Abstract

Principals of large high schools are faced with a job that is constantly increasing in demands and complexity; with few options for highly relevant professional development, good resources to aid in problem solving, and/or effective supports for social/emotional well-being. In this qualitative case study, I examine four different school districts involving 20 principals from large high schools that are involved in different iterations of collaborative communities (CC). Participants were interviewed regarding their perceptions of the benefits and challenges of the CC in which they were engaged. Participants also shared the practices and protocols present in their CC contributing to those benefits and challenges. Each of the four districts involved in the study had different protocols and practices guiding their CC. However, regardless of the different approaches to the CC almost every participant (over 90%) reported that these CC provided good professional development, relevant supports for problem solving, a place where they felt safe and accepted, and improved relationships with their principal peers in their CC. Having principals participate in some form of a CC should be supported and encouraged by district leadership and supervisors of principals of large high schools. The positive impacts of these CC far outweigh any of the challenges identified by the participants in this study and is worth the time invested.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

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