A Case Study of Democratic Accountability and School Improvement

Abstract

This case study examines ways to improve schools through "democratic accountability." The study investigated strategies that were used by a principal to increase staff and student expectations in a low-performing middle school. Information was collected through interviews and surveys with school stakeholders at all levels of involvement. The article concludes by raising issues for leaders regarding building the capacity of schools to sustain improvement. I would have never thought this school could be turned around so quickly. (Superintendent, school climate survey) This school was the "wild west" when the new principal arrived. I thought it would take years to get under control-boy was I wrong! With great enforcement of rules for both teachers and students, with a facilitative structure of leadership, and with everyone (students, teachers, and parents) knowing what was expected, life became very good!

The New Millennium High School: tomorrow's school today?

“…In a learning organization, leaders function as shared decision-makers, not sole decisionmakers or charismatic heroes (Senge 1994). However, more realistically for schools that are changing, the role of leadership probably characterizes a tension between team player and directive synergist: s/he who mobilizes the new vision and effort (Mullen and Graves 2000). High-risk innovative principals of proven excellence who illustrate this tension in the act of transforming low-performing schools have appeared only occasionally in the literature (e.g.…”

The Principal's Apprentice: Mentoring aspiring school administrators through relevant preparation

“…But schools have been known to function effectively and perform well in less hierarchical ways with aspiring leaders who can be included as invaluable decision-makers and collaborators (Mullen & Graves, 2000;Mullen & Lick, 1999). Murphy (2000) has argued that shared governance models turn principals who are "lions" into "lambs," enabling them to let go of the need to oversee all major decisions, developing a sense of responsibility in others and their capacity to lead.…”

“…The co-administrative relationship could also provide a genuine opportunity for administrative teamwork. One new principal in a low-performing middle school in Florida hired an assistant principal to be a collaborator not only in the day-to-day managerial tasks but also in the comprehensive restructuring efforts that were successfully launched (Mullen & Graves, 2000). However, many principals do not have this hiring opportunity and go without such opportunities for collaboration.…”

“…Even in Illinois where the Chicago school system does not have a shortage of quali ed candidates seeking to become principals, about 40% of its principals do not complete their four-year contracts. This status of poor principal retention is in keeping with the national trend, which contributes to rapid turnover in administration for many schools (Mullen & Graves, 2000). As of 1995 only 15% of the principals on the job had remained in K-12 schools (Quintanilla, 2000).…”

“…4). This awesome responsibility on administration calls for caring and literate problem-solvers who can deal with such complex issues as high-stakes (mandated and punitive) testing, increased accountability to stakeholders, and diverse student populations (Borja, 2001;Mullen & Graves, 2000).…”