Abstract
Purpose. The purpose of this study was to determine whether there is a significant difference between the perceptions of principals and teachers in Schools to Watch-Taking Center Stage middle schools as to which structured communications are linked to student achievement. Methodology. This research was designed as a descriptive and causal-comparative or ex post facto study. The subjects in the study were selected from 6 identified California Schools to Watch model middle schools. There were 6 principals and 30 teachers selected from these high-performing model schools. Principals and teachers responded to a 15-question survey while all 6 principals responded to 5 interview questions. The survey and interview questions assessed the potential importance of selected communication structures on student achievement at the middle-grades level. Findings. Examination of quantitative and qualitative data from 6 Schools to Watch model middle schools in California indicated that principals and teachers consider shared vision, expectations of continuous improvement, articulation between grade levels and departments, interdependence among teacher teams, and consistent use of data to inform decisions to have a significant impact on student achievement. There was no significant difference between these two groups. Conclusions. The data from this study support the conclusion that principals and teachers in the middle grades share a common perception that student achievement is positively influenced by focusing on the following communication structures within a school: shared vision, expectations for continuous improvement, articulation between grade levels and departments, interdependence among teacher teams, and consistent use of data to inform decisions. Recommendations. Further research is recommended in the following areas: (a) related descriptive study with a larger sample of urban versus suburban middle schools in California, (b) a co-relational study focusing on the use of "time" versus "accountability" demands within STW-TCS middle schools, (c) related study connecting education policymakers to the 5 criteria of the STW Self-Rating Scale Survey and its impact on distributed leadership practices, and (d) related study that assesses how STW-TCS principals create distributed leadership models where interdependence between leader-managers and teachers is successfully managed.