Abstract
Purpose. The purpose of this qualitative study was to examine the leadership practices implemented by principals and instructional coaches during the transition to Common Core as perceived by principals, coaches, and teachers. Specifically, the practices were identifying a vision, fostering group goals, providing individualized support, providing a model, and building collaborative structures. Methodology. This study used face-to-face interviews to gather responses from principals, coaches, and teachers from 4 schools within a large school district in Southern California. Findings. Communicating a clear vision, providing individualized support, and creating opportunities for collaboration were critical practices employed. Teachers expressed feeling the change was urgent, but knowing principals supported a gradual change created confidence that the change was feasible. Coaches were primarily responsible for providing the individualized support, facilitating collaboration, and writing group goals. They expressed that modeling was the most critical practice in facilitating the transition. All expressed challenges in employing these practices, but the challenges identified were inconsistent. Conclusion. Leaders must be intentional about leading through change. They must plan and budget for change. The more intentional the leader, the greater capacity he or she builds in others and the more efficacious the staff. Recommendations. Findings illuminated a need to conduct a replication study in an area with different demographics to determine if the themes that emerged are consistent across different groups. The data collected should be used to identify variables that could be tested in a quantitative study to identify key leadership practices and instructional coaching structures that impact educators' ability to make changes during transitions.