Author: David Lynn EverettPublisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 228
Book Description
Principals are under pressure to continue to achieve academic success. Academic achievement and success are synonymous with student performance on the State of Texas Assessments of Academic Readiness (STAAR) test, as well as other variables on the Texas Academic Performance Report (TAPR). The role of the middle school principal is critical to the transition of students from elementary skills to the requisite secondary skills. Educational organizations are constantly seeking ways to improve the process of supporting the campus level administrators. In many cases, the principalship comes by way of serving time and gaining experience as an assistant principal. The purpose of this study was to determine the perceived skills, experiences of assistant principals in middle schools that led to their current success as a principal. The study results also identified kinds of mentor experiences as well. A mixed-method research design was utilized for collecting data. Descriptive and qualitative data were collected first from a questionnaire administered to selected Texas middle school principals. Descriptive data included age, number of years of experience in education, Educational Service Center region, years as an assistant principal, and years as a principal. Qualitative data was gathered from principals to provide a personal perspective. The narratives collected provided the principals perceived critical skills, assignments, and experiences that led to the success as middle school principals. The perceived critical skills of principals were ranked using the abilities necessary for success as campus administrators. Formal and informal mentoring practices were identified through the qualitative narratives. Based on the narratives of principals, results from the study revealed the more hands-on experiences an assistant principal can have the better and more ready for the principalship individuals are. Principals noted experiences dealing with communication, campus instructional leadership, meeting the needs of special populations, and attending to the details were the most important activities for assistant principals to have in preparation for becoming a principal. Ultimately, principals expressed the more involved an assistant principal is with the frameworks of education, the more successful they are as principals.
