Advertisement

Case Studies in Succession Planning for K12 Districts

  • Arfe Yucedag-Ozcan
  • Sharon K. Metcalfe
Chapter

Abstract

Research supports the claim that strong and stable leadership is one of the fundamental elements that influence school effectiveness and student achievement. Effective succession planning can improve student achievement by reducing both principal and teacher turnover. An effective plan will mobilize a pool of qualified candidates who demonstrate extensive knowledge and skill as well as possess the appropriate dispositional attitudes of successful leaders. Effective school leadership is contextual, and circumstances will differ depending on whether there is an urban or rural district setting. Geographically isolated rural educational leaders manage multiple roles with lower salaries and face lack of professional support and communication problems. Differences include district affluence, geographical, socioeconomic, and administrative differences. Succession plans based on communication, administrative support, and effective mentoring and coaching are the most effective.

References

  1. Bengtson, E., Zepeda, S. J., & Parylo, O. (2013). School systems’ practices of controlling socialization during principal succession: Looking through the lens of an organizational socialization theory. Education Management Administration & Leadership, 41(2), 143–164.  https://doi.org/10.1177/1741143212468344 CrossRefGoogle Scholar
  2. Cantu, Y., Rocha, P., & Martinex, M. A. (2016). Shock, chaos, and change: An elementary school turned upside down. Journal of Cases in Educational Leadership, 19(2), 75–81.  https://doi.org/10.1177/1555458915626762 CrossRefGoogle Scholar
  3. Enomoto, E. K. (2012). Professional development for rural school assistant principals. Planning and Changing, 43(3/4), 260–279. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1506938423?accountid=458 Google Scholar
  4. Fink, D. (2011). Pipelines, pools and reservoirs: Building leadership capacity for sustained improvement. Journal of Educational Administration, 49(6), 670–684.  https://doi.org/10.1108/09578231111174811 CrossRefGoogle Scholar
  5. Fuller, E., Young, M., & Baker, B. D. (2011). Do principal preparation programs influence student achievement through the building of teacher-team qualification by the principal? An exploratory analysis. Educational Administration Quarterly, 47(1), 173–216.  https://doi.org/10.1177/0011000010378613 CrossRefGoogle Scholar
  6. Garza, E., Murakami-Ramalho, E., & Mercant, B. (2011). Leadership succession and successful leadership: The case of Laura Martinez. Leadership and Policy in Schools, 10, 428–443.  https://doi.org/10.1080/15700763.2011.610558 CrossRefGoogle Scholar
  7. Gawlik, M. A. (2015). Are you leaving? A case of succession in the Willow Tree charter school. Journal of Cases in Educational Leadership, 18(2), 167–175.  https://doi.org/10.1177/1555458915584672 CrossRefGoogle Scholar
  8. Goldring, R., & Taie, S. (2014). Principal Attrition and Mobility: Results from the 2012–13 Principal Follow-up Survey (NCES 2014-064rev). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved July 17, 2017 from http://nces.ed.gov/pubsearch
  9. Gurley, D. K., Anast-May, L., & Lee, H. T. (2015). Developing instructional leaders through assistant principals’ academy: A partnership for success. Education and Urban Society, 47(2), 207–241.  https://doi.org/10.1177/0013124513495272 CrossRefGoogle Scholar
  10. Hartman, N. S., Allen, S. J., & Miguel, R. F. (2015). An exploration of teaching methods used to develop leaders. Leadership & Organization Development Journal, 36(5), 454–472.  https://doi.org/10.1108/LODJ-07-2013-0097 CrossRefGoogle Scholar
  11. Lee, L. C. (2015). School performance trajectories and the challenges for principal succession. Journal of Educational Administration, 53(2), 262–286.  https://doi.org/10.1108/JEA-12-2012-0139 CrossRefGoogle Scholar
  12. Myung, J., Loeb, S., & Horng, E. (2011). Tapping the principal pipeline: Identifying talent for future school leadership in the absence of formal succession management programs. Educational Administration Quarterly, 47(5), 695–727.  https://doi.org/10.1177/001316C11406112 CrossRefGoogle Scholar
  13. Ni, Y., Sun, M., & Rorrer, A. (2015). Principal turnover: Upheaval and uncertainty in charter schools? Educational Administration Quarterly, 51(3), 409–437.  https://doi.org/10.1177/001316C11406112 CrossRefGoogle Scholar
  14. Parylo, O., Zepeda, S. J., & Benstson, E. (2012). The different faces of principal mentorship. International Journal of Mentoring and Coaching in Education, 1(2), 120–135.  https://doi.org/10.1108/20466851211262860 CrossRefGoogle Scholar
  15. Peters, A. L. (2011). (Un)planned failure: Unsuccessful succession planning in an urban district. Journal of School Leadership, 21, 64–86. Retrieved from https://content.ebscohost.com Google Scholar
  16. Peters-Hawkins, A. L., Reed, L. C., & Kingsberry, F. (2017). Dynamic leadership succession: Strengthening urban principal succession planning. Urban Education, 1–29. doi: https://doi.org/10.1177/0042085916682575
  17. Russell J. L. & Sabina, L. L. (2014, July). Planning for principal succession: A conceptual framework for research and practice. Journal of School Leadership, 24. 599–539. ISSN: ISSN-1052-6846.Google Scholar
  18. Sanzo, K. L., & Scribner, J. P. (2015). Leadership preparation in small and mid-sized urban school districts. Advances in Educational Administration, 22, 1–39.  https://doi.org/10.1108/S1479-366020150000022003 CrossRefGoogle Scholar
  19. Tran, H. (2017). The impact of pay satisfaction and school achievement on high school principals’ turnover intentions. Educational Management Administration and Leadership, 45(4), 621–638.  https://doi.org/10.1177/1741143216636115 CrossRefGoogle Scholar
  20. U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2015 (NCES 2016-014), Chapter 1. https://nces.ed.gov/fastfacts/display.asp?id=65
  21. Versland, T. M. (2013). Principal efficacy: Implications for rural ‘grow your own’ leadership programs. The Rural Educator, 35(1), 13–22. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1495967443?accountid=458e
  22. Wood, J. N., Finch, K., & Mirecki, R. M. (2013). If we get you, how can we keep you? Problems with recruiting and retaining rural administrators. The Rural Educator, 34(2), 12–24. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1467329691?accountid=458 Google Scholar
  23. Young, P., Reiner, D. P., & Young, K. H. (2010, September). Staffing at the middle school level: Are the least qualified principals assigned to the neediest school building? Educational Research Quarterly, 31(1), 18–34. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1411740099?accountid=458
  24. Zepeda, S. J., Bengtson, E., & Parylo, O. (2012). Examining the planning and management of principal succession. Journal of Educational Administration, 50(2), 136–158.  https://doi.org/10.1108/09578231211 CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Arfe Yucedag-Ozcan
    • 1
  • Sharon K. Metcalfe
    • 2
  1. 1.University of PhoenixTempeUSA
  2. 2.Mount Vernon Nazarene UniversityMount VernonUSA

Personalised recommendations