0.15 Stewart, s., & Tareilo, j. (october 2011). principal leadership  (Page 7/5)

Ncpea education leadership review: portland conference special edition, volume 12, number 3 (october 2011)

Introduction

Schools in Texas are facing a myriad of changes and concerns such as budget shortfalls, increased accountability mandates, and a loss of teaching personnel and instructional programs that are directly connected to the success of students. At the high school level another daunting problem is growing. The problem that many high school graduates are not prepared for rigorous course work in the areas of math and science. This is evident by the number of developmental course in these subjects. According to the 2010 American Youth Policy Forum, “about 40% of college-age students and nearly 60% of community college students take at least one developmental course [in math or science] at the start of their college careers” (para.1). This number represents a majority of college students who were not ready for their college experiences. It is a fact that “Texas trails other states in preparing and sending students [on]to [a] postsecondary education” (Educational Policy Improvement Center, 2009). For at least one university in the East Texas area, a grant was obtained that would address the needs of pre-service teachers who will one day play a substantial role in preparing more students for the math and science requirements and in turn prevent the need for developmental courses as well foster student learning at the high school level.

Stephen F. Austin State University created a grant in partnership with Angelina Community College and four East Texas school districts to provide quality pre-service preparation and professional development opportunities that would align their college preparation course work with the College and Career Readiness Standards. The Systemic Texas Educator Preparation Site (STEPS) grant allowed pre-service teachers and secondary education professors in math and science to develop goals and objectives that included quality instruction, a connection to the required standards, as well as the collection of qualitative and quantitative data. However, one key element was missing, school leadership.

The roles and responsibilities of the campus principal vary depending on the needs of the school, students, staff, and community. Tangible responsibilities include managerial and supervisory duties, keeping the school and its students, following state and federal mandates, addressing discipline concerns, and handling any unexpected event that could arise. These duties and more keep a principal busy and oftentimes, overwhelmed. One important area of a principal’s daily life that has been overlooked is the role they play as an instructional leader.