From the Desk of the Middle School Principal: Leadership Responsive to the Needs of Young Adolescents

Abstract

Beyond their own walls, middle schools are having a profound effect on the entire range of American schooling, K–12. However, the recent indictments of student achievement at the middle level (TIMSS, NAEP) have increased attention on middle schools in general, and leadership in particular. What are the essential skills and knowledge that are necessary to effectively administer a middle school in the new millennium? The purpose of this research is dedicated to discovering and highlighting the qualities of effective leadership from the perspectives of the principals themselves—“in their own words.” As a result of the data analysis, a model of leadership grounded in the concept of “developmental responsiveness” has emerged. This new paradigm is examined within the context of school improvement and is compared to what the literature and professional organizations identify as necessary characteristics.

Middle Grades Principal Credentialing: A Vanishing Requirement

“…Two conceptual lenses framed this research: the skill model of leadership presented by Mumford, Zaccaro, Harding, Jacobs, and Fleishman (2000) and effective school leadership outlined by middle grades advocates and researchers (Brown & Anfara, 2002;D. C. Clark & Clark, 2000, 2004, 2008Gale & Bishop, 2014;Jackson & Davis, 2000;Little & Little, 2001;Petzko et al, 2002;Weller, 2002).…”

“…Advocates for young adolescents have focused on the importance of the environmental context in outlining effective leadership for principals of middle-grade schools (Bickmore, 2016a(Bickmore, , 2016bBrown & Anfara, 2002;Gale & Bishop, 2014;Weller, 2004). Under the umbrella of middle grades philosophy, advocates have described curricular and instructional programming and school organizational structures that are specific to the needs of young adolescents (Brown & Knowles, 2014;Jackson & Davis, 2000;National Middle School Association, 1992, 1995.…”

“…Principals who demonstrate the knowledge and skills described as effective by middle grades advocates tend to have better school outcomes (Anfara, Roney, Smarkola, DuCette, & Gross, 2006;Bickmore, 2011Bickmore, , 2016aBrown & Anfara, 2002;Gale & Bishop, 2014;Keefe, Clark, Nickerson, & Valentine, 1983;Keefe, Valentine, Clark, & Irvine, 1994;Valentine, Clark, Hackman, & Petzko, 2004). This association provides a foundation to support specific credentialing for middle grades principals.…”

“…However, this move away from specific middle grades credentialing has a number of implications for students, schools, preparations programs, and advocates of middle grades education. Leadership theory (Mumford et al, 2000), middle grades advocates (Clark & Clark, 2008;Jackson & Davis, 2000;National Middle School Association, 2010), and a limited body of research (Brown & Anfara, 2002;Gale & Bishop, 2014;Keefe et al, 1994;Valentine et al, 2004) indicate that principals with the knowledge, skills, and dispositions specific to the middle grades context are more effective at organizational problem solving in the context of middle grades and in improving student and school outcomes. If credentialing is in place in each state to assure quality control of school administrators, then without specific credentialing there is no assurance that principals have the background that supports teaching and learning, programming, or school structures aligned with the needs of young adolescents.…”

A Case Study of Middle Grades Leadership in a Conversion Charter School

“…Principal leadership is foundational to school culture development and implementation of organizational structures and practices, which, in turn, affect a variety of student outcomes (Grissom & Loeb, 2011; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Williams, Kirst and Haertal, 2010). Advocates for middle grades students outline specific leadership practices that support organizational cultures and structures addressing the unique developmental needs of young adolescents (Brown & Anfara, 2002; Jackson & Davis, 2000; Keefe, Valentine, Clark, & Irvine, 1994), suggesting such developmentally appropriate practices positively affect student outcomes (Arhar & Kromrey, 1995; Felner, Jackson, & Kasak, 1997; Mertens & Flowers, 2003; National Middle School Association, 2010a). Although the research specifically examining principal leadership at the middle level is limited (Gale & Bishop, 2014; Juvonen, Le, Kaganoff, Augustine, & Constant, 2004), the extant research of U.S. middle grades leadership suggests highly successful middle grades schools are more likely to be led by principals who engage in practices that align with the developmental needs of young adolescents (Brown & Anfara, 2002; Clark & Clark, 2000; Gale & Bishop, 2014; Sanzo, Sherman, & Clayton, 2011; Valentine, Clark, Hackman, & Petzko, 2004).…”