our amazing three children, who are developing into independent, wonderful people. I am proud to model for them the value of life-long learning. Reilly, Colby and Samantha, thank you for understanding and accepting the time I devoted to my studies was time I wished was spent with you. I am grateful to my teammates on the Yes Ma’am team, who have been by my side since day one. I couldn’t have chosen finer friends with whom to travel this long road. Patricia, Heather, Cate, Sonja and Jonathan, you got me through. Thank you for the laughter, the conversation, and the commiseration. A special thank you to the professors of the School of Education at High Point University, who have tirelessly worked on our behalf. A particular thank you to Dr. Donald Martin and Dr. Barbara Mallory, who have been incredible teachers and mentors. Your tireless efforts did not go unnoticed. And finally, a heartfelt thank you to Dr. Amanda VanDerHeyden, my “tiny little data fairy.” Your knowledge and expertise are astounding, and your willingness to invest in me has not only profoundly impacted my aptitude, but likely transformed my future career path. Thank you hardly seems worthy. I appreciate you. vii TABLE OF CONTENTS Abstract…………………………………………………………………………………….. ……iv Dedication………………………………………………………………………………………...vi Acknowledgements………………………………………………………………………………vii List of Tables………………………………………………….………………………………...xiii List of Figures…………………………………………………………………………………...xiv List of Abbreviations…………………………………………………………………………....xvi Chapter 1: Introduction to the Study……………………………………………………….. ……..1 Introduction to the problem…………………………………………….…………………1 Problem Context – National Level……………………………………….……………….3 Problem Context – Local Level………………………………………….………………..4 Problem Statement………………………………………………………….……………..5 Problem Analysis…………………………………………………………….……………5 Problem Critique……………………………………………………………….………….6 Significance of Addressing the Problem…………………………………………………10 A Review of the Literature…………………………………………………...………….11 Defining the Role of School Leader………………………………………...…………...12 School Leader as Instructional Leader………………………………………...…………15 viii The Shift to Accountability…………………………………………………...………….18 The Shortage of School Leaders………………………………………………...……….20 The Need for Leadership Development………………………………………...………..22 Principal Preparation………………………………………………………...…………...23 University Based Programs…………………………………………...………….24 Alternative Preparation Programs………………………………………….. ……28 Leadership Development Opportunities for Independent School Leaders……...……….30 University Based Programs………………………………………………………31 Alternative Programs……………………………………………………...……..32 Socializing Novice School Leaders……………………………………………...………33 Mentoring New School Leaders………………………………………………...……….35 Mentoring Independent School Leaders…………………………………………………38 Executive Coaches for Independent School Leaders…………………………………….39 Summary……………………………………………………………………………........40 Implications of the Literature Review for Harborview Academy……………………….41 Chapter 2: The Strategic Plan……………………………………………………………………42 Section I: The Strategic Planning Team…………………………………………………42 Section II: The SPT – The Work………………………………………………………...46 Survey items……………………………………………………………………..48 ix Procedure………………………………………………………………………...49 Study: Developing Independent School Leaders Survey………………………………..50 Participants……………………………………………………………………….50 Survey Results…………………………………………………………………………...52 Rank Order of Leadership Development Needs…………………………………57 Discussion………………………………………………………………………………..59 Limitations……………………………………………………………………….60 Section III: Strategic Plan for Bayside Academy………………………………………..62 The SWOT Analysis……………………………………………………………………..62 The Preliminary Work…………………………………………………………………...68 The Strategic Plan………………………………………………………………………..73 Section IV: Action Plan Proposal………………………………………………………..80 Summary………………………………………………………………………………....83 Chapter 3: Developing New Leaders at Harborview Academy…………………………………85 Introduction………………………………………………………………………………85 Harborview’s Mentoring Program for New Leaders…………………………………….88 Action Plan Implementation……………………………………………………………..89 Goal 1………………………………………………………………………….…89 x Goal 2…………………………………………………………………………….96 Barriers………………………………………………………………………….……....103 Goal 3………………………………………………………………………...…109 Summary………………………………………………………………………………..110 Chapter 4: Concluding Briefs…………………………………………………………………..113 Brief 1:Executive Summary……………....…………………………………………….113 Survey Results………………………………………………………………….116 Results…………………………………………………………………………………..121 Communication Plan……………………………………………………………………124 Brief 2: Impact, Implications, and Significance of Study………………………………126 Brief 3: Advice to Future Scholar Practitioners……………………………………...…133 Appendix A: Consent and Confidentiality Statement for Developing Independent School Leaders Survey……………………………………………………………………………………..……139 Appendix B: Independent School Leadership Survey Instrument……………...………………140 Appendix C: Institutional Review Board (IRB) Approval……………………………………..145 Appendix D: Strategic Planning Team Agendas and Notes……………………………………146 Appendix E: Mentoring Sessions with the Head of School Agendas…………………………..163 Appendix F: Questions Asked by