The principal supervisor: redefining a critical role to support instructional excellence

Abstract

Low levels of student achievement, high rates of principal turnover, and the pressures of the academic accountability challenges seen in urban schools underscored the need to investigate the approaches employed by principal supervisors in urban school districts to build principals instructional leadership capacity and stability. The purpose of this study was to explore how principal supervisors in a large urban public school district in the southern region of the United States (Darling School District, or DSD) align their practices to the Model Principal Supervisors Professional Standards (MPSPS), and how they are supported in their efforts by district structures and practices.^^The questions that guided the study addressed how the districts structure develops and supports the role of principal supervisors, what actions principal supervisors undertake to promote and support principal development, and how practices and approaches of the principal supervisor-principal dyad reflect the (MPSPS). The phenomenological case study involved an interpretive approach with data collection occurring through open-ended questionnaires and interviews completed by principal supervisors and principals, observations of principal supervisor-principal dyads, and the review of principal supervisor time logs. Data were analyzed using the constant comparative method and qualitative data analysis software (Dedoose) for organizing data and identifying patterns and themes that answered the research questions.^Principal supervisors described how the districts structure developed and supported their role as principal supervisors through previously serving as a principal, attending meetings and professional development focused on instructional leadership, providing coaching and mentoring, and maintaining systems focused organization. Principal supervisors promoted and supported principal development through coaching, conducting learning walks as a team, promoting a laser-like focus on instructional practice, and analyzing data along with the continuous monitoring of student achievement. Finally, most actions of principal supervisors were strongly coupled to the eight MPSPSs. The study highlighted the supports necessary for success in building the leadership capacity of principals. The result of implementing effective leadership practices added to the coaching relationship that emphasized mutual accountability between principal supervisors and principals and the practicality of the MPSPS.^^The implementation of the principal supervisor structure used in DSD demonstrated potential to benefit other districts seeking to create an innovative model for building leadership capacity.