Abstract
Purpose. The purpose of this study is to identify tasks and strategies that could be utilized by new principals to create success in the first 90 days in the following areas: (a) guaranteed and viable curriculum; (b) challenging goals and effective feedback; (c) parent and community involvement; (d) safe and orderly environment; (e) collegiality and professionalism; (f) instructional strategies; (g) classroom management; (h) classroom curriculum design; (i) home environment; (j) learned intelligence and background knowledge; and (k) motivation. Methodology. The researcher employed a descriptive cross-sectional study, which included a panel comprised of 13 principals who were awarded and resided over a California School's to Watch site as determined by the California League of Middle Schools. The survey instrument used for the data collection utilized Marzano's (2006) 11-Factor Model and asked panel members to identify tasks and strategies they deemed important in the according areas over the course of three rounds of survey. Findings. This study found that the aggregate of principal responses centered in on specific strategies within the 11-Factor Model. The focus of the panel centered on the principal's ability to create relationships with all stakeholders in the transition period. Additionally, this study found a significant difference in the responses of the panel members as they related to specific tasks and strategies in the Marzano (2006) framework. Another key finding from the data dealt with the area of building organizational capacity with multiple constituencies. A strong consensus emerged from the findings that pointed towards the principal sharing and dissemination leadership responsibility. Conclusion. With the wealth of responses garnered from the principal panel, two major themes emerged. Building organizational capacity with key stakeholders is crucial for a new middle school principal in the first 90 days. Working with teachers from the beginning in key decisions about site concerns is important. Ergo, building relationships with staff, students and the community is critical as the new principal is trying to gain traction in the transition period. Implications. In the area of organizational capacity, recommendations were made to assist practitioners in seeking out ways to involve all stakeholders in critical decisions facing the organization. In building and maintaining relationships with all stakeholders, the new middle school principal must establish systems that support an open-flow of concerns and considerations from the community. Moreover, bringing the community as well as the students into the important decisions and processes that drive the middle school is essential.