Abstract
Purpose. The purpose of this study was to describe change strategies elementary principals used to improve student achievement in NCLB Blue Ribbon schools with high populations of traditionally unsuccessful students. This study determined if the change strategies these principals used are consistent with the five practices of a learning community: developing and sustaining shared vision and values, focusing on student learning, collective inquiry and reflection, team learning and collaboration, and continuous improvement. The study described the actions and behaviors principals used to develop and sustain five practices of a learning community. Methodology. The study used descriptive case study research design. The sample included four principals and twenty-seven staff members at the selected schools. Data were collected using a semistructured interview guide. A qualitative data analysis approach produced descriptions and analysis of the strategies used at the four schools. Findings. Eight strategies named by participants at the four schools to improve student achievement included the five practices of a learning community: developing and sustaining shared vision and values, focusing on student learning, collective inquiry and reflection; team learning and collaboration, and continuous improvement. Other strategies named were: developing intensive learning opportunities for students at risk, enlisting the support of the community, and providing activities that increase student engagement in their own learning. Principals utilized twenty-seven actions and behaviors to develop the practices of a learning community which were grouped into six leadership themes: building relationships, providing direction and focus, encouraging change, providing resources, building staff capacity, and creating systems and structures. Conclusions. The eight strategies worked together in a self-reinforcing, self-sustaining system to improve student achievement. Principals utilized the practices of a learning community to lessen the resistance to change. They also used leadership skills congruent with proven leadership frameworks and balanced their vested and personal power to develop a collaborative culture with appropriate structures that supported teacher learning which led to improved student achievement. Recommendations. This study provides a strong rationale for principals to invest time, resources, and training into developing their schools as learning communities in order to create the capacity to improve student achievement.