Abstract
Purpose: The purpose of this case study was to determine key strategies in the areas of instructional leadership, communication, and empowerment used by the principals of selected high-poverty elementary schools in two high-poverty San Bernardino County school districts that exceeded their Academic Performance Index growth target score by forty or more points in 2005. Methodology: The researcher used a descriptive methodology. Principals at six San Bernardino County Title I elementary schools were interviewed by the researcher, and the structured, open-ended questions were organized in a frequency chart to determine key strategies used in instructional leadership, communication, and empowerment. A survey including both forced-choice and open-ended questions was administered to teachers at the selected Title I schools to collect responses regarding their perceptions of the strategies used by the principals to increase student achievement. Findings: As instructional leaders, principals demonstrate commitment to all stakeholders, make decisions in the best interest of students, and have clear direction and plan for improving student achievement. They also possess knowledge of the latest research on effective schools and are able to motivate for effective teaching. As effective communicators, principals set high standards and have high expectations for student learning. They are also effective in discussing personal teaching/job performance, organize and lead effective staff meetings, and are approachable and available. To empower staff, principals maintain focus on continuous improvement at the school, support teachers in the use results of tests and other assessments to plan their instruction, and promote a culture of cooperation, collaboration, and teamwork. Conclusion: The study data support the conclusion that Title I elementary school principals should be effective leaders with strategies in instructional leadership, communication, and empowering their staff. Recommendations: The findings from this study indicate the following implications for further study: (1) study other indicators of success, (2) study the leadership styles of principals in high-poverty elementary schools, (3) study the administrative preparation programs and/or staff development programs to the development of necessary principal leadership skills, (4) explore other variables that address leadership behaviors principals use to impact student achievement, (5) select and use a different instrument to measure principal leadership behaviors, and (6) study sustainability of student achievement gains.