DESIGN OF NOVICE PRINCIPAL INDUCTION FOR A CENTRAL NORTH CAROLINA SCHOOL DISTRICT

Abstract

School districts across the nation are grappling with the issue of high principal turnover coupled with a decrease in number of experienced applicants to fill vacancies (Guterman, 2007; Hall, 2008; Johnson, 2005; United States Department of Education, 2010; Villani, 2008). In addition, college preparation programs are being called into question as to whether they are producing educational leadership graduates prepared for the multifaceted rigors of the principalship (Hudson, 2009). As a result, local districts are discovering that being licensed as a principal provides little surety that a new inductee will be able to perform optimally in his or her leadership role. Central District (a pseudonym for the school district that is the focus of this study) is not immune to the trend of increased numbers of novice principals assuming leadership positions within schools with more than half of its principals being identified as novice (defined in this study as having fewer than three years of experience in the principalship). The central purpose in this problem of practice study was to design a professional development program for the induction of novice principals that would suit best the needs of novice principals within Central District and contribute to breaking the cycle of principals becoming discouraged or failing within their first few years and leaving the principalship. The research process within this study involved both quantitative and qualitative phases in order to gather both numerical and perceptual data. Data was gathered from three primary sources; novice principals (those with less than three years of experience), principals categorized as experienced (greater than three years of experience), and district assigned mentors. Through analysis of numerical data from surveys and the development of grounded theory, I identified what existing supports are working well within the district and where gaps exist. These data-collection and analysis phases informed a synthesis of best practices distilled from a review of the professional development literature, and culminated in a professional development program design for induction tailored to the needs of Central District.