ERIC Number: ED373429
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
When the Keeper of the Vision Changes: Leadership in an Accelerated School.
Cohen, Margaret W.; Packer, Loyal E.
Lincoln Accelerated School has participated in Missouri's Accelerated Schools Project since 1990. Grounded on a school-based management model, it seeks to modify the educational experiences of at-risk elementary students by enriching the curricular offerings and instructional strategies provided them. The school underwent a major stressor when the principal who had led the school through the first year of restructuring resigned. This paper examines the impact of the resignation on the school's restructuring process and describes the efforts of Lincoln's new principal to keep the focus on the long-term goal of change. Data were obtained through document analysis, field notes, and interviews with 12 faculty on staff during the transition, 2 newcomers, and 1 teacher who transferred to another school. Teachers believe that new faculty and staff must be introduced early to the concepts of acceleration; and new principals must quickly learn and build on faculty strengths. Principals in such situations should (1) respect shared decision making and the mechanics of the alternative governance structure; (2) become an integral part of the process, including keeping the vision; and (3) respect and use well empowerment, unity of purpose, and faculty strengths. Other critical factors include the quality of the principal-teacher relationship, the principal's commitment to the instructional process, and the principal's concern for teacher and student development. Contains 17 references. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Accelerated Schools; Normandy School District MO
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).