The major purpose of this action research study was to both quantitatively and qualitatively look at novice urban high school principals' perceptions of how their graduate educational leadership programs prepared them to implement the Connecticut Standards for School Leaders as organized into four areas for school improvement: (1) Teaching and Learning, (2) Capacity Building, (3) Community Building, and (4) Policy and Management. To date no studies have demonstrated that following novice principals induction into Connecticut's urban high schools, that these same principals perceive their graduate educational leadership programs prepared them to implement Connecticut State Standards for School Leaders. The sample consisted of nine principals. Two sources of data were obtained. The Educational Leadership Self Inventory (ELSI) Survey was used to collect data via mail and online, and interview was conducted using guided questions. The ELSI specifically addresses the 12 Connecticut Standards for School Leaders (CSDE, 1998). The survey consists of closed-ended questions. The closed-ended questions are rated using a four point Likert Scale with the following anchors: (1) Did not prepare, (2) Limited Preparation, (3) Somewhat Prepared, (4) Well Prepared. The ELSI generated ordinal data. Respondents were asked to review statements relating to what extent do they feel their graduate school leadership program prepared them with respect to the Connecticut Standards for School Leaders by categorizing each statement in accordance with a Likert Scale. Multiple sources of data were analyzed and compared to triangulate findings. Prior to the principal interviews, a pilot interview was utilized to test the interview questions. Conclusions were drawn from findings in each of the four major areas found in the Connecticut Standards for School Leaders. It was concluded that novice urban high school principals are likely to report a wide range of areas in which their preparation programs satisfactorily prepared them or unsatisfactorily prepared them for the principalship. It was recommended that graduate educational leadership programs further their efforts to ensure that candidates are well prepared in areas such as student assessment, teaching, teachers' evaluation, providing opportunity for meaningful collaborative leadership, professional development, active family engagement, harness community resources and developing healthy community partnership to improve learning for all students. They must also make effort to provide high quality internships for candidates.

Change the entire school culture with this collaborative method of supervision! For years, the classic supervision model has frustrated both principals and teachers by fostering superior-subordinate relationships, focusing on teacher conformity rather than growth, or producing checklist data that are irrelevant to the curriculum. The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice. This method answers principals' key questions: Is the work of my teachers aligned with district curriculum? Are my teachers using research-based "best practices"? Are they choosing the instructional strategies that will promote student achievement?

The purpose of this qualitative case study was to identify and examine the characteristics of effective leaders in high-poverty, high-achieving schools in a single school district. Within the context of this inquiry, district and school success was measured through the level of student achievement described by the annual Missouri School Improvement Plan (MSIP) process (Missouri Department of Elementary and Secondary Education [MODESE], 2011). The results of this narrative case study will provide researchers a holistic view of the context in which the school of focus is situated and should enhance the current body of knowledge regarding leadership characteristics present in highly-effective schools located in high-poverty areas. Furthermore, new insights to the professional practices of principals as well as building and sustaining leadership capacity for high-poverty schools within school districts (Lambert, 2006) should be revealed. These findings should result in educational leaders who will be better prepared to respond to diversity, curriculum standards, program requirements, physical and mental disabilities, and produce high achievement (Leithwood & Riehl, 2003) in high-poverty school settings. The population included an urban elementary school located in Missouri was the setting for this narrative case study. A case study permitted this researcher to retain a holistic view and obtain meaningful characteristics of day-to-day, realistic events taking place within the research setting through interviews, focus groups, document and artifact analysis, and onsite observation (Creswell, 2007; Yin, 2003). Data collections were comprised of interviews, focus groups, on-site observations, and document analysis. The interview and focus group protocols allowed the participants the opportunity to provide explanations and firsthand perspectives regarding their perspectives of the leadership style of the principal (Creswell, 2007; Lincoln & Guba, 1985). The results related to this research study are applicable for public school leaders who are facing the daunting task of school reform. Fullan, (2001) and Marzano (2003) contended the building principals is second only to the classroom teacher when it comes to positively impacting student achievement as the principal has a direct impact on student achievement.

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.

Enhance learning with a collaborative, inquiry-based system of leadership! This practical guide presents a systematic, ongoing process for collecting information, making decisions, and taking action in order to improve instruction and raise student achievement. The authors illustrate a collaborative inquiry-action cycle within a real-world context and offer questions and exercises to guide individual reflection and group discussion. Thoroughly grounded in research, this book helps administrators: Identify areas for instructional improvement Determine community-supported solutions and build stakeholder commitment Articulate an action plan based on multiple data sources Take steps that support teacher development Systematically evaluate program results

This qualitative case study examined the non-university urban school leadership preparation program, New Leaders Inc., and sought to examine the reports of their program directors regarding how the program instructs aspiring school principals in the development of their leadership capabilities. New Leaders Inc. is not affiliated with a specific university or higher educational institution. New Leaders Inc. is a grant-funded program. This qualitative case study examined the non-university urban school leadership preparation program, New Leaders Inc., and sought to examine the reports of their program directors regarding how the program instructs aspiring school principals in the development of their leadership capabilities. New Leaders Inc. is not affiliated with a specific university or higher educational institution. New Leaders Inc. is a grant-funded program. Urban school leadership preparation program directors interviewed in this study reported that their program supports residents in developing their leadership capabilities through: developing and embracing a change vision, working in collaboration with stakeholders and building relationships, and the practical hands-on coaching during a yearlong residency program. This study found that Ancona’s (2005) leadership framework perfectly aligns with the leadership capabilities enacted in the program under investigation. A surprising alignment to Kotter’s (2014) eight-step change model also emerged from the findings of this study.