Changing Mental Frameworks: One High School's Success through a Triad Partnership
School Leadership
Because the school was so large, a four-tiered hierarchical structure was in place. Under the principal were seven assistant principals with different areas of responsibility. In addition to managing such areas as security and testing, each assistant principal supervised some of the department heads, who in turn, supervised the teachers. The school was blessed with strong department heads with leadership skills.
The principal had previously held a variety of positions within the district. He taught both first grade and sixth grade before becoming the principal of an elementary school that served grades 3-6. This "intermediate campus," as it was called, was recognized by the State Board of Education in 1988 as an "Academic Recognition Campus." In 1989-90 he became principal of a ninth grade center, and the following year he was asked to take over as principal of PSJA High School. Looking back on it later, he realized how naive he had been about the challenge he accepted. As was typical of high schools, the teachers were focused on their subject areas. At the elementary school, his staff had had a common vision that children could learn and their purpose was to help all students-no exceptions. Students had been their number one priority. They had cared about their students, and they had worked well together. Using his experience at the elementary level to his advantage, he set out to widen the focus at the high school on the whole child and his or her affective development. He sought to heighten teachers' efficacy and sense of responsibility for the success of their students.
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