Purpose
U.S. public education has played a critical role in the founding, development, and unification of diverse citizens’ identities, thus reflecting society. In recent years, the U.S. has experienced increased diversity from internal demographic shifts as well as global population migrations (U.S. Census Bureau, 2020). Although U.S. public education is a state-based system, federal policies have recently shifted toward curriculum centralization. Efforts toward curriculum centralization or common core were not successful; however, all states developed similar curricula as well as externalized evaluations holding schools accountable (Loveless, 2021). Additionally, the U.S. history of colonization and slavery has affected many citizens, including children, with lingering trauma. At the same time, in the wake of the Covid-19 pandemic, many school members have also experienced a range of health and social emotional effects as well as trends toward digitalization and virtual education. Such new and perennial tensions and complexities have been complicated by an ongoing teacher shortage. The purpose of this paper is to present new ISSPP cases with a specific focus on how successful principals balance and mediate tensions between accountability and the broad human needs of students in hopeful and positive ways. Cases are located in the Northeast, Southeast, Southwest, and Midwest, including public, religious, and reservation community schools that serve traditionally marginalized populations in public schools.
Framework and Methods
Drawing on the ISSPP theoretical framework (Bronfenbrenner, 1979; Morrison, 2010) and revised protocols, teams interviewed the principal, teachers, parents/community members, and students. Additionally, teams administered a survey to all teachers.
Findings and Implications
Preliminary findings indicate that, amidst contemporary complexities and influences, successful principals develop a positive and hopeful school direction for change that meets or exceeds accountability policy requirements for all children. In so doing, principals build teacher leadership capacity, relate increasingly diverse home cultures to curriculum content, promote equity, and support pedagogical quality. Findings indicate that these leadership practices contribute to student academic outcomes and wellness outcomes. In these cases, successful principals also influence and educate district leaders and even state leaders about the effects of accountability policies as well as the cultural wealth of their increasingly diverse communities. While principals must navigate new complexities and influences, they honor historical values and traditions. The paper discuses findings in relation to the ISSPP theoretical frame
