This phenomenological research study explores how districts in Massachusetts support and hinder the work of professionals in the inaugural role of Director of Diversity, Equity and Inclusion (DE&I). Through a qualitative approach, the study engaged six Directors of Diversity, Equity and Inclusion from suburban and urban school settings in…

Existing research has demonstrated the influence of school leaders on school and student achievement (Hallinger & Bickman, 1996; Leithwood et al., 2019). Simultaneously, the responsibilities placed on school leaders have increased since the passage of NCLB (Husband & Hunt, 2015; Mitani, 2018). Consequently, working conditions are believed…

This qualitative case study examined the roles autonomy played in how principals in one Massachusetts district learned to prioritize curricular goals and to support instruction during a time of crisis, the COVID-19 pandemic. A Communities of Practice (CoP) theory and the concepts of boundaries and brokering served as a theoretical framework to…

A formal induction and mentoring (I&M) program is critical for supporting and developing novice teachers as they enter the K-12 classroom and has been found to improve teacher retention, teaching practice, and student outcomes. Districts across the Commonwealth of Massachusetts are required to offer induction and mentoring programming to their…

This study is a hermeneutic investigation into the phenomenon of organizational role conflict as experienced by five long-term department chairpersons, four long-term department heads, and two former long-term department chairpersons working at universities and colleges located in Indiana, Illinois, and Massachusetts. Organizational role conflict…

The 2015 "Every Student Succeeds Act" (ESSA), builds upon decades of federal efforts to improve student achievement through state-level systems of accountability and school improvement (U.S. Department of Education, 2017). Research on school improvement has shown that actions of the school principal have a significant impact on school…

Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds,…

Weighted student funding (WSF) decentralizes control over resources and empowers principals as financial leaders of their schools. In this study, we set out to understand how principals are making use of those leadership opportunities. Based upon a 2017-18 survey of 639 principals in 14 school districts implementing WSF, we find that principals…

Freedom of expression is imperiled on today's college campuses. Citizens and educators alike are concerned about the number of shout-downs and disinvitations and their silencing effect on intellectual diversity. The use of speech codes, "safe spaces," new rules demanding "trigger warnings," and condemning…

Purpose: In U.S. public schools, principals must implement reforms that require instructional leadership across subjects, though little is known about subject-specific supervision. Methods: Through interviews with 26 K-8 principals, we examine instructional leadership for science. Findings: Our findings showed that science supervision occurred…

In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College webinar and a follow-up discussion in summer 2020. Each administrator has had extensive…

Individual Career and Academic Plans (ICAPs) are a key piece of connected career advising that align learners' career and life goals with academic, postsecondary and career pathway options. ICAPs have different names in different states, including Individual Learning Plans (ILPs) and Individual Graduation Plans (IGPs). They refer to both the…

The purpose of this study was to gain a deeper understanding of the role of the public school superintendent as the primary instructional leader in a district, one who is charged with the responsibility of creating the conditions for excellence in teaching and learning. The primary research question was: What are the perceptions of a group of…

Principals are essential to improving student achievement and narrowing persistent achievement gaps between students in underserved communities and their economically advantaged peers. The Every Student Succeeds Act provides opportunities for states to invest in developing and supporting effective school leaders. One such opportunity includes…

This study set out to explore how five principals experienced collective teacher efficacy in their schools. The uniqueness of this study was the context of collective teacher efficacy in urban turnaround schools. Each school in the study was once considered among the lowest performing schools in Massachusetts, with persistent low student…