Abstract
Purpose. The purpose of this qualitative multiple-case study was to explore the use and development of change management practices of principals at high-poverty elementary schools that outperform similar schools on the Smarter Balanced assessments in Los Angeles County.Methodology. A qualitative case study was used to explore the following research question: "What are the change management practices of principals in high-poverty elementary schools that outperform similar schools on the Smarter Balanced assessments, and how did these practices develop through professional development or mentoring?" Data were collected through semistructured interviews. Purposeful sampling was used to identify nine principals at high-poverty schools with Smarter Balanced assessment scores that are higher than expected. The researcher used an interview protocol to ensure reliability for the study.Findings. An analysis of the data led to six themes: data driven urgency, shared vision with teacher-led initiatives, teacher empowerment, targeted celebrations, a holistic student focus, and quality professional development or mentoring for principals. New findings included expanding the practice of shared leadership to focus on the member's actions and change initiatives rather than on the leader's directives.Conclusions. Kotter's eight stages of leading change support the findings and the six themes of the study. The literature on school-wide practices for students in high-poverty schools also supports the findings of the study. The new findings suggest that member-driven change initiatives in schools lead to greater success than principal-driven change. The study revealed that principals used the change management practices found in Kotter's eight stages to lead change at their sites to improve student learning.Recommendations. Future research topics include expanding the number of participants, a replication of the study with secondary principals, or using a different change management theoretical framework. The findings suggest that principals and the students in their schools benefit from change management practices such as (a) using data to motivate change, (b) developing teacher-initiated plans and shared visions, (c) empowering teachers, (d) celebrating targeted successes, and (e) meeting the holistic needs of students in high-poverty schools. In addition, principals benefit from quality professional development to equip them to lead change to increase student learning.