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Building charter school leadership capacity: a look into leadership practices at accelerated academy
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Content
BUILDING CHARTER SCHOOL LEADERSHIP CAPACITY:
A LOOK INTO LEADERSHIP PRACTICES AT ACCELERATED ACADEMY
by
Kristine Joy Cortez
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2022
Copyright 2022 Kristine Joy Cortez
ii
Acknowledgements
I would like to acknowledge all the individuals who helped my dissertation come to
fruition. Dr. Kathy Stowe, my dissertation chair, thank you for your time and utmost patience
through the entire process of my dissertation and the many iterations it took to get it right.
Without your support and guidance, I would have not completed this without you. To my
committee members, Dr. Courtney Malloy, and Dr. Darline Robles, thank you for providing
valuable perspectives on organizational leadership practices and for your precious time. I am
profoundly grateful. To my dissertation group members, RJ, Lauren, Dan, and Brenda, thank you
all for everything. The endless nights, zoom calls and motivation throughout the process has
been a blessing. To my mentors, thank you for believing in me and for pushing me to reach this
milestone in my life.
Thank you to my sisters, Apple and Arlene for all rides to and from the airport/ campus to
pursue my education. To my Cortez Parents, Sandra and Danny, thank you for always believing
in me, inspiring me to become a better version of myself and for raising such an amazing, caring
and supportive son, My husband David. David, thank you sincerely for always pushing me,
supporting me and just being you. You are amazing and I would not have reached this milestone
without you. My children, Hailie, Paytyn and Sophia, thank you for being my motivation behind
everything I do. I love you all more than you know.
To my dad, Cesario Mendoza, thank you for making the sacrifice to move our family to
another country for a chance to provide a better future for our family. To my late mother, Salud
Mendoza, thank you for being my mom and for always watching over me throughout my
dissertation program. I love and miss you so much!
iii
Table of Contents
Acknowledgements ......................................................................................................................... ii
List of Tables ...................................................................................................................................v
List of Figures ................................................................................................................................ vi
Abstract ......................................................................................................................................... vii
Chapter One: Overview of the Study ...............................................................................................1
Background of the Problem .................................................................................................2
Statement of the Problem .....................................................................................................3
Purpose of the Study ............................................................................................................4
Research Questions ..............................................................................................................4
Significance of the Study .....................................................................................................5
Definitions of Terms ............................................................................................................5
Limitations, Delimitations, and Assumptions ......................................................................6
Organization of the Study ....................................................................................................7
Chapter Two: Literature Review .....................................................................................................8
Historical Context ................................................................................................................9
Building Leadership Capacity ............................................................................................12
Transformational Leadership Theory ................................................................................16
Summary ............................................................................................................................18
Chapter Three: Methodology .........................................................................................................20
Research Questions ............................................................................................................20
Research Design.................................................................................................................20
Sample and Population ......................................................................................................21
Overview of Organization and Participants .......................................................................22
Conceptual Framework ......................................................................................................22
Data Collection ..................................................................................................................25
Instrumentation ..................................................................................................................27
Data Analysis .....................................................................................................................28
Ethical Considerations .......................................................................................................29
Chapter Four: Findings ..................................................................................................................31
Overview of the Organization ............................................................................................31
Overview of Program and Participants ..............................................................................32
Data Findings .....................................................................................................................34
Summary ............................................................................................................................56
Chapter Five: Summary and Discussion ........................................................................................58
Purpose of the Study ..........................................................................................................58
Research Questions ............................................................................................................59
Summary of the Findings ...................................................................................................59
Implications for Practice and Policy ..................................................................................62
iv
Recommendations for Future Studies ................................................................................64
Conclusion .........................................................................................................................65
References ......................................................................................................................................67
Appendices .....................................................................................................................................75
Appendix A: Administrator Interview Questions ..............................................................75
Appendix B: Teacher Interview Questions ........................................................................77
Appendix C: Observation Protocol ....................................................................................79
Appendix D: Participant Recruitment Letter .....................................................................81
v
List of Tables
Table 1: Summary of Data Collection Methods 26
Table 2: Participants’ Descriptions 34
vi
List of Figures
Figure 1: Conceptual Framework 24
Figure 2: Creswell’s Model for Qualitative Data Analysis 29
vii
Abstract
This study examined the promising practices employed by Accelerated Academy that
were perceived to build leadership capacity of future leaders of the charter organization.
Additionally, the study sought to discover the challenges to building leadership capacity within
the organization. Semi structured interview, document analysis were conducted to explore how
the organization developed and maintained a pool of candidates for leadership positions. The
findings showed that the vast skill set of a leader in a charter organization differs from leaders in
traditional public schools and that a systematic approach to mentoring and training candidates
internally is the best course of action to developing leaders for the organization and maintaining
a pipeline for future vacancies. The implications of these findings for research and practice are
discussed.
Key words: Charter School Leadership, Leadership, Capacity Building, Pipeline, Succession
planning.
1
Chapter One: Overview of the Study
Effective school leadership is an essential component of student success (Marzano et al.,
2005). Schools nationwide need to lead students to be competitive in today’s global market.
Principals play a vital role in students’ success, and previous research confirms that leadership
practices directly impact student achievement (Day et al., 2016; Gentilucci & Muto, 2007).
According to Marzano et al. (2005), increasing leadership effectiveness by one standard
deviation could lead to a 10-percentile gain in student achievement. Although research
established a correlation between school leadership and student achievement, vacant principal
positions requiring qualified and efficient leaders to fill them continue to be of concern across
the nation.
Per White et al. (2010), although there is no evidence of a shortage of potential
principalship candidates, there is a lack of qualified candidates to fill the positions available
(Clotfelter et al., 2007). Expectations are that these positions will grow 6% across the nation
between 2014 and 2024, due to an increase in student enrollment (U.S. Bureau of Labor
Statistics [USBLS], 2017), current administrators reaching retirement age (White et al., 2010),
and lack of interest in the principalship (Cooley & Shen, 2000). Thus, student success and
principalship succession plans require identifying, recruiting, and preparing individuals to fill
these roles (Fink & Brayman, 2006).
Succession planning provides for an organization’s sustainability (Campbell, 2010). In
schools, a succession plan for leadership positions will ensure that incoming principals have the
skills and competencies to meet their obligations to teachers, students, and parents (Butler &
Roche-Tarry, 2002). With strategic plans for leadership and talent development, an
organization’s pool of highly qualified candidates increases alongside its overall efficacy
2
(Darling-Hammond, LaPointe, et al., 2007; Fink, 2011). Although succession planning increases
the talent pool for vacant positions, many organizations have not adopted succession planning as
part of their leadership sustainability processes (Campbell, 2010).
Background of the Problem
Over the past two decades, the need for qualified school administrators has increased.
Also, there is increased student enrollment (USBLS, 2017), current administrators are reaching
retirement age (White et al., 2010), and there is an overall lack of interest in serving in principal
positions (Cooley & Shen, 2000). Leaders in education have made limited efforts to identify and
recruit talent to replace current administrators. Moreover, recruits have been ill-prepared for the
demands of these positions (Jacobson, 2005), thus increasing the shortage of qualified candidates
for principalships across the country (Cooley & Shen, 2000).
According to Ni et al. (2015), principal leadership is instrumental in a school’s success;
however, as leadership positions’ turnover rates remain stable year after year, ensuring student
success is difficult (McKibben, S., 2013). Research has demonstrated that leadership of and
throughout institutions is a key component in establishing and maintaining a high-performing
school (Waters et al., 2003). Since principals contribute greatly to an institution’s effectiveness,
principal turnover affects the organization’s capacity and student achievement (Sun & Ni, 2015).
Campbell (2010) found that the turnover rate for administrative positions at traditional public
schools is 20%, that at charter school organizations is 28%.
Charter school organizations are a popular alternative for parents and students across the
nation, as parents continue to be unsatisfied by the academic rigor provided in traditional public
schools (Kena et al., 2016). Across the nation, charter organizations have grown at an average of
400 new schools per year (NAPCS, 2017). Charter school enrollment also has increased from
3
349,714 students in 1999 to over 2,686,166 students in 2014 (NAPCS, 2017). With more charter
schools opening and the continued enrollment increases, there is a need for quality leaders to run
charter school organizations, and filling principalship positions at these organizations continues
to be a struggle (Zepeda et al., 2012). As they seek to hire principals, charter schools need to
prepare for leadership turnover, so succession planning is crucial to their development.
Statement of the Problem
The future of the educational system in the United States depends on educational
organizations’ developing leadership pipelines and succession plans. Research has found that
leadership practices directly impact student success (Darling-Hammond, LaPointe, et al., 2007;
Day et al., 2016; Gentilucci & Muto, 2007). Due to the shortage of qualified candidates for
principalship positions across the country, student success continues to be of concern (Cooley &
Shen, 2000).
Research has sought to identify reasons for the lack of qualified candidates for
principalships across the country. Cooley and Shen (2000) found that teachers did not seek the
principalship due to the increase in duties with minimal to no compensation for the additional
workloads and the added stress and politics that come with the position (Goodwin et al., 2005).
This decline in interest also correlates to the expanding demands for schools to perform, with a
school’s success or failure attributed to the principal (Bottoms & O’Neill, 2001). Whitaker
(2003) and White et al. (2010) perceived the frequent changes and the principal’s evolving role
as the rationale for the decreased interest in the position.
Like traditional public schools, charter organizations also have trouble filling
principalship vacancies due to previously stated reasons. In addition, charter organizations often
fail to plan for principal turnover (Campbell, 2010). The Center on Reinventing Public Education
4
revealed that over half of the charter schools it studied were unprepared for leadership turnover
or had weak succession plans (Campbell, 2010). Charter organizations have added stressors
when finding candidates for principalship positions because they are mission-driven and must
find the right person to promote and keep that vision (Sun & Ni, 2016). Poor succession planning
can be detrimental to their mission and existence, as they can face closure by their authorizers
(Ni et al., 2015). Therefore, the proper development of a succession plan is essential to a charter
organization’s success.
Purpose of the Study
With the understanding that a charter organization’s success or failure relies on the
leadership of and within the organization itself (Day et al., 2016), the purpose of this study was
to examine promising practices that build leadership capacity at Accelerated Academy.
Accelerated Academy can ensure these individuals are well prepared for the position’s daily
challenges and demands by identifying the line of succession and mentoring possible candidates
for principalships. In turn, Accelerated Academy will also maintain a leadership pipeline for
continued growth.
In addition to exploring the practices perceived to build leadership capacity, this study
also sought to identify the challenges in supporting and maintaining these strategies over time.
Research Questions
This study was guided by two research questions developed to understand current
promising practices for recruiting, building, and sustaining leadership capacity in education. The
research questions were constructed collaboratively by five members of a thematic dissertation
group at the University of Southern California Rossier School of Education.
5
1. What are the perceived practices that contribute to building the next generation of leaders
at Accelerated Academy?
2. What are the challenges to supporting and maintaining the strategies designed to build
leadership capacity at Accelerated Academy?
Significance of the Study
This study was designed to increase understanding of how charter organizations build
leadership capacity within their current pool of teachers and recruit candidates for principalship
vacancies from outside their organization. With the increases in charter schools opening across
the country and in their enrollment (NAPCS, 2017), identifying potential candidates and
succession planning are central needs.
Additionally, the study’s findings can further support charter school authorizers, colleges
of education, and other interested entities in building a base of understanding regarding the rigor
and relevance of existing training programs for aspiring charter school executive directors and/or
principals. Based on the findings, they can adapt current programs and strategies to meet their
candidates’ needs. The study’s findings will benefit individuals who hire, train, and oversee
charter organizations to ensure their pipelines for succession are effective and fulfill their
students’ and community’s needs.
Definitions of Terms
Many terms are relevant to and referenced in this study and are used to describe and
inform the research. For this study, the thematic dissertation committee defined the following
terms:
• Charter school/organization: A publicly funded, legally independent school whose
purpose is to be outcome-based, innovative, and a model for change (Vergari, 2007).
6
• Charter Management Organization (CMO): A professional nonprofit organization hired
by a charter school’s board of directors to act as the administrator and/or business
manager for a charter school and to provide its back-office functions (National Alliance
for Public Charter Schools, 2010).
• Educational Management Organization (EMO): A for-profit organization hired by a
charter school’s board of directors to act as the administrator and/ or business manager
for a charter organization and provides back-office functions (National Alliance for
Public Charter Schools, 2010).
• Executive director: The highest-ranking professional administrator in a charter school.
• Leadership capacity: An organizational concept meaning broad-based, skillful
participation in the work of leadership that leads to lasting institutional improvement
(Lambert, 2005).
• Leadership pipeline: The development of individuals from within an organization for the
purposes of succession planning (Mehrabani & Mohamad, 2011).
• Succession management: a purposeful effort by leadership to establish protocols and
processes to develop leadership capacity for the purpose of finding and developing future
leaders from within the organization (Fitzgerald & Sabatino, 2014).
Limitations, Delimitations, and Assumptions
This study has various limitations that may influence the results beyond my control. The
first and most significant limitation is the qualitative nature of the study. Since the researcher is
the primary instrument for collecting and analyzing data (Merriam, 2009), researcher bias may
impact the collection and analysis of the data. An additional limitation to the study was a 3-
month time constraint placed on the Ed.D. dissertation schedule to collect the project’s research.
7
In addition, this study depended on voluntary participants. This study’s validity is based on
volunteer participants’ authentic, honest, and reliable responses during the interviews. The final
limitation of the study is that the researcher studies one charter organization’s practices in
building leadership capacity. To increase validity, the study relied on data triangulation
(Creswell, 2014). Data were collected via interviews, observations, and documents.
Delimitations to the study that are within my control may unintentionally influence the
results of this study. The thematic dissertation group collaboratively selected large school sites or
organizations with succession management practices currently in place. Additionally, the
selection of the charter organization was a limitation within my control. I chose the site for the
study after attending network meetings to uncover succession management practices. Due to
these delimitations, the findings from this study are limited and may not be generalized to other
organizations.
Organization of the Study
This study is organized into five chapters. The first chapter presents an introduction to the
study, its significance, the statement of the problem, and the research questions. This is followed
by the definition of important terms used throughout the study. The second chapter is devoted to
the review of current literature relevant to this study. The third chapter explains the research
methodology used to conduct this study. The fourth chapter presents the findings along with data
analysis of the results. The fifth chapter presents conclusions and recommendations for further
study.
8
Chapter Two: Literature Review
Principals have a significant impact on various aspects of a school, from student
achievement, school climate, and instructional leadership practices (Ni et al., 2015). Especially
in urban areas with large low-income and minority populations, a principal’s influence on a
school site increases the need to find qualified candidates for this position. These positions are
becoming vacant due to increased turnover, lack of interest, and current principals retiring. The
literature review for this study examines previous research on practices utilized to build
leadership capacity at various educational organizations throughout the nation. Examining
existing literature on the principalship pipeline is imperative to understand the growing need for
qualified principal candidates. The purpose of this study was to explore current promising
practices in building leadership capacity by examining current practices at a charter organization.
The study highlights strategies organizations utilize to select, recruit, train, and mentor
candidates for the principalship.
This chapter begins with a broad overview of the history of educational reform after the
publication of A Nation at Risk (National Commission on Excellence in Education [NCEE],
1983) and its implications on the role of an educational leader. It then discusses the changing
role of the principal in traditional public schools and in charter organizations over the past two
decades. Next, the literature review compares the reasons for turnover in these positions in
traditional public schools and charter organizations. The literature review will also investigate
the effectiveness and challenges at organizations that employ succession planning to build
leadership capacity. Lastly, through the lens of transformational leadership theory, this study
examined the promising practices implemented to build leadership succession pipelines in a
charter school organization.
9
Historical Context
Education is a vital component of any society’s success. Education reform in the United
States has been a controversial topic for over three decades and continues to be a topic of debate
amongst politicians, educators, and parents. Beginning in the early 1980s, with the publication of
A Nation at Risk: The Imperative for School Reform (NCEE, 1983), the nation was presented
with data that showed schools were failing to educate students. The report (NCEE, 1983) had
many implications for students, teachers, principals, and politicians. It sought to raise standards
in American education so that American students would be able to compete globally. The
National Commission on Excellence in Education (NCEE, 1983) recommended that the United
States education system provide a rigorous curriculum that challenges students in a supportive
environment to reach their full potential.
The NCEE (1983) also emphasized the role that principals and superintendents must play
in developing school and community support. Educational reform requires strong school cultures
with a shared vision, mission, and values, which requires strong, efficient, and knowledgeable
leaders (Louis & Wahlstrom, 2011). With the strategic development of succession plans, current
leaders can ensure that capable candidates are ready when the time comes to fill leadership
vacancies (Collins, 2001).
The Role of Principals in Traditional Public Schools
In the late 19th century, when schools began appearing in large cities, teachers could no
longer manage both the duties of instruction and school operations. The principal position was
created in response to the growing student population (Goodwin et al., 2005; Rousmaniere,
2007). Principals’ primary duties included managing school finances, personnel, and facilities.
Although principals were also considered the instructional leader for the school and required to
10
report to the school’s superintendent, they were not required to teach students directly (Goodwin
et al., 2005).
The school principal’s job has rapidly expanded to encompass more responsibility,
greater accountability, and a growing expectation for experience and expertise in curriculum
development. The principalship position has evolved from a building manager whose main
responsibility was to take care of daily school operations to an instructional leader, empowering
teachers to higher levels of leadership. By the end of the 19th century, being a principal required
adhering to state and federal mandates and collaborative decision making amongst stakeholders
to improve teaching and learning for students (Whitaker, 2003).
The Role of Principals in Charter Organizations
The charter school movement began in 1991 with a school reform initiative in Minnesota.
The initiative was enacted to provide educators with autonomy in creating a curriculum that
addressed foundational skills in science, mathematics, and language arts in an environment that
nurtured student achievement and success (Center for Education Reform, 2017). The popularity
of charter schools escalated rapidly as an alternative to public education for parents (Kena et al.,
2016). Since the charter school movement began, 43 states and the District of Columbia have
passed laws allowing the creation of public charter schools, and the number of students in these
schools has quadrupled in the last 10 years (National Alliance for Public Charter Schools, 2017).
Decentralization of school control was also central to the charter school movement, and
these schools’ popularity rose due to the idea of an autonomy-for-accountability framework
(Wells, 2002). Government-funded charter schools can operate independently of districts and
have the freedom to address student outcomes based on their own standard of student success.
With limited oversight by state and federal standards, charter schools can differentiate instruction
11
based on their students’ needs. Although charter school principals have more autonomy in their
content delivery, they have duties similar to those of a principal in traditional public schools,
such as creating and supporting the organization’s vision, developing and supporting staff,
instructional oversight, sharing of leadership, and using resources effectively (Campbell, 2010).
Principalship Turnover
Principal leadership is considered a fundamental part of a school’s success (Ni et al.,
2015), and lack of experienced leadership leads to negative outcomes, including a decline in
student achievement, development of change-resistant culture, interruption of program
implementation, low teacher morale, and high teacher turnover (Farley-Ripple et al., 2012). Like
traditional public schools, charter schools have a shortage of principals due to the growing
population of students and the higher rate of turnover among their principals. Minimal research
has been conducted on charter school leadership compared to other realms of school leadership
(Carpenter & Peak, 2013). In Utah, charter school principals had a higher turnover rate of 28.7%
compared to principals in traditional public schools, whose rate was 20.6% (Ni et al., 2015).
In a similar study by the School Leaders Network (2014), principal turnover rates across
the nation averaged 20% in traditional public schools and 28% in charter organizations, creating
an 8% gap between the two types of schools. Ni et al. (2015) also found that principals in charter
organizations were more likely to leave the position altogether while those from traditional
public schools transferred to another school in their district. Sun and Ni (2016) found that the
principal turnover rates at both traditional public schools and charter schools had similar
variables such as individual characteristics, school context, leadership practices, and working
conditions.
12
Charter school principals may have flexibility and autonomy from districts but may also
carry responsibilities equivalent to a district’s superintendent, such as recruiting teachers and
students, negotiating and maintaining relationships with the board members, parents, and
authorizing agencies, all while evaluating teacher performance and ensuring funding for charter
renewal (Campbell, 2010; Ni et al., 2015; Sun & Ni, 2016). Charter schools are also more
vulnerable to leadership turnover since they operate in politically antagonistic environments, and
leaders must become experts in navigating the political barriers to protect their schools
(Campbell, 2010). Given the findings in the study, Ni et al. (2015) cautioned charters of the
principal shortage and suggested they increase support and training to support a healthy pipeline
for future leaders to maintain stable leadership in their schools.
Building Leadership Capacity
Per Fink (2011), an organization’s ability to build its leadership capacity is an investment
in its future. The ability to shift from replacement planning to succession management grows the
pipeline of candidates for principalship positions. DeFour and Fullan (2013) defined succession
management as policies, programs, rules, and procedures that build a secession management
system. Butler and Roche-Tarry (2002) perceived succession management as essential for an
organization to meet its strategic goals while aligning its business goals to its human capital
needs. Succession planning also helps organizations plan for unexpected events.
Successful principalship pipelines begin with quality leadership preparation programs
(Matlach, 2015). Building leadership capacity requires ensuring that preparation programs recruit
and select strong candidates (Clotfelter et al., 2007). The role of an effective educational leader
has captivated widespread interest for decades, as principals have been found to be essential to a
school’s success (Matlach, 2015). Marzano et al. (2005) found a correlation between principal
13
leadership and student achievement. Despite the growing reports on principals’ importance in
school effectiveness and student achievement, only a few states developed pathways to recruit
influential teacher leaders for training in principalship programs (Darling-Hammond, 2010). For
example, in 1993, North Carolina launched the Principal Fellows Program as a reform measure
focused on developing quality leadership in schools. The program provided candidates interested
in pursuing the principalship the ability to attend one of eight state universities for 2 years with
an annual scholarship of $20,000 in exchange for 4 years of service as a principal or assistant
principal in a state school after completing the program. The program included a full-time
internship under an experienced principal in a participating school district, which is a practice
that is still rare across the United States (Darling-Hammond, 2010). Novice principals should be
supported in understanding the social realities of the position through structures such as peer
mentoring and on-the-job shadowing with experienced principals (Hitt, Tucker, et al., 2012).
Succession planning in some charter organizations is more formal and developed than in
others. For example, the Knowledge is Power Program developed its Principal Prep Pathway to
identify and prepare individuals who demonstrate a capacity for leadership and potential as
administrators (Olsen, 2008). When organizations prepare for an administrator’s sudden
transition, they can ensure that the right personnel is available to function and lead the
organization to its peak efficiency during the transition period (Butler & Roche-Tarry, 2002).
The following section examines strategies such as tapping/mentoring and grow-your-own
programs to help build leadership capacity to address how to recruit teachers into the
principalship pipeline.
14
Tapping as a Strategy in Building Leadership Capacity
Tapping is a strategy administrators utilize when purposefully recruiting teachers who
demonstrate effective leadership characteristics and encourage them to seek leadership positions
within the organization (Pounder & Crow, 2005). A survey conducted by Myung et al. (2011) of
Miami Dade county principals, assistant principals, and teachers found that 72% of principals,
52% of assistant principals, and 9% of teachers were tapped by a principal or former principal.
The authors emphasized that tapping influences teachers’ potential interest in the principalship
and is one of the first steps in succession planning.
According to Lortie (2009), tapping can be formal or informal. Although tapping can
help identify potential candidates, the strategy lacks organizational structure (Fink, 2010; Fink &
Brayman, 2006). A study conducted by Myung et al. (2011) revealed that principals favored
tapping candidates who most resembled their ethnicity and gender rather than selecting
candidates based on their leadership skills. The authors further suggested that succession
planning would improve if principals were encouraged to tap candidates based solely on
leadership qualifications, such as individuals who scored higher in the areas of organization
management, instruction, fostering relationships, and administration, which are crucial
leadership competencies (Myung et al., 2011). In a similar study conducted on school district
succession plans by Russell and Sabina (2014), only one of six districts had a formalized list of
qualities for principalship candidates. Most school districts fail to provide clear descriptions and
training on what qualifications to look for when using tapping as a strategy for succession
planning (Russell & Sabina, 2014). Without a formalized list, principals tend to choose
candidates based on conventional characteristics that reflect the group majority (Leithwood et al.,
15
2007). Mentoring of candidates once tapped for principalship positions is also an essential
strategy in building leadership capacity and will be discussed in the next sub-section.
Mentoring as a Strategy in Building Leadership Capacity
Mentoring has been associated with greater leadership capacity among mentees and has
contributed to teachers considering school administration as the next step in their careers
(Darling-Hammond, LaPointe, et al., 2007). The mentoring of candidates tapped for leadership
positions positively correlates with participant success (Groves, 2007). Similarly, in a study
conducted by Eby et al. (2007), mentoring made a difference in participants’ career outcomes
and career attitudes.
In a study by Marzano et al. (2012), mentoring by more experienced principals helped
decrease principals’ turnover rate and created guidance for sitting principals to help grow future
leaders. In addition, Darling-Hammond, LaPointe, et al., 2007) found that mentoring programs
that relied on mentors with more experience and who were close to retirement developed higher
quality candidates than those that did not use mentorship as a strategy. The use of veteran
mentors for novice principals also offers candidates the opportunity to gain knowledge, develop
leadership skills, and seek advice from more experienced administrators without feeling
criticized as they progress in their new careers (Simeiou et al., (2010).
Grow-Your-Own as a Strategy in Building Leadership Capacity
Developing and sustaining a strong leadership pipeline consisting of competent and
efficient leaders is everyone’s responsibility (Pounder & Crow, 2005). In-house programs that
build leadership capacity from within the organization ensure a supply of prepared leaders who
can take on immediate or future vacancies while reducing recruitment expenses, including the
amount of time to train new leaders to understand the organization’s culture and structures (Fink,
16
2011). Organizations that strategically use formalized models based on best practices accomplish
multiple goals, including attracting aspiring leaders and tapped teachers, thereby continuously
increasing their leadership capacity (Furtick & Snell, 2013). Similarly, Collins (2001) found that
companies with a leadership pipeline were more successful at maintaining their success during
leadership changes.
Pounder and Crow (2005) also found that collaboration between districts, professional
administrator associations, principal academies, and university educational leadership programs
were required to establish a career-long approach to leadership development. The authors also
addressed the disconnection between theory and practice as well as the lack of administrative
field laboratories where candidates can apply their knowledge while building their administrative
skills (Pounder & Crow, 2005). Furthermore, they recommended that districts and university
programs establish partnerships committed to administrators’ proper preparation while
acknowledging the barriers that candidates often experience, such as limited time to commit to
their studies, since the majority of candidates are full-time educators (Pounder & Crow, 2005).
Transformational Leadership Theory
The theoretical framework for this study is transformational leadership (Northouse,
2013). In a seminal study, Burns (1978) described transformational leadership as providing
mutual stimulation that converts followers into leaders and converts leaders into moral agents. In
turn, transformational leadership helps motivate, inspire, and elevate followers to embrace a
unified vision rather than pursuing their individual needs or wants. Given its applicability across
effective principal leadership behaviors, transformational leadership may support identifying,
recruiting, and mentoring leaders in schools, as discussed in forthcoming sections.
17
Transformational leadership theory combines five components of leadership defined by
Kouzes and Posner (2008) as essential for exemplary leadership: (a) model the way, (b) inspire a
shared vision, (c) challenge the process, (d) enable others to act, (e) and encourage the heart.
This study examined the development of current systems and structures based on the components
of the transformational leadership model.
Modeling the way requires leaders to be clear about their values and philosophy
(Northouse, 2007) while articulating the organization’s values and philosophies simultaneously
(Kouzes & Posner, 2008). Modeling the way can also be considered as being the change one
wants to see and leading by example. By modeling desired values and philosophies, a leader can
foster creditability amongst his/ her followers (Kouzes & Posner, 2008) while also gaining their
respect and establishing positive relationships (Northouse, 2013).
Inspiring a shared vision requires transformational leaders to develop and communicate a
clear vision for the organization’s future based on goals and dreams shared with colleagues
(Northouse, 2013). The shared vision can guide others’ behavior towards a common goal and
align their actions for the greater organizational good (Northouse, 2013). Leaders who inspire a
shared vision can help others see how their personal interests and strengths can be combined
with the organization’s vision to benefit both parties (Kouzes & Posner, 2008).
Challenging the process requires leaders to question the status quo and seek alternative
methods to foster innovation and creativity. When challenging the process, leaders are willing to
take risks, make mistakes, and learn along the way (Kouzes & Posner, 2008). Transformational
leaders who challenge the process can test their skills, learn new effective teaching strategies,
and turn ideas into actions (Abu-Tineh et al., 2009). When leaders ask candidates to challenge
18
the process, candidates engage in risks that often lead to mistakes but can lead them to open new
doors and opportunities and a new way of thinking (Quin et al., 2015).
Enabling others to act allows transformational leaders to delegate tasks to others and
promotes collaboration and teamwork (Northouse, 2013). When leaders give others opportunities
in decision-making processes, they can build an environment of mutual respect and
responsibility (Kouzes & Posner, 2008; Northouse, 2013). Because leadership is a shared
responsibility, candidates develop a nonheroic image of the principal (Pounder & Crow, 2005).
Also, candidates build confidence in their ability to lead while strengthening the power of the
leadership team (Kouzes & Posner, 2008).
Encouraging the heart grants leaders the ability to strategically influence others by
celebrating accomplishments, rewarding excellent work, and appreciating individuals’
contributions to the team (Northouse, 2010). By encouraging the heart, leaders improve teacher
performance and student learning while increasing the candidates’ sense of belonging,
commitment, and drive to achieve the organization’s vision and goals (Abu-Tineh et al., 2009).
Summary
This study’s aim was to better understand how charter organizations in the K–12
education setting use promising practices to develop a leadership pipeline. After reviewing
literature relevant to leadership succession through the theoretical framework of transformational
leadership theory and the practices of Kouzes and Posner’s (2008) model, it is evident that many
K-12 charter educational organizations fail to establish practices that develop the next generation
of educational leaders. Literature supported the need for charter organizations to adopt practices
to build leadership capacity (Campbell, 2010) to ensure their future. The intent of this study was
19
to contribute to the body of knowledge in succession management and in building a reservoir of
high-quality leaders for principalship positions in charter organizations.
20
Chapter Three: Methodology
The purpose of this study was to identify the promising practices perceived to contribute
to building leadership capacity in K12 charter organizations. Current research shows fewer
qualified candidates are entering principalship positions in both traditional public schools and
charter schools (Fink, 2010; Ni et al., 2015). I examined the strategies Accelerated Academy
uses to identify, recruit, and build leadership capacity among current staff and factors that may
prevent it from doing so. As mentioned in Chapter Two, this study examined practices in
building leadership capacity through the theoretical lens of transformational leadership.
This chapter will outline the study’s research design and provide an overview of
qualitative research methods. This chapter will introduce the conceptual framework and
reexamine the theoretical framework to provide the foundation for the study. This chapter will
also discuss data collection methods and the instruments used. Finally, the chapter will conclude
with a presentation of ethical considerations in conducting this study.
Research Questions
To gain insight into succession pipelines for school sites, a thematic group developed the
following research questions:
1. What are the perceived practices that contribute to building the next generation of leaders
at Accelerated Academy?
2. What are the challenges to supporting and maintaining the strategies designed to build
leadership capacity at Accelerated Academy?
Research Design
Qualitative methods served as the means of inquiry for this study, as the research
questions provided a guiding framework to identify practices of potential leadership
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identification, development, and succession planning within an organization to build the next
generation of leaders. Qualitative case studies rely on interviews, observations, and document
analysis to understand the phenomena of study. By utilizing multiple methods, I triangulated the
information used to answer the research questions and gained insight into the practices perceived
to contribute to building leadership capacity (Creswell, 2014). The use of open-ended questions
allowed for the collection of thick and descriptive data from participants without manipulating or
altering the study environment (Merriam, 2009).
Sample and Population
This study utilized a two-tier sampling method consisting of purposeful and snowball
sampling. According to Merriam (2009), qualitative case studies require two sampling methods
unless the researcher plans to observe and analyze all participants. Merriam and Tisdell (2016)
asserted that purposeful sampling begins by determining criteria and explained why they are
important. Purposeful sampling helped answer the research questions and gain insight into the
practices contributing to leadership capacity building at Accelerated Academy in Southern
Nevada per participants’ responses (Creswell, 2014; Merriam, 2009).
The thematic dissertation group identified critical elements to selecting a site for this
study. These elements included having a student population of at least 1,100, being in a suburban
setting within a K12 district, and having practices to develop the next generation of school
leaders. The researcher selected Accelerated Academy because it implemented a leadership
program that identifies, recruits, and mentors current teachers for future positions within the
organization as administrators or principals.
Snowball sampling was used to select participants. Current administrators or instructional
leaders referred or selected participants for this case study. Current administrators identified
22
individuals who expressed interest in or were participating in the leadership program. The nine
participants were the charter organization’s executive director, the director of human resources
for Accelerated Academy’s educational management organization (EMO), two campus
principals, three assistant principals, one student support advocate, and one teacher currently
participating in the leadership program.
Overview of Organization and Participants
Through purposeful sampling, I selected Accelerated Academy, a charter school
organization in Southern Nevada, due to its leadership program that builds leadership capacity
from within its current pool of applicants. The organization uses a grow-your-own model. The
participants helped identify the strategies and promising practices at Accelerated Academy that
build and maintain its leadership pipeline. The participants also helped identify the challenges
and barriers to building leadership capacity.
Accelerated Academy serves approximately 3,000 students across its four campuses. Its
students are from families of higher socioeconomic status, with 69% of the student population of
Caucasian descent. The organization employs approximately 50 individuals per campus in
positions varying from teaching assistants to principals. Each campus has three administrators:
one principal and two assistant principals (elementary/middle school). Three of the Accelerated
Academy campuses serve students from grades Kindergarten through eighth. The newest campus
serves students from grades Kindergarten through 10 currently and plans to add another grade
level over the next 2 years to become a K–12 campus.
Conceptual Framework
As mentioned previously, the theoretical framework for this case study is
transformational leadership. The conceptual framework, designed by the thematic group, was
23
based on emerging themes from the literature review (see Figure 1). As a theoretical framework,
transformational leadership guided the creation of the conceptual framework on succession
planning and building a principal pipeline in schools and districts. First, the encompassing circle
refers to the organization’s ongoing transformational leadership practices, according to Kouzes
and Posner (2002). Through the lens of transformational leadership, the succession management
plan is organized into three categories: (a) identification and recruitment of potential leaders, (b)
developing individuals’ leadership capacity, and (c) the ongoing support of school leaders. The
framework acknowledges challenges in implementing, managing, and sustaining a succession
plan. Next, the framework proposes an increased leadership capacity for both the individuals in
the pipeline and the organization as a whole. The result is a reservoir of highly qualified leaders
who have developed through and embody transformational leadership practices. This pool
completes the cycle of succession management as new transformational leaders inform and
participate in the succession management plan.
24
Figure 1
Conceptual Framework
Note. Image developed by the 2016 Ed.D. Thematic Group.
25
Data Collection
The primary unit of study was Accelerated Academy and its promising practices in
building leadership capacity through its mentorship program for prospective leaders. To answer
the research questions, data about the organization’s practices were collected through semi-
structured interviews, site observations, and document analysis. Data collection included the use
of semi-structured interviews consisting of open-ended questions to understand participants’
perspectives and the use of succession planning to build leadership capacity (Creswell, 2014).
The semi-structured interviews allowed for flexibility to modify questions based on participants’
responses (Merriam, 2009). Interviews were conducted face-to-face and lasted approximately 45
minutes. They were recorded with the participants’ permission and were transcribed using a
transcription service. When necessary, subsequent interviews were scheduled to clarify
responses. The interview questions were developed collaboratively with the thematic dissertation
group to answer the research questions. The protocols were piloted prior to conducting
interviews to ensure that questions were appropriate and understandable and that the responses
addressed the research questions (Creswell, 2014). Principals, assistant principals, instructional
leaders, and candidates in the leadership mentoring program were interviewed.
Observation protocols provided rich descriptions of the interactions among participants,
settings, and activities. Observations took place during training sessions, meetings, and other
events necessary to conduct this study.
The organization’s mentoring packets, leadership curriculum, job descriptions, and other
relevant documents were reviewed as part of document analysis. The purpose of the document
analysis was to examine the written procedures and practices employed in building leadership
26
capacity. The analysis of documents allows for triangulation of data to increase the study’s
validity (Creswell, 2014). Table 1 illustrates how each research question was addressed.
Table 1
Summary of Data Collection Methods
Research Question Interviews Documents Observation
What are the systems and
structures that are perceived
to contribute to building the
next generation of leaders at
Accelerated Academy?
X X X
What are the challenges to
supporting and maintaining
the strategies designed to
build leadership capacity?
X
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Instrumentation
Various forms of instrumentation were used in this study. The thematic dissertation group
collaboratively designed protocols for semi-structured interviews, observations, and document
analysis. The protocols align directly with the research questions and assisted in answering them.
Merriam (2009) and Creswell (2014) endorsed the use of semi-structured interviews for
qualitative research, as these are considered well-adapted to potentially sensitive subjects. The
format allows the researcher to respond and adapt the interview when unanticipated topics arise
and explore the interviewee’s perceptions and opinions.
Data collection consisted of interviewing nine participants: Accelerated Academy’s
executive director, two principals, two assistant principals, one instructional coach, and two
candidates in the leadership program. Each participant was interviewed at least one time for a
minimum of 45 minutes, and a follow-up interview with each participant was scheduled as
needed. Participants were asked to discuss promising practices they perceive to contribute to
building leadership capacity at Accelerated Academy and any challenges to supporting and
maintaining those practices. Appendices A and B outline the protocol questions that were used
for each group of interviewees.
Observations of participants during meetings and training sessions were conducted and
logged on an observation protocol developed by the thematic dissertation group (Appendix C).
The observations served to gather information about capacity-building practices, triangulate the
data, and contribute to the study’s reliability (Creswell, 2010; Merriam, 2009).
Lastly, document analysis added to the qualitative analysis approach by providing a more
holistic view of the practices employed in the succession plan. Documents provided data to
triangulate interview responses and observational data.
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Data Analysis
Data were examined according to Creswell’s (2014) model for data analysis. Creswell’s
model consists of six logical deductive steps that build on each other. Figure 2 depicts Creswell’s
(2014) six-step model for qualitative data analysis as adapted by Ed.D. Thematic Group 2018. In
the first step, I organized the data and prepared it for analysis by transcribing the interview
recordings. In the second step, I examined the data to identify emerging patterns and/or themes.
During the third and fourth steps, I coded responses by chunking the information into general
themes and then identifying emerging categories. In Step 5, I developed a detailed description of
each theme discovered. Interpretation of the results was the last step and consisted of making
meaning of the findings.
29
Figure 2
Creswell’s Model for Qualitative Data Analysis
Note. Adapted from Research design: Qualitative, quantitative, and mixed methods approaches,
by J. Creswell, 2014. Sage.
Ethical Considerations
There are ethical considerations to emphasize before beginning research. Prior to data
collection, the thematic group submitted an application for approval to the University of
Southern California Institutional Review Board. When working with human subjects, it is the
researcher’s responsibility to remain ethical and professional. The qualitative approach to
30
research places extensive responsibility on the researcher, especially when working with human
subjects (Creswell, 2014).
Before beginning data collection, participants received a formal written invitation to
participate in the study that outlined the study’s purpose, goals, and methods (Appendix D). Each
participant provided informed consent, and pseudonyms were used for all people, places, and
organizations to protect their privacy.
Since a recording device was utilized, interview data were stored securely using an
encrypted USB device. After transcribing the interviews, participants had an opportunity to
review the transcript and notes from the interview in a process referred to as member checking
(Creswell, 2014). Each participant was allowed to review the transcript for accuracy and to
correct their responses if needed. At the study’s conclusion, all recordings, transcriptions, and
notes will be destroyed.
A challenge that frequently occurs in qualitative research and may occur in this study lies
in the reliability of data interpretation due to researcher bias (Creswell, 2014). I have personal
ties to Accelerated Academy, as my daughter attends one of its campuses. Therefore, my
personal understanding of charter schools and their current leadership may present a challenge to
objectivity. Despite my bias, the following chapters present the findings without excluding data
that contradicts my views.
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Chapter Four: Findings
The purpose of this study was to identify practices that prepare future leaders at
Accelerated Academy from among its current pool of teachers. The findings offer insight for
education management organizations on leadership development. This chapter introduces the
participants and reports the study’s findings. The following research questions guided the study:
1. What are the perceived practices that contribute to building the next generation of leaders
at Accelerated Academy?
2. What are the challenges to supporting and maintaining the strategies designed to build
leadership capacity?
This study utilized qualitative research methods to gather participants’ responses
regarding building leadership capacity (Creswell, 2014). Interviews, meeting observations, and
other relevant artifacts were utilized to address the research questions.
Overview of the Organization
Accelerated Academy is a charter school organization founded in Nevada that focuses on
high-quality science, technology, engineering, arts, and mathematics instruction and utilizes
blended learning components to ensure a student-centered focus. The organization serves
approximately 3,500 students across four campuses from grades K–10. Three campuses serve
students from grades Kindergarten-8th grade. The newest campus serves students in grades
Kindergarten through 10th and will add a grade level over the next 2 years to serve students in
Kindergarten through 12th grade. According to the organization’s records, approximately 55% of
its students reported being White, 21% were Hispanic, 7% were Asian, 5% were Black, and 2%
were Pacific Islander. Ten percent of students reported being of two or more races. Twenty-two
percent of students qualify for free or reduced-price lunch.
32
Accelerated Academy employs approximately 50 individuals per campus, from teaching
assistants to principals. The staff are 72% female and 28% male, and all undergo a rigorous
screening process. Each campus has a minimum of three administrators: one principal and two
assistant principals (APs). One AP oversees elementary education, and one oversees middle
school education. The fourth campus has four administrators: one principal and three APs. Each
AP oversees a specific grade range: elementary, middle, and high school.
Accelerated Academy is grounded in increasing learning opportunities, raising academic
achievement, and promoting civic responsibility in all students. Its vision and mission statements
assert that all students perform at the highest level on all academic measures while preparing for
college and career paths.
Overview of Program and Participants
The unit of analysis for this case study was Accelerated Academy’s leadership program,
which prepares candidates for leadership positions at the organization. The program’s main goal
is to provide candidates with hands-on experience in leadership roles, mentorship, and guided
experiences. At the time of this study, the leadership was in the beginning stages of formal
implementation. There were seven registered participants from the four campuses.
The leadership program was selected because of its promising practices in building
leadership capacity for future leaders. Over 24 months, candidates are assigned mentors from
within the organization, attend leadership development meetings, complete leadership
professional development experiences, and attend local and national community leadership
conferences. Candidates for the program are selected based on observations, demonstration of
key characteristics, and interest in leadership opportunities.
33
Participants for this study were selected using purposeful and snowball sampling. Nine
participants were selected to obtain the information required to answer the research questions.
Participants agreed to take part in a 30- to 45-minute interview. Additionally, the researcher
attended one internal leadership meeting and one board meeting to observe how Accelerated
Academy builds leadership capacity and the supports provided during these meetings.
This study’s participants were one teacher currently participating in the leadership
program, one student support advocate (the dean of students), three assistant principals from
various campuses, two campus principals, director of human resources for Accelerated
Academy’s EMO, and the charter organization’s executive director. Four of the participants were
previously teachers across Accelerated Academy’s campuses, had participated in a similar
informal leadership program, and were promoted into their current administrative positions. To
protect participants’ confidentiality, pseudonyms were assigned to the organization and
participants. Table 2 provides a brief overview and descriptions of the participants.
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Table 2
Participants’ Descriptions
Data Findings
Research Question 1: Practices Contributing to Building Leaders
Interviews
The first research question for this study sought to identify the practices perceived to
contribute to leadership development at Accelerated Academy. After reviewing the data, three
practices emerged regarding how Accelerated Academy builds leaders. The practices were
commitment and adherence to the organization’s mission and vision, a positive and supportive
school culture, and leadership experience and mentorship.
Participant pseudonyms Title
Years of teaching and leadership
positions
Dr. Cathy Firenze Executive director 6 years teaching
16 years in leadership positions
Aubrey Rockburn Director of human resources 3 years of teaching
5 years in leadership position
Jennifer Del Terra K–12 principal 8 years teaching
6 years in leadership position
Lena Danzinger K–8 principal 5 years teaching
6 years in leadership position
Frank Potenza 6–8 assistant principal 7 years teaching
3 years in leadership position
Whitney Jevonda K–5 assistant principal 13 years teaching
4 years in leadership position
Tatiana Contessa K–5 assistant principal 9 years teaching
6 years in leadership position
Ezra Ecking Student support advocate/
dean of students
7 years teaching
1st year in leadership position
Christine Emyvale 4th-grade teacher 21 years teaching
6 years in leadership position
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Commitment and Adherence to the Mission and Vision. Commitment and adherence
to the organization’s vision and core values are integral in building leadership capacity.
Accelerated Academy’s mission and vision are to prepare students for college and career while
performing at the highest academic levels. Accelerated Academy’s mission and drives the
organization.
Instructional Model. A clear mission and vision enable the organization’s members to
grasp their position and guide its direction together. All nine interviewees stated the importance
of the organization’s mission and vision as well as how these are embedded into the instructional
model of Accelerated Academy. Although the words they used to describe the mission and
vision were different, the overarching theme was consistent across all participants.
Accelerated Academy’s executive summary states that its mission and vision are
embedded in the instructional model and that all staff members embrace them in daily practice.
Ms. Whitney Jevonda confirmed this by stating that “having a clear mission and vision helps us
continue towards our purpose as everything we do serves a purpose.” She stated,
Our vision and mission are very clear to prepare students for college and career and that
our students will perform at the highest level in all academic measures. It’s part of our
instructional model that all leaders are expected to uphold.
The leadership teams at Accelerated Academy works collaboratively to ensure the consistency
across each campus and incorporate best practices in the field in their instructional model. Ms.
Danzinger also indicated similar notions. She stated,
My first year here, there were a lot of things that were just in place. It was almost like a
manual, like a perfect little book that outlines what our expectations are. I did not have to
36
recreate the wheel because everything I needed had already been created, and I just
needed to implement it right then and there for my students.
Mrs. Jennifer Del Terra, a principal at one of the campuses, shared that “before coming to
Accelerated Academy, I had never heard of the concept of an instructional model. However, it
has been the biggest thing that has helped create this school-wide language and vision that is just
expected across all campuses.” She also stated that “our instructional model holds us accountable
across each grade level, as well as to our board and provides a cohesive expectation.” Dr. Firenze
shared her sentiment on the importance of the instructional model: “Accelerated Academy’s
instructional model ensures that all student expectations are identical regardless of what campus
you attend, what grade level you are in, and ensures that all campuses are united in representing
the brand.”
The meeting observation and artifacts collected validated that the mission and vision are
part of the organization’s practices. During the meeting, all speakers referred to the mission and
vision and how their specific topic of discussion pertained to the instructional model and its
implementation at their campuses. Each speaker provided data to support their decisions for the
implementation of their topic and how it aligned to the instructional model.
Accelerated Academy staff and leaders have committed to holding all organization
members to the same level of accountability regardless of their position. Ensuring that the
instructional model is the “law of the land” was a reoccurring theme heard through interviewees’
statements and observed in their practices.
Positive and Supportive School Culture. The second theme was a positive and
supportive school culture. Literature on school leadership has discussed school culture’s positive
influence on building leadership capacity.
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Accelerated Academy provides a positive and supportive environment from the top
down. Mrs. Jevonda, a current AP, explained that the organization’s executive director provides
a positive and supportive culture: “Dr. Firenze empowers us to do what is best for our students.
She is big on training and teaching us how to empower teachers and, in the process, empowers us
as well.”
Various participants, such as Mr. Frank Potenza and Ms. Contessa, reiterated similar
thoughts on the support they received at Accelerated Academy and from the leadership of Dr.
Fireze.
Dr. Firenze also shared her perspective on the importance of a positive and supportive
school culture: “Having open dialogue between administrators and teachers is vital to the success
of the organization and its students. It provides this two-way learning and collaborative approach
to education that is built into the expectation of each member.” Additionally, Ms. Contessa, also
an AP, stated that “because of the continuous support provided to school leaders within the
organization, becoming an AP within Accelerated Academy has been a breath of fresh air
because it is not the case in the local school district.” She further elaborated by stating that, at
Accelerated Academy, “struggling administrators are provided with supports from the executive
office, from a knowledgeable team of individuals that are ready and able to help a school
building in any capacity.” Support to struggling teachers and administrators is an important
aspect of success, and providing support to those that are struggling aids in building leadership
capacity and aids in the prevention of possible burnout.
Other stakeholders also discussed the positive and supportive school culture. Mrs.
Danzinger, a current principal, shared that the organization’s culture provides a positive
environment for all: “By maintaining a positive environment, it makes students want to come to
38
school and makes teachers’ want to come to work every day, at least that is what I was told when
I talk to teachers/students about our school/organization.” Furthermore, she stated that
“internally we do a lot of recognition, lots of events. We make things fun and silly to create a
positive culture within the organization.”
Collaboration and Transparency. Building leadership capacity also includes being
open to collaboration and being transparent within and outside the organization. Six participants
shared the same sentiments about the importance of collaboration within both the organization
and the local school district. Dr. Firenze stated,
We do have people-sharing strategies. We go and do observations on all our campuses,
through all the different levels, and we visit our sister schools within the state and our
sister school in other states. By doing this, we work with all the different levels and
layers, and everybody shares best practices, and then we put them into practice
everywhere as much as possible.
Ms. Christine Emyvale, a teacher and a current candidate in the leadership program, echoed Dr.
Firenze’s views on how the organization supports collaboration and transparency:
Dr. Firenze has a great relationship with each of the principals within Accelerated
Academy but also with other principals in the community. When she finds something that
is working at another school or within the surrounding school district, she reaches out and
facilitates collaboration. She takes us to see what is working and allows us to be
mentored by other leaders. She doesn’t limit that to closed doors. There are no lines for
her between charter or district leaders, Nevada, or other states. If something is working in
education, she seeks it out and brings it together for the students.
39
Leaders are encouraged to collaborate with and learn from other campuses across the
organization as well as with their sister organizations. Mrs. Danzinger shared, “Our leadership is
not just for our campus. We are all expected to work collaboratively as a system, which is key.
It’s really unique, as it is not something that would be allowed at the local school district.” She
added, “Teachers don’t have their doors shut doing their own thing. They are open to
collaborating with others and learning other ways to do things.” Mrs. Jevonda shared similar
thoughts: “We are all very open to other people giving us feedback. The other APs and I will run
things by each other and feel comfortable doing so. We have that open communication that is
rare to find.”
Ms. Contessa also shared her views on how Accelerated Academy builds collaboration
amongst administrators and fosters transparency. She stated,
We continuously strive to ensure consistency across campuses and model after one
another in best practices. Our data across campuses is very transparent. We are always
sharing ideas from campuses, classrooms, teachers etc., that are showing the best results
based on student data. We visit each other’s campuses and shadow various administrators
for a day. By shadowing other administrators, we are able to see how to handle the
different situations and how we can learn from each other’s strengths.
Likewise, Mrs. Del Terra shared equivalent thoughts. She stated,
Pretty much everything we create and do is on Google drive, our handbook, for all
campuses to utilize. So, if I want to see what another campus has done or what
communication they have shared with their families about things, I can refer to the
handbook. It’s all right there for everyone to see. So, we don’t have to recreate the wheel
40
from scratch, and everybody is open to sharing. We all believe working together is best.
Working smarter and not harder.
Allowing administrators and teachers to work with one another regardless of their background or
place of employment provides a collaborative approach to education.
Professional Development Opportunities. Accelerated Academy also provides staff and
leaders with other opportunities for professional development/growth. The organization offers
on- and off-site training sessions, professional development training/conferences across the
nation, help facilitating continuing education credits, and opportunities for reflective practice for
teachers and site leaders.
Mrs. Danzinger shared that “our teachers are expected to lead professional development
training sessions. From grade level, department chairs, and even our special’s [art, music,
computers] teachers. It provides our team with experiences and the development of essential
leadership skills” She added, “We also encourage our staff and administrators to continue
learning and provide tuition reimbursement for taking professional development courses or
working on additional certification or degrees.” Regarding professional development, Mrs. Del
Terra shared,
Hands-on experiences are provided to teachers as much as possible. We provide
opportunities for them to be part of meetings with parents, so they can hear the language
being utilized and the approach from the administrators. We invite teacher leaders to
attend board meetings, so they can learn and understand the workings behind the scenes
of what and why things are happening on campuses. The more hands-on experiences you
can give people, the better.
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By providing opportunities for professional development and hands-on experiences, Accelerated
Academy can identify individuals that are showing leadership capacity and additional
opportunities to develop skills in areas of weakness.
Leadership Experience and Mentorship. Leadership experiences and mentorship made
up the third theme. At the time of the study, Accelerated Academy’s leadership program evolved
into a more comprehensive and formal model encompassing other charter organizations in its
EMO system.
Individuals who take on administrative roles generally have difficulty in the transition. A
charter organization administrator’s responsibilities increase significantly. As Dr. Firenze and
Ms. Del Terra stated, they “wear many hats.” Charter school administrators contend with
traditional school administrators’ day-to-day tasks, but they also handle their schools’ finances.
Balancing the back-office tasks with leading teachers and ensuring quality instruction align with
the organization’s mission and vision, yet many administrators have difficulty doing so.
According to the Center for Education Reform (2011), 66% of charter school failures are due to
financial reasons, leading to most charter schools closing their doors. Hands-on leadership
experiences and ongoing mentorship prior to taking on an administrative position aids in
building leadership capacity.
Formal Mentorship. At Accelerated Academy, there are several ways to obtain hands-
on leadership experience, from the formal leadership program to an on-campus mentoring
program overseen by mid-level site administrators referred to as teacher support advocates
(TSA) and student support advocates (SSA), which will be discussed in detail later in this
chapter.
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The formal leadership program at Accelerated Academy allows individuals interested in
administrative roles to experience a site administrator’s daily responsibilities. The program
provides candidates with real-life scenarios and experiences applying theory into daily practice.
Ms. Danzinger, a program alum, shared her experience in the program: “The program gave me
the opportunity to develop in my leadership role by getting fresh ideas and perspectives to see
the different demographics and be on different campuses.” Participants shared that the program
was rigorous and included various demonstration of skills in real time and then receiving
constructive feedback by a colleague or administrator.
Ms. Jevonda, also an alum of the leadership program and a current AP, stated,
The leadership program provided me with the experience for creative problem solving
and strategic thinking while being able to practice ethical and valiant leadership in my
role... I was also able to participate in reflective practice and observe other teachers and
administrators at their campuses and really grasp the notion of the administration’s role
prior to stepping into my own position.
Other forms of formal mentorship at Accelerated Academy are the two mid-level
administration positions, the TSA and the SSA, which are both essential components of the
leadership program. The TSAs and SSAs conduct observations, model lessons, plan and
implement curriculum (co-teach), plan professional development lessons, and consistently
provide constructive feedback to teachers regarding instruction. Individuals chosen for these
roles have demonstrated leadership skills and are pursuing administrative certification or
degrees. The idea of the mid-level position was to provide individuals with hands-on experience
in an administrative role before they transition into a more formal administrative position such as
that of an AP.
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The TSA position provides additional support to teachers who are new to the charter
world and may struggle with the differences between these and district-operated schools. The
TSA also supports teachers with new concepts, such as implementing the instructional model into
their daily practice. The TSA can help teachers obtain mentoring and coaching from those more
familiar with the organization’s practices and who have demonstrated proficiency in
implementing the model. Ms. Danzinger shared that “being able to observe another teacher or
obtain feedback from a colleague without criticism is refreshing. It provided me with
opportunities for pure reflection.” Receiving feedback from a leader and colleague is a valuable
benefit for candidates in the leadership program. Aspiring leaders often do not receive feedback
during their practice in traditional district organizations due to the lack of staff to provide support.
The SSA supports teachers and students in handling behavior issues, similar to a dean at a
traditional public school. The SSA also helps site administrators with student discipline when
behavioral concerns arise. Ms. Contessa shared that SSAs will observe teachers in their
classrooms and provide feedback on the classroom management system, strategies to keep
students engaged, and specific behavior concerns for individual students. The SSAs also refer
students for additional services, such as counseling, if required.
Lastly, Dr. Firenze and Ms. Del Terra both shared that they serve as formal mentors for
staff members seeking administrative degrees. Ms. Del Terra stated that serving as their formal
mentor in the organization as well as in their educational programs allows them to provide “more
purposeful experiences that will make them a stronger administrator and really build their skill
set.” She added that “being an administrator in a charter school requires an extraordinary skill set.
They are expected to have a handle on everything, from their budget to their athletic department
schedule, unlike district administrators who have other departments handling those areas.”
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Observation Analysis
The researcher conducted two observations. One was an internal leadership meeting held
at Accelerated Academy’s executive office and the second observation was at Accelerated
Academy’s board meeting held at one of Accelerated Academy’s campus. During the
observations, the researcher observed that Accelerated Academy builds leadership capacity
through hands-on experiences.
The first observation conducted by the researcher was an internal leadership meeting. The
meeting was held in a meeting room in Accelerated Academy’s executive office. The room was
set up similar to a traditional classroom with a smartboard located at the front of the room, desk,
and chairs all-round the room in a pod formation. The attendees were all seated in pods
according to their campus sites. During the observation, the researcher heard each leader from
their perspective campus present on a topic on an agenda item. Teacher Support Advocates
(TSA) and Student Support Advocates (SSA) were also provided opportunities to present on
specific topics such as school budget and funding allocations, upcoming system training
sessions, and potential topics for training. Dr. Firenze also encouraged leaders to provide other
topics for additional training for their staff and, if they were open, to prepare materials and lead
those training sessions for other school sites if necessary.
The second observation conducted by the researcher was Accelerated Academy’s
monthly board meeting. The meeting was held in a multi-purpose room. The room was set up
with folding chairs facing the board members at the front of the room. A podium was in the
middle of the board members and the audience chairs. Attendees were board members, leaders
from each campus, all executive officers include Dr. Firenze. The board meetings are public
meetings, and any member of the community and parents of students are invited to attend the
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meetings. A sign-in sheet was located at the entrance to the multi-purpose room. The researcher
noted that 26 individuals (12 males and 14 females) attended the board meeting. The chairman of
the board called the meeting to order by at the posted start time. During the board meeting, the
researcher observed how the leaders spoke in front of the board and provided a monthly
summary of their campus highlights as well as barriers that their respective campuses faced
during the month. Campus leaders addressed questions as they arose, and Dr. Firenze provided
additional information that campus leaders could not address. Ms. Del Terra and Ms. Danzinger
also provided the board information regarding accepting monies from a grant that Accelerated
Academy applied for in the sum of $75,000. The board asked the presenters questions regarding
the funding allocation for the grant monies, and the presenters answered the question
accordingly.
Document Analysis
An analysis of Accelerated Academy’s initial charter application (2012) and Accelerated
Academy’s charter application addendum (2017) was conducted, and the researcher found the
following data to support how the Accelerated Academy builds leadership capacity.
Accelerated Academy’s initial charter application (Accelerated Academy, 2012) provided
a staffing structure for its first campus' and its first two years of operation, including hiring of
one principal, one administrative back-office manager, 14 teachers, and three instructional aide
positions, with the intent to hire additional staff in subsequent years as the student enrollment
increased. However, the details outlined in the initial application were vague and listed minimal
criteria for recruitment of staff, such as
Recruitment efforts will include advertisements in local newspapers and on the school’s
website and fliers at local universities, school job fairs and via word of mouth.
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Accelerated Academy will also coordinate efforts to partner with postsecondary
educational institutions to serve as host school for interns, as a means to train and recruit
potential future staff.
Furthermore, the initial charter application provided no evidence of succession planning in place
to fill leadership vacancies within the organization as positions became available. However,
Accelerated Academy’s initial charter application provided a framework for professional
development for founding teachers that included the development of a school leadership team to
provide support via on-site coaching, development, and implementation of the instructional
model and mentorship opportunities for new teachers with season educators after year one of
operation.
In comparison, Accelerated Academy’s charter application addendum filled in 2017, 5
years after the organization’s inception, provided a multi-faceted strategy in recruiting and
retaining a high-quality pool of faculty by utilizing an in-house evaluation tool based on the
states performance framework and a rigorous pay for a performance-based evaluation feedback
system that provides clear and actionable feedback. The organization also recruited at local,
regional, and national educational fairs and expanded relationships with educational departments
at local colleges and universities by guest lecturing and providing student teaching opportunities
for students. It also advertised on national educational websites for vacancies at all levels.
Furthermore, the addendum addressed the insufficient leadership pipeline within the
organization’s past and provided an approach to address the shortage by appointing an executive
director (ED) to oversee the organization’s school administration and operations. The role of the
executive director, as stated in the addendum, is to provide guidance to the principals and school
leaders of each campus by ensuring that each campus leader is properly “prepared to take on
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leadership roles within Accelerated Academy’s system of schools” (Accelerated Academy,
2017) and “to ensure consistency in each model for financial, logistical and academic aspects of
operation of each campus” (Accelerated Academy, 2017).
Lastly, Accelerated Academy’s charter application addendum (2017), provided a robust
description for each of the five leadership roles at each campus location including qualifications,
experience, and essential responsibilities for each role. For example, the qualification for the
principal position requires a master’s degree or higher from an accredited college or university,
along with a total of five years of school experience and a minimum of three years of experience
as a Principal/ Assistant Principal. The candidate must also possess an administrative credential
from the state or be eligible to receive it within the same year. The stated goal of the position is
“to provide leadership and management to implement all programs, activities, and policies
essential to ensure a high quality educational experiences and services for all students in a safe,
nurturing and enriching environment” (Accelerated Academy, 2017).
Discussion of Research Question One
Interviews
The first research question addressed the three practices at Accelerated Academy that
highlighted how the organization builds leadership capacity through interviews conducted by the
researcher. The findings from the interview component of the study also aligned with the
theoretical framework of transformational leadership developed by Kouzes & Posner (2002). The
theoretical framework consists of five fundamental practices, three of which were portrayed in
the findings of this study.
The first practice from the theoretical framework present in the findings was adherence to
a shared vision. A shared vision enables individuals to embrace their roles and accomplish
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obligations with ease, driven by that vision. Fink and Brayman (2006) found that aligning the
mission and vision with succession planning is essential for building leadership capacity. A
shared vision fosters a commitment to a shared future.
Next, its positive and supportive school culture also enhanced Accelerated Academy’s
leadership capacity building. A supportive environment allows the team to act without fear of
reprimand or judgement. The environment is nurturing and aids in building the skills for
leadership. This practice also echoed Kouzes and Posner’s (2002) model in terms of enabling
others to act. Feeling supported by administrators fosters collaboration and empowerment with
all stakeholders. Individuals can then make informed decisions and make a difference for their
students. A positive atmosphere wherein individuals can trust the organization and feel
empowered is essential when building leadership capacity.
Lastly, Accelerated Academy embraced Kouzes and Posner’s (2002) practice of
modeling the way. Informal and formal mentoring programs help potential candidates experience
administrative duties first-hand. Administrators such as Dr. Firenze and Ms. Del Terra are
prolific administrators who set ambitious standards for the organization guided its mission and
vision. The current administrators set an example for others and show future leaders how to be
transformational leaders.
Observations
During the observations, it was recognized that Accelerated Academy provides its leaders
with opportunities and hands-on experiences to build their leadership capacity in several ways.
Accelerated Academy encourages their leaders to present highlights and struggles of their
specific campus not only to their colleagues within their organization but also to the board
members and the community they serve, which aligns with the study’s theoretical framework of
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transformational leadership practices of modeling the way and enabling others to act. By
allowing leaders to be transparent with their campus highs and lows, Accelerated Academy is
enabling their leaders to act, where they are not fearful of being judged by their peers or by the
board members and are open to feedback and assistance in resolving the issues in a collaborative
approach.
Documents
Through document analysis, the researcher found inconsistencies in Accelerated
Academy’s model in building leadership capacity from what is being done on the campuses
versus what is stated in the organization’s charter application (2012) and the charter’s addendum
(2017). Documents reviewed by the researcher provided vague outlines for recruitment and
succession planning within the organization. Although the charter’s addendum of 2017, sought to
incorporate additional components to building leadership capacity, it did not fully address the
organization succession plan for leadership vacancies within Accelerated Academy, as it
continues to grow. Furthermore, comparisons between the document analysis and interview
results provided evidence of a disconnect between what the organization documents stated versus
how the organization builds leadership capacity within their practice.
Research Question 2
The second research question sought to understand the challenges in supporting and
maintaining strategies to build leadership capacity at Accelerated Academy. Two challenges
appeared in this study. The first was candidates’ availability to take on leadership positions, and
the second was retaining leaders.
Interviews
Leaders’ Availability
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While there is limited availability of candidates for leadership positions nationwide, it is
even more limited at charter organizations because the pool is smaller than at traditional public-
school districts. Accelerated Academy’s popularity and rapid growth require a dedicated pipeline
to fill leadership vacancies. Per its executive summary, over the next 4 years, Accelerated
Academy plans to have 19 principals/AP across all campuses. There are also plans to have an
additional 14 mid-level leadership positions such as TSAs, SSAs, and counselors.
Candidates’ Readiness
Charter school leaders are involved in every aspect of operations, from day-to-day
business operations to curriculum instruction. Mr. Potenza, a current AP, stated that one of the
key issues at charter organizations is access to individuals who are ready to take on leadership
positions. He stated,
In charter, you typically have newly graduated, inexperienced teachers or veteran
teachers who are done with the bureaucracy of the school district. The new teachers are
still learning how to be effective in the classroom, and the older ones are set in their ways
and are sometimes more difficult to work with.
Another issue with candidates’ readiness is knowing when to move them from teaching into
leadership. Principal Mrs. Lena Danzinger stated,
A lot of them are not where they need to be yet. Some of my best teachers on campus
become leaders. So, I have had to pull them from the classroom because I need their
leadership, but I still need them in the classroom. So, it becomes a difficult decision.
Whether to leave an effective teacher in the classroom or pull them into an administrative
position due to needing their leadership skills is a challenging decision. There is a risk in moving
a teacher into an administrative position where they might not be as effective. Dr. Firenze also
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shared that she has made the wrong decision in the past. She stated, “I always think I picked the
right person for the job, and if they don’t work, they don’t last very long in it.” There are no
guarantees that a person will thrive in a role. Dr. Firenze also stated that she is always looking
for candidates who are ready for a leadership role in case someone leaves unexpectedly. She
stated, “Having a plan b, c, d, e, and so on is critical because I need to have the capacity for
leadership candidates at all times, but sometimes that is not the case.”
In 2016, one of the Accelerated Academy’s campuses experienced a sudden change in
leadership. New leadership came in from the outside due to not having an internal candidate
ready to take on the role, and the transition was difficult for some to accept. Ms. Contessa shared
her experience when this occurred:
I was brought on to the campus to clean up. There was a 75% turnover in staffing,
including all administration and office staff. Some parents and staff were happy to see the
change. Others were angry. It took about 1 year to establish a sense of community among
the stakeholders.
Due to being brought as an outsider, Ms. Contessa, and the leadership team that was brought in,
experienced difficulties that would not have occurred if candidates had been available internally.
Bringing in new leadership from outside can be intimidating for staff and disconcerting for
parents who chose the organization for its reputation. Having internal candidates ready to take on
leadership positions is essential to curbing concerns.
Charter Operators’ Experience and Knowledge
Although the administrator’s role has changed over the years in both charter and public-
school systems, a charter organization requires additional skills and knowledge with which
typical administrators are not equipped. Dr. Firenze stated, “Principals outside of charter have no
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concept of building management. As far as facility, budget, all of that is kind of kept from them.”
She added,
To be an effective leader in charter, they need to be really aware of what and where every
dollar is going. Revenue, expenses, they need to know all of that. I never realized until I
came to charter that power cost $10,000 a month. It’s simple things like that that district
principals do not know.
Charter school administrators need to be great educators and business savvy, as they have
various responsibilities and duties to uphold that are not typical of their district counterparts.
Previous Leadership Experience
Due to its rapid growth and popularity, Accelerated Academy has had to recruit
principals and teachers from the local school district. Although leadership experience is
important, Ms. Del Terra expressed that experience sometimes hinders the ability to build
leadership capacity from within. She stated, “The breadth of leadership and leadership styles
within our organization is just extraordinary. However, sometimes it is difficult to get all leaders
of the charter organization on the same page due to their previous experiences.” She elaborated
on this subject by saying,
Bringing in so many administrators from such diverse backgrounds has put us into a
place where we are just blending it all together. We are really building on one another’s
strengths and looking for where our own instructional model needs to continue to
improve and who can bring those strengths to the table.
Ms. Jevonda reiterated similar notions:
You are pulling these seasoned principals who are highly successful in the local school
district, doing things their own way, and then trying to unite them under the vision and
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mission of the charter organization, which may not align to what they were previously
doing and succeeding at in their old school.
Leadership looks different between charter schools and district-operated schools. A person’s
strengths cannot always be applied in a new setting. Dr. Firenze stated,
There are certain things that charter leaders need to know, like how to deal with the
community and bring them into the vision of the charter as well as how to develop
partnerships within the community, and district leaders do not have those skills when
they come into a charter, and that is why we prefer to grow our own leaders.
Candidate Recruitment
Finding candidates for leadership vacancies, whether internally or externally, also poses
another challenge to building leadership capacity. Dr. Firenze shared the grow-your-own
approach: “We prefer to grow our own leaders so that they don’t need to be brought into the
vision. They just know it already, and so the transition is simpler.” Not having to build buy-in
and teach a new individual the mission and vision speeds up the training process and allows
more opportunities for developing their skills as a leader. Ms. Jevonda elaborated on Dr.
Firenze’s statements on the value of growing our own:
We do like to grow our own because we do things differently than most schools in the
district, and that way, there is no detox from the district. That is what Dr. Firenze calls
the thinking process of individuals who are recruited by Accelerated Academy from the
district. At Accelerated Academy, we empower our teachers and leaders to do things
without the red tape and provide them with the support that is necessary for their success.
Ms. Rockburn, the EMO human resources director, also shared that Accelerated Academy
prefers to fill vacancies with internal candidates initially. However, given that most of its
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teachers do not want leadership positions due to having only 1 to 3 years in the field, they have
had to recruit externally to fill immediate vacancies.
Per Dr. Firenze, having few candidates than their district counterparts is not always a
disadvantage:
I believe we as an organization are on the other end of the pool of candidates here in the
state. We are on the recipient end of quality leaders who have been overlooked by the
local district or other outside organizations. Our organization puts an emphasis on
seeking quality leaders and providing them with the appreciation and quality of life that
charters schools have to offer.
Dr. Firenze conveyed that a disadvantage in the number of candidates does not mean they do not
have qualified candidates to choose from. Some candidates have been passed up for
administrative positions and reject the bureaucracy of the local school districts, or they are
teachers looking to make a change.
Ms. Jevonda shared another obstacle in recruiting leadership candidates: “There are a lot
of misconceptions about charter schools. So, I think dispelling those misconceptions is vital.”
Parents, communities, teachers, and school district administrators misunderstand much
information about charter schools. Thus, proper dissemination of information is imperative.
Leaders’ Retention
Retaining quality leaders is yet another challenge to maintaining leadership capacity.
Charter organizations’ funding is different from traditional school districts. These types of
schools gain autonomy over curriculum and are free of local district control, but they incur other
expenses that a traditional district would otherwise absorb. Ms. Danzinger stated, “We don’t get
quite the same funding the district does, and we still have to pay for facilities, and a lot of the
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times, we struggle to write grants and things to fund some of these positions.” She added, “We
can’t fund all these positions because once leaders within a school district get up there in the
higher salaries, it’s just more beneficial for them to stay at district, as their pay scales go up.” A
comparison of Accelerated Academy’s salary schedule and the local school district’s salary
schedule supported Ms. Danzinger’s statements regarding funding allocation.
Aside from compensation, leadership retention at Accelerated Academy was not a
concern during the time of this study due to its continuous growth. However, as the growth and
need for leadership continue, retaining current leaders will be a challenge. Current leaders will
have to assess and develop strategies to sustain operations while providing opportunities for
growth to emerging leaders.
Discussion of Research Questions Two
The challenges to supporting and maintaining strategies to build leadership capacity at
Accelerated Academy are 1) availability of candidates to take on leadership positions 2)
recruitment of leaders from outside the organization. This study revealed that the challenges that
Accelerated Academy experienced are like other organizations, as noted in similar studies
conducted by Whitaker (2003) and Darling-Hammond (2007).
The first challenge, availability of candidates, is often difficult for charter organizations
as their pool of applicants is smaller than those of local school districts. Candidates within
Accelerated Academy are new teachers or teachers that are looking to retire soon. They lack
experience and knowledge in the operation of a charter organization, as well as leadership
experience in general. Furthermore, the study had similarities to findings by Dressler (2001)
regarding the pool of candidates, as most teachers are inadequately prepared for
administrative/leadership positions. However, for charter organizations, sometimes moving
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successful teachers out of the classrooms and into leadership positions carries risk, but it is
sometimes the only option for charter organizations in need of leadership.
The second challenge to supporting and maintaining strategies to build leadership
capacity at Accelerated Academy was recruitment of leaders from outside the organization.
Aside from ever-changing role of an administrator, the desire of teachers to pursue careers as
administrators has decreased due to the increase workloads and stress related to the role
(Whitaker, 2003). Additionally, finding individuals who possess the skill set to lead a charter
organization with success is limited (Dressler, 2001). Due to Accelerated Academy rapid growth
over the last five years, recruiting leadership from outside the organization had been their only
option. Fink (2011) stated that recruiting, selecting, and developing leaders with the knowledge
and experience to lead young people to success is a societal challenge. Per Fink (2011), finding
the right people at the right time and for the right reasons is key, and Accelerated Academy has
had some struggles in finding the right fit for vacant leadership positions.
Furthermore, the challenges identified in this study align with the conceptual framework
of transformational leadership. Accelerated Academy’s leaders face the challenge of finding
candidates ready for leadership roles. Ensuring candidates demonstrate the five components of
transformational leadership, according to Kouzes and Posner (2008), ensures that future leaders
within Accelerated Academy will not only be effective instructional leaders but continue to share
the responsibility of building a reservoir of high-quality leaders within the organization.
Summary
This chapter discussed this study’s findings by research question. The findings reflected
the strategies that build leadership capacity as well as the challenges in supporting and
maintaining those strategies. It is important for the future of charter organizations to consider the
57
implications of these findings to ensure a successful pipeline for building leadership capacity.
Chapter Five will further review the implications of the findings and offer suggestions for future
research.
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Chapter Five: Summary and Discussion
There is much research on what makes educational leaders successful and how they
impact student achievement (Brown, 2016; Marzano et al., 2005). School leadership is an
important component of student success (Day et al., 2016; Gentilucci & Muto, 2007), and studies
suggest leadership position vacancies across the nation continue to be problematic (Cooley &
Shen, 2000; Fink & Brayman, 2006). With the popularity and rise of charter schools, their need
for quality leaders is also affected by the shortage of qualified applicants (Dressler, 2001; Kena
et al., 2016). Charter organizations have additional hurdles to overcome when filling these
vacancies, as these organizations are often mission- and vision-driven (Sun & Ni, 2016). Finding
the right individual to further a mission and vision is often challenging, as they must know how
to combine educational philosophies/standards, develop curriculum, and ensure accountability
across all stakeholders.
Proper succession planning is an essential component of a successful organization.
Success or failure relies on the leadership of and within the organization itself (Day et al., 2016).
With proper succession plans, organizations can fill leadership vacancies will minimal negative
impact on the structure and daily operations.
Purpose of the Study
The purpose of this study was to examine the promising practices that build leadership
capacity at Accelerated Academy. Identifying the line of succession and mentoring current
employees can ensure that leadership candidates are well prepared for the daily challenges and
demands of these positions while maintaining a robust pipeline for growth. In addition to
exploring the practices that build leadership capacity, the study also identified the challenges in
supporting and maintaining these practices.
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Research Questions
The study was guided by two research questions developed to understand current
promising practices for recruiting, building, and sustaining leadership capacity in education. The
research questions were constructed collaboratively by five members of a thematic dissertation
group at the University of Southern California’s Rossier School of Education.
1. What are the perceived practices that contribute to building the next generation of leaders
at Accelerated Academy?
2. What are the challenges to supporting and maintaining the strategies designed to build
leadership capacity at Accelerated Academy?
Summary of the Findings
The findings of the study indicated that Accelerated Academy has a systematic approach
to developing leaders internally through a grow-your-own approach. The organization identifies
candidates that have demonstrated leadership potential and selects them for an informal
leadership program. Candidates selected hold entry-level leadership positions, such as grade-
level chairs, SSAs, and TSAs, and are then promoted into administrative positions. Throughout
the process, active leaders train and mentor candidates by providing hands-on experiences.
However, Accelerated Academy continues to struggle with filling leadership positions with
candidates ready to take on the leadership vacancies as the organization continues to grow
throughout the state at a rapid rate due to its popularity.
The study utilized the conceptual framework of transformational leadership by Kouzes
and Posner (2002) as the theoretical framework and focused specifically on three of the model’s
components: inspiring a shared vision, enabling others to act, and modeling the way. The
findings revealed that Accelerated Academy demonstrated these three practices.
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Contributing Practices
Inspiring a Shared Vision
Accelerated Academy’s leadership team ensures its mission and vision are at the
forefront driving its success. Ensuring the mission and vision are embedded into daily practice
and communicated effectively also ensures all individuals within the organization understand the
importance and adheres to its implementation.
Enables Others to Act
Accelerated Academy’s leadership team enables others to act by providing support in
decision making and allowing candidate leaders to be part of the process. The environment is
supportive, nurturing, and one where candidates and leaders can continue to grow and expand
their leadership skills through daily practice. An environment that enables others to act fosters a
sense of solidarity and empowerment to increase leadership capacity.
Models the Way
Accelerated Academy’s leadership team provides mentors who model the way for
candidates. Leading by example provides ample opportunities for others to shadow and learn.
Shadowing current administrators in meetings, in the community, and in other daily tasks offers
candidates first-hand experience in how to handle situations while building their leadership
repertoire.
Challenges to Supporting and Maintaining Strategies
The study found that challenges to supporting and maintaining building leadership
capacity within Accelerated Academy were the lack of available candidates and recruitment of
quality leaders outside of the organization.
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The vast skill set of charter school administrators are extensive and difficult to find in a
single candidate without proper training and mentoring. Accelerated Academy struggled to fill
previous vacancies due to the lack of internal candidates, as their leadership pipeline consisted of
newly minted teachers just entering the profession with limited leadership skills or seasoned
teachers who left the school district but were not seeking administrative roles.
Secondly, the study also found that external candidates lacked experience and knowledge
of charter school operations, as most candidates from the local district lacked the foundational
concept of charter school operations. Participants shared that candidates from the local school
district were oblivious to the rigors of charter school leadership, as managing a charter school is
more than just ensuring the day-to-day implementation of the curriculum. It also includes
knowledge of business practices as a charter school administrator also manages the campus
budget while ensuring the curriculum’s adherence to the mission and vision of the organization,
which are difficult skills to teach to an individual new to the organization. In the past, hiring
from outside resulted in a failure to balance learning new repertoires and the organizations’
instructional model, and the affected campus required intervention from the executive team.
Lastly, the study found that retaining quality leaders also had a significant impact on
building leadership capacity. Charter schools rely on grants and private funding to fund a
substantial amount of the budget in order to maintain autonomy over curriculum. Accelerated
Academy uses its funding not just for activities, supplies, and administrative positions but also
for operating expenses such as building rental, utilities, and various other operating cost that a
district school would not incur. In terms of staff and administrators, compensation is lower
compared to that of the local district, and at times, it is more work due to the staffing shortage.
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Implications for Practice and Policy
The findings from this study have implications for building leadership capacity at charter
school organizations. The implications for practice and policy discussed in this chapter are
geared toward charter administrators, charter school organizations, and CMOs/EMOs.
Charter Administrators
Utilizing the findings of this study, charter school administrators can develop systems
and practices that contribute to building the next generation of leaders by identifying
transformational leadership qualities in their pool of teachers. To foster leadership capacity,
current charter administrators must be aware of their pool of candidates’ qualities and understand
how to foster the development of leadership skills required to lead in a charter school
organization. Understanding these qualities will allow current leaders to provide candidates
opportunities to develop leadership skills and the transference of knowledge to operate and lead
charter schools to success. Furthermore, charter administrators should consider establishing a list
of must-have competencies specific to their organization’s needs, such as ability to lead by
example, excellent communication and interpersonal skills, fostering a positive work
environment, and collaboration. These would guide their search for candidates for administrative
positions. The organization can also incorporate those competencies into their evaluations as
benchmarks or standards to attain across a determined period.
Secondly, charter administrators can also encourage those who show leadership potential
through informal mentorship and in-house training programs to train them to carry out the
mission and vision of the organization in a manner that empowers their candidates. A study
conducted by the Southern Regional Education Board (SREB, 2001) revealed that tapping
potential leaders who have demonstrated high-performance standards and developing quality
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school leadership growth opportunities increases the school leadership pool. Frequent
conversations and small projects with teachers that are demonstrating leadership potential can
also provide individuals with the encouragement and support they require to take the leap into
pursuing an administrative role. A study conducted by Myung et. al., (2010), confirmed that
tapping has a significant impact on teachers’ interest in pursuing leadership positions and
increasing their probability of becoming an administrator.
Charter Organizations and CMO/EMOs
Charter organizations and CMO/EMOs would benefit by taking a collaborative approach
in establishing a robust leadership pipeline and having a succession plan for future leadership
vacancies within their organization. By collaborating in building leadership capacity, they can
take the “grow your own” approach to another level and build the next generation of leaders
internally, from within their organization.
Charter organizations and CMO/EMOs can collaboratively develop programs to build
leadership capacity to ensure a robust candidate pipeline for their organization. Establishing a
leadership development program within the CMO/EMO network will provide opportunities for
individuals who are “tapped” for a leadership role to learn and develop the critical skills
necessary in successfully leading their charter organization. The leadership programs should be
geared towards acquiring the necessary skills and competencies required to be a leader in the
charter organization, such as that of aspiring assistant principals and aspiring principals.
According to a paper released by the University Council for Educational Administration (2012),
providing hands-on experiences and meaningful learning opportunities help enhance the
understanding of educational leadership realities and provides authentic ways to develop the
necessary skills and knowledge in the organization’s practices. Furthermore, Dressler (2001)
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stated that collaboration is a key component in a successful charter and communication between
the charter organization and its leaders is detrimental, thus justifying the importance of a
collaborative approach to building leadership capacity between charter organizations and their
CMO/EMOs is essential, in ensuring continued growth and success.
Secondly, CMO/ EMO’s can continue to provide qualified external candidates who have
demonstrated success in building leadership capacity outside of the organization. Active
recruitment of individuals who can provide new insight and bring additional promising practices
that can benefit the charter organization is helpful in ensuring best practices and continued
growth for the organization.
Recommendations for Future Studies
This study examined the practices that contribute to building leadership capacity and the
challenges in supporting and maintaining those practices at one charter organization. Although
thorough attempts at data collection and analysis were made, additional questions emerged that
may benefit future investigations.
First, the study focused on one organization and its practices. The participants’ responses
were limited to their experiences with the organization and its practices. A cross-case analysis of
participants from other charter organizations and their experiences would benefit CMOs and
EMOs in identifying other promising practices. Furthermore, expanding the study to multiple
charter organizations may also reveal additional promising practices that were not addressed in
this study or what this study identified as challenges in sustaining leadership capacity.
The second recommendation for future study is for university preparation programs to
collaborate with CMOs and EMOs to develop preparation programs for those interested in
charter organization leadership. Participants shared that the hands-on experiences provided by
65
their onsite administrator were crucial to their learning and provided them with real scenarios
and exposure to the daily aspects of being a leader in the charter organization. By collaborating
with CMOs and EMOs, university preparation programs can customize their students’ learning
and provide them with the skills to prepare them for successful careers as charter school
administrators.
The third recommendation for future study is to broaden the study to also include a
comparison of the local school districts succession planning and how it fosters building
leadership capacity. Given that the location of the organization and the local district is in a
somewhat isolated area of the state, the local district may have similar issues that were found in
this study in building leadership capacity. Addressing how the local district overcomes the
challenges in building leadership capacity may provide insight to the charter organization in how
to expand their reach and continue building leadership capacity given their limited population
and location.
Conclusion
As a qualitative study of a charter organization, this study sought to identify the practices
contributing to building leadership capacity and the challenges in supporting and maintaining
those practices at a charter school organization. The findings suggest many areas of charter
school leadership require hands-on exposure that cannot be taught in a classroom or via
textbook. The study calls for better preparation of charter school leadership candidates for the
rigors of leading these organizations by both CMO/EMOs and university preparation programs.
Providing a robust educational experience for those pursuing administrative positions, results in
building the next generation of educational leaders that are not only prepared for the challenges
66
of academia to come but are also able to identify, recruit and mentor others thus creating a
continuous reservoir of highly qualified leaders.
67
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Appendix A: Administrator Interview Questions
The following questions framed each of the semi-structured interviews:
1. Tell me briefly about your experience and role as a leader at the school.
2. Describe the mission of this organization?
3. Tell me about the culture of leadership in this district?
4. Describe how you came to be an administrator? Were you interested in
leadership or were you encouraged by someone else to pursue administration?
5. What leadership standards or benchmarks guide the identification and formation
of future principals in your district?
6. How does your organization identify and recruit the next generation of leaders?
7. Your school is identified as having promising practices in leadership succession,
how would you articulate those practices?
8. What leadership development opportunities or experiences do you find most
useful in developing leadership capacity?
9. What are the areas that need the most development/attention before moving
teachers into leadership roles?
10. What forms of formal and informal mentoring is available at your site?
A) How have these mentoring relationships led to leadership succession?
11. What resources are accessible for developing future leaders in your district?
12. What obstacles have you faced in in implementing and sustaining your leadership
development program?
13. In your option, how can this district more effectively develop future principals?
76
14. As we finish the interview, to help me fully capture your experience with building
leadership capacity, is there anything else you would like to share that you feel is
important?
77
Appendix B: Teacher Interview Questions
The following questions framed each of the semi-structured interviews:
1. Tell me briefly about your experience and role at this site.
2. Describe the mission of this organization?
3. Tell me about the culture of leadership in this district?
4. What influenced you to take on a leadership role?
5. What leadership standards or benchmarks does your district use to define an
effective leader within your organization?
6. Your school is identified as having promising practices in leadership succession,
how are those practices communicated to you?
7. What does your site/organization succession plan look like?
A) How has that been communicated to you?
B) What has been your response?
8. How have you been supported by the leadership at your site/organization?
9. What leadership opportunities have been offered to you?
A) How did you benefit from these opportunities?
B) How were these opportunities communicated to you?
10. What district/institution/school supports are in place to help develop future
leaders?
A) What support have you received from your district/institution/school in
developing leadership capacity?
11. What obstacles have you faced in growing as a leader?
12. What forms of formal and informal mentoring are available at your site?
78
A) Can you give me an example?
13. In your opinion, how can the district better prepare the next generation of leaders?
14. What else would you like to share with us about your experience as a leader?
79
Appendix C: Observation Protocol
Name of Site: ________________________ Date__________________________
Type of Observation: ________________________
Participants: _________________________________
Purpose/Focus: ________________________________
Time Started ______________ Time Ended ____________ Total Time ______________
Environment
Observation
Observer’s Notes
Setting/Location
• What does the environment look like?
• What is the physical set up?
• How are people positioned?
• What does the agenda look like?
• Does the meeting follow the agenda?
• How many people are in the meeting?
Participant(s)
• Attire of participants
• Participant engagement
• Who is leading the meeting?
• Who sits where?
• Are they talking?
• Are they making eye contact?
• What are the leader’s practices in
interacting with others?
• People coming late/leaving early
• Diversity of the room (gender balance,
ethnic balance)
Observation
Observer’s Notes
80
Context
Who is talking to whom?
• What is their relationship?
• What are the roles of the participants?
• What is the topic of the interaction?
• Where is the interaction taking place?
• What is the length of the interaction?
• What is the purpose of the interaction?
• Is the interaction planned or unplanned?
Overall Tone
What is the tone of the interaction?
81
Appendix D: Participant Recruitment Letter
DATE:
Dear Participant,
You have been selected to participate in this study due to your experiences with leadership
capacity-building strategies in your school or district. As a participant in this study, your
contribution will assist those interested in implementing or expanding leadership capacity-
building strategies in the educational settings in which they work.
The aim of this study is to explore how your district identifies, cultivates, and supports future
district leaders as a part of a succession management plan. The following research questions are
posed in an effort to gain insight into successful leadership capacity building strategies:
1. What are the perceived practices that contribute to building the next generation of
leaders?
2. What are the challenges to supporting and maintaining the strategies designed to
build leadership capacity?
Identifying strategies that schools and districts use to successfully build the next generation of
education leaders may provide a guide for other districts to follow. Exploring the perceptions of
stakeholders regarding the leadership capacity-building strategies may improve the content,
execution, and reach of such programs. Finally, the identification of facilitators and inhibitors of
the strategies may help others recognize catalysts and pitfalls for their current or future
leadership capacity-building efforts.
Your participation in this study should take approximately a few hours of your time over a period
of six weeks and will consist of the following activities:
• One to three interviews lasting 45 – 60 minutes in length
• One or more observations of you in your work setting
If you have any questions, please feel free to contact my dissertation committee chair, Dr. Kathy
Stowe. She can be reached at KStowe@rossier.usc.edu. If you have any questions or concerns
regarding your rights as a subject in this study, you may contact the IRB Compliance Office at
the University of Southern California.
Thank you for your willingness to participate in this study.
With gratitude,
Kristine Joy Cortez
Abstract (if available)
Abstract
This study examined the promising practices employed by Accelerated Academy that were perceived to build leadership capacity of future leaders of the charter organization. Additionally, the study sought to discover the challenges to building leadership capacity within the organization. Semi structured interview, document analysis were conducted to explore how the organization developed and maintained a pool of candidates for leadership positions. The findings showed that the vast skill set of a leader in a charter organization differs from leaders in traditional public schools and that a systematic approach to mentoring and training candidates internally is the best course of action to developing leaders for the organization and maintaining a pipeline for future vacancies. The implications of these findings for research and practice are discussed.
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Building charter school leadership capacity: a look into leadership practices at accelerated academy
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Degree Conferral Date
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Publication Date
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Defense Date
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