Exploring the Effectiveness of Leadership Practices in Urban Charter Middle Schools

Exploring the Effectiveness of Leadership Practices in Urban Charter Middle Schools by Cherise Monet Cupidore M.Ed., Michigan State University, 1995 BS, DePaul University, 1989 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Policy, Leadership, and Management Walden University July 2016 Abstract Researchers have noted that educational manager and instructional leadership roles are vital to achieving sustainable student achievement. Ineffective leadership practices may decrease students’ academic success and are a continuous concern for educators, especially for those of urban charter schools. The purpose of this study was to explore practices that leaders of urban charter middle schools have implemented to advance their schools from a priority school to a focus school designation. This multiple case study sought to identify and clarify leadership practices of successful leaders in urban charter middle schools. Leithwood and Riehl’s core leadership practices model served as the basis for understanding successful leadership practices in 3 Midwestern urban charter middle schools that progressed from a priority school to a focus school category. Data included semistructured interviews with 3 principals, 3 focus groups with a total of 16 teachers, and a review of relevant documents at each school. Data analysis entailed coding and theming significant statements for emerging patterns related to successful leadership practices until reaching data saturation. Emerging themes included leadership practices, professional development, student academic achievement, parental involvement, and redesigning the schools. Findings from this study resonate with Leithwood and Riehl’s leadership model and indicate the efficacy of core leadership practices to meet state and national guidelines. Positive social change comes from providing school leaders in urban charter schools with leadership practices that may more effectively offer students with educational preparation to compete in a global society.Researchers have noted that educational manager and instructional leadership roles are vital to achieving sustainable student achievement. Ineffective leadership practices may decrease students’ academic success and are a continuous concern for educators, especially for those of urban charter schools. The purpose of this study was to explore practices that leaders of urban charter middle schools have implemented to advance their schools from a priority school to a focus school designation. This multiple case study sought to identify and clarify leadership practices of successful leaders in urban charter middle schools. Leithwood and Riehl’s core leadership practices model served as the basis for understanding successful leadership practices in 3 Midwestern urban charter middle schools that progressed from a priority school to a focus school category. Data included semistructured interviews with 3 principals, 3 focus groups with a total of 16 teachers, and a review of relevant documents at each school. Data analysis entailed coding and theming significant statements for emerging patterns related to successful leadership practices until reaching data saturation. Emerging themes included leadership practices, professional development, student academic achievement, parental involvement, and redesigning the schools. Findings from this study resonate with Leithwood and Riehl’s leadership model and indicate the efficacy of core leadership practices to meet state and national guidelines. Positive social change comes from providing school leaders in urban charter schools with leadership practices that may more effectively offer students with educational preparation to compete in a global society. Exploring the Effectiveness of Leadership Practices in Urban Charter Middle Schools by Cherise Monet Cupidore M.Ed., Michigan State University, 1995 BS, DePaul University, 1989 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Policy, Leadership, and Management Walden University July 2016 Dedication There are so many people that I want to thank for their continued love and faith in me throughout my schooling and dissertation process. First, I give thanks and honor to God for his grace and mercy, as well as placing angels in my life during my doctoral journey. I would like to dedicate this research to my late grandparents Myrtle and Pervis Wilson who made many sacrifices to enable me to pursue a college education, my loving mother who has loved me in spite of all of my shortcomings and served as my initial teacher. Acknowledgments To my loving husband Calvin C. Cupidore, Jr., you have been my rock through this journey and the security of your love and support has helped me to reach this milestone. To my daughter Liza Strode who kept me laughing and my spirits lifted when I was not motivated to stay the course in my late night writing exhibitions. I also would like to acknowledge my baby sister Renata Burford, who I love dearly, for supporting me and caring for my daughter like a second mother during the course of my educational journey. I would like to acknowledge Dr. Tanya Adams who has been my friend, colleague, cheerleader, and shoulder to cry on when I was in the valley or the top of the mountain. I would like to acknowledge Miriam Snyder who is a dynamic school leader that recognized my leadership ability as both a teacher and school leader. I would like most of all to acknowledge my wonderful Chair Dr. John Flohr who has been my blessing in disguise. I would like to acknowledge Dr. Cheryl Keen, Dr. Estelle Jorgensen, and Dr. Paula Dawidowicz for assisting me and coaching me through understanding the doctoral journey from a scholarly perspective. I would like to thank all the participants who shared their personal experiences to make this study a reality. Finally, I would like to acknowledge Dr. Alecia Brooks for being my angel sent from heaven. I thank her being a friend, coach, mentor, and therapist, especially when I was on the ledge wanting to give up. Her wisdom, strength, and knowledge helped get me through a challenging paper and program. I thank her for providing me with constructive feedback and guidance. Because of her unselfishness, I am a better person.