NotesFAQContact Us
Search Tips
ERIC Number: ED556677
Record Type: Non-Journal
Publication Date: 2013
Pages: 233
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-6407-3
A Phenomenological Exploration of Superintendents' and Principals' Experiences in a Shared Professional Development Process
Severson, John R.
ProQuest LLC, Ph.D. Dissertation, Western Michigan University
For this qualitative study, I explored and described how superintendents and principals interpreted and experienced a sustained professional development process focusing on instruction and student learning, a form of Elmore's Superintendents in the Classroom (SITC) Network. Specifically, I examined how the addition of principals in the SITC learning model experience changed the superintendents' and principals' knowledge and beliefs as well as their behavior in three areas: their individual experiences, the working relationship between superintendent and principal, and the way they now think about and encourage student learning. For this phenomenological study, superintendents and principals were selected and individually interviewed from five districts. The data gathered were deductively and inductively analyzed. Deductively, a literature-based framework was created using the concepts of (a) shared vision (Bennis & Nanus, 1985; Fullan, Bertani, & Quinn, 2004), (b) distributed leadership practices (Burns, 1978; Gordon, 2002; Kellogg, 2006; Walters & Marzano, 2006), and (c) professional learning communities (DuFour, DuFour, & Eaker, 2008; Muhammed, 2009; Sergiovanni, 2004). While literature reveals that superintendents have had success in the SITC program (Choy, 2003; City, Elmore, Fiarman, & Teitel, 2010; Elmore, 2000, 2004; Rallis, Tedder, Lachman, & Elmore, 2006), this study analyzed the inclusion of principals in the process as well. Through the data analysis process, I developed six themes: (a) leaders developed new views of instructional best practices, (b) new working relationships developed between the leaders and their teachers, (c) leaders adapted the SITC learning model's PLC processes, (d) leaders developed new appreciation for the value of working with their peers and colleagues, (d) the SITC training changed how the paired leaders work together, and (e) leaders adapted the SITC training's best practices onto their administrative teams' working processes. My study affirmed, added to, and disputed other research. In particular, I found the importance of principals joining a sustained shared professional development process with their superintendents as it changed them individually, changed how they worked together, and changed the relationship of the leaders as well as the functionality of the administrative team. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A