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Saturday, November 19 • 2:00pm - 3:10pm
Leadership Innovation in Complex Contexts

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Understanding Leadership in Schools: A Complex, Evolving, Loosely Linking Systems (CELLS) Perspective. Christopher Roy James, Melissa Hawkins (University of Bath, England)

The purposes of this paper are: to give complexity a central place in considerations of school leadership and to develop a framework for the analysis of organising/leadership interactions in schools as complex, evolving, loosely linking systems (CELLS). The paper reviews the literature on organisational complexity and loose coupling to develop and explain the dimensions of the CELLS perspective. We then explain a framework for the analysis of influencing/organising interactions amongst the staff group in schools.

Principals of Success in High-Performing High-Poverty Minority-Serving Schools. Elizabeth Murakami, Sean Kearney, Christine A. Weiland (Texas A&M University-San Antonio)

This study explores the experiences of three principals and their schools in the context
of south central Texas demonstrating (a) at least 85% ethnic minority; (b) at least 85% of students qualifying for free or reduced-price lunch; and (c) achieving passing ratios of 85% or higher on standardized achievement test in either reading, math, science, or social studies. A multifaceted leadership approach was observed, impacting vision and culture while improving instruction and school climate.

Balancing Voices: A Framework for Effective School Governance. Sarah Galey, Kaitlin Torphy, Kenneth Frank, John Lane (Michigan State University)

Contemporary education policy is dominated by an evolving array of federal and state mandates. Changes in accountability policies, the teacher workforce, and local priorities shape schools’ context, challenging educational leaders and teachers to develop transparent processes around policy implementation. Balancing Voices, presented here, is a new framework for school decision-making that involves district leaders, principals, teachers, and community members. The articles provide checks and balances, giving all stakeholders voice and agency in school governance.

Innovating Under Pressure: Perceptions of Innovative Public School Principals Working in a High Stakes Policy Context. Sharon Watkins, Anika Ball Anthony, Karen Stansberry Beard (Ohio State University)

A multiple case study design was employed to examine principals’ perceptions of how the convergence of the No Child Left Behind and Race to the Top policies affected their school environment and role as leaders. Data included interviews with 10 public high school principals, eld notes, and publicly available documents. Results indicate principals perceived contradictory implementation regulations, increased school environment complexity, expanding responsibilities, and the need to use innovation as a strategy to address complexity.

Saturday November 19, 2016 2:00pm - 3:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

Attendees (6)