DEVELOPING A PRINCIPAL INDUCTION PROGRAM FOR CRAVEN COUNTY SCHOOLS

Abstract

The demands of principals have increased drastically over the years and principals are overwhelmed as they accept the responsibility for an entire school. With an emphasis on performance and accountability and realizing that the principal’s contribution to student learning is second only to the teacher, school districts are seeking tools to develop highly effective principals. This study investigated the problem of too few experienced administrators in Craven County Schools. The problem of practice grew out of concern from Superintendent Dr. Lane Mills and the district leadership team as they reviewed the experience levels of the principals. The questions examined were: 1. Using the continuous improvement model, what is the comprehensive design of a Principal Induction Program to prepare school leaders for effective leadership in Craven County? 2. Based on the literature review, anecdotal notes, surveys, emotional intelligence test, and interviews, what components are deemed essential to be a highly qualified principal in Craven County? The results of the data collected found: (1) The principalship requires a multidimensional leader (2) Principals of various experience levels perceive themselves differently than others; and (3) Principals support should include a multifaceted approach through individualized and cohort based activities. Findings from this research reinforced the importance of a Craven County Principal Induction Program. The data collected will be used in preparing Craven County Schools’ administrators for the work of a twenty-first century principal, one who focuses on learning and balances the managerial responsibilities. Z. Smith Reynolds recognized the Craven County Schools commitment to leadership and the district was awarded a grant of ninety thousand dollars to ensure that support for their leaders continue.