JOURNAL of K-12 EDUCATIONAL RESEARCH - SPECIAL CHARTER SCHOOL EDITION - Volume 4 I Issue 1 a publication of the CENTER for K-12 EDUCATIONAL LEADERSHIP
PROGRAM FEATURES • Degree completion in four years while working full-time • Direct application to current K-12 issues and trends • Lifelong relationships through the cohort model • Research that will impact your school or district • Three weekend classes per semester • Summer Symposiums in Austin and Washington, D.C. • Tuition competitively priced and financial aid available For more information, contact: Dr. Neil Dugger I 214.333.5202 I neil@dbu.edu I www.dbu.edu/doctoral/edd Dallas Baptist University I College of Education I 3000 Mountain Creek Parkway, Dallas, TX 75211 EDD IN EDUCATIONAL LEADERSHIP K-12 Equipping Servant Leaders for the 21st Century The EdD in Educational Leadership K-12 program emphasizes a practical approach to leadership development utilizing the servant leadership model. This degree program is for individuals who wish to have a transformational impact on their K-12 setting through their ability to integrate faith and learning. The program is both academically rigorous and practical in design. EARN YOUR DOCTORATE AT DBU
Journal of K-12 Educational Research 1 TABLE OF CONTENTS GREETINGS FROM THE DIRECTOR..................................................................................................................................2 A WORD FROM THE EDITOR................................................................................................................................................3 LEADERSHIP SUCCESSION: THE ROLE OF THE SUPERINTENDENT IN SUCCESSION PLANNING AT TEXAS PUBLIC CHARTER SCHOOLS.......................................................................................................................................................5 Brent Wilson, EdD A CHARACTER EDUCATION PROGRAMAND THE PERCEIVED EFFECTS IN A K-12 PUBLIC CHARTER SCHOOL. .....................................................................................................................................................................12 Angela McDonald, EdD IMPACT OF PUBLIC CHARTER SCHOOL SUPERINTENDENT PREPARATION PATHS ON STUDENT ACHIEVEMENT..............................................................................................................................................................................19 Brenton Paul deRenn White, EdD AN EXPLORATION OF MISSION DRIFT IN TEXAS CHARTER SCHOOLS......................................................25 Scott Fuller , EdD PERCEPTIONS OF PRINCIPALS AND IDENTIFICATION OF EFFECTIVE ELEMENTS FOR CHARTER-SPECIFIC PRINCIPAL PREPARATION PROGRAMS.................................................................................................................................34 R. Cody Yocom, EdD PRINCIPALS’ PERSPECTIVES OF PREPARATION AND SUPPORT IN A TEXAS CHARTER SCHOOL SYSTEM: A CASE STUDY...................................................................................................................................................................................43 Troy Mooney, EdD CHARTER SCHOOLS AND STUDENTS WITH DISABILITIES: A COMPARISON OF CHARTER SCHOOLS AND TRADITIONAL PUBLIC-SCHOOL DISTRICTS IN NORTH TEXAS.....................................................................................51 Deborah Garton, EdD CHARTER SCHOOL AND COLLEGE ASPIRATION OF HIGH SCHOOL GRADUATES. ...............................................59 Arlyn Vergara-Unating, EdD IMPACT OF PRINCIPAL RETENTION ON TEXAS CHARTER SCHOOL ACHIEVEMENT............................................65 Roy Watts , EdD CLASSICAL EDUCATION FOR CONTEMPORARY NEEDS: A GROUNDED THEORY..................................................71 Joylynn Blake, EdD A COMPARISON OF ACADEMIC PERFORMANCE AND FINANCIAL DISPARITY AT TEXAS CHARTER SCHOOLS AND TRADITIONAL PUBLIC SCHOOLS.................................................................................................................................77 Weldon Huffman (Buddy) Bonner , EdD JOURNAL OF K-12 EDUCATIONAL RESEARCH
2 Neil Dugger, EdD GREETINGS FROM THE DIRECTOR Journal of K-12 Educational Research 2020, VOL. 4, ISSUE 1 www.dbu.edu/doctoral/edd Charter School Leaders, It is my pleasure to bring to you the latest research in charter school education. Dallas Baptist University has long been a friend and partner to charter schools in North Texas and beyond, reaching out to provide support and educational opportunities that apply directly to their unique needs. It has been DBU’s commitment to see charter schools succeed and thrive in Texas and to help research best practices. The EdD in Educational Leadership K-12 program is designed to train educational leaders who will go out into the schools and transform education. DBU pioneered charter school leadership training by developing two (so far) charter school specific cohorts. All members must be employed by a charter school to be eligible, and content in every course was designed specifically to meet the needs of charter school educators. To our knowledge, this program is the first of its kind nationally. This Journal is dedicated to charter school research, which in many cases is lacking. As part of the program, students were instructed to focus their dissertation (treatise) on an issue important to charter school education, as well as fill a gap in the research. The articles in this Journal are samples of this great research by dedicated charter school educators. You will likely recognize some of the authors, as they are leaders in this movement statewide. DBU and the EdD in Educational Leadership K-12 program are dedicated to improving public education, and charter schools play a huge role in this transformational effort. Designed to impact education through innovative practices, charter schools are the best hope for many students. The future of Texas may be at stake. We stand ready to continue to assist charter school leaders, and if you want more information about the research presented in this Journal, please contact me. If you want more information on our doctoral program, I am at your service. Be blessed in these unprecedented times and keep up the good work in transforming public education. Neil Dugger, EdD Director, EdD in Educational Leadership K-12 Dallas Baptist University neil@dbu.edu 214-333-5202
Journal of K-12 Educational Research 3 Dallas Baptist University is proud to present the fourth issue of the Journal of K-12 Educational Research. This special issue is directly targeted to charter school leaders and issues related to charter education. The articles in this issue are presented by a selection of recent graduates of the Doctorate in Educational Leadership K-12 program, a practitioner’s degree that highlights skills needed to lead districts in North Texas and beyond. Each article is a summary of the data gathered for their individual research projects, and each provides answers to questions of local, state, and national interest to the charter school community. In some cases, the authors provided national and statewide data from the broader charter community. Other authors gathered data from a particular region in Texas or a single charter district. In the DBU program, student researchers are encouraged to look for immediate and site-based solutions that could be transferable to educational concerns that are wide and far-reaching. In this issue, you will find articles written by superintendents of three different charter districts in Texas. Dr. Brent Wilson of Life School discusses the critical issue of superintendent succession planning, an important topic for districts that are led by founders who may need to look for successors. Dr. Brenton White of A+ Charter District talks about alternative certification for charter superintendents and how that impacts student achievement. Dr. Angela McDonald of Advantage Academy shares details of a character education program that has been implemented successfully in her district. Each article written by these charter school leaders has important information for other leaders of charter districts. Other key leaders in charter school districts were authors in this issue. Dr. Scott Fuller of Life School discusses the issue of mission drift, which is an essential topic for new generation charter schools who are working hard to remain true to their mission and vision. Dr. Cody Yocom of Strothoff International School discusses the principal preparation that is provided by several large charter management companies and what leaders feel is critical to know in order to lead a charter school. Dr. Troy Mooney of Life School discusses their local leadership-training course and provides a model for developing district leaders. Dr. Roy Watts of Arlington Classics Academy discusses the impact of principal retention in charter schools in the North Texas region. All of these articles have something valuable to say about leader development and retention. Another useful topic of discussion for most districts in North Texas is the education of students with special needs. Dr. Deborah Garton of Life School discusses the attitudes and training of classroom teachers for these students. Dr. Arlyn Unating of A+ Academy discusses the preparation of charter students for college and career. Dr. Joylynn Blake of Kingdom Collegiate Academies discusses classical education as a model for charter schools. She gives detailed portraits of four exemplary classical schools around the country and how that learning model prepares students for the world while supporting the common good. Sharon Lee, PhD AWORD FROM THE EDITOR Journal of K-12 Educational Research 2020, VOL. 4, ISSUE 1 www.dbu.edu/doctoral/edd
4 Dr. Buddy Bonner, recently from Lewisville ISD, gives some comparison data between charter schools and ISD campuses in the North Texas region. His findings have great relevance for charter leaders. DBU’s EdD in Educational Leadership K-12 program is based on the Biblical servant leader model of putting the needs of others first. Students explore problems that have immediate concern in their districts and are encouraged to bring answers to those districts. The articles included in this issue and the final treatises (dissertations) upon which they were based have the potential to empower charter leaders and classroom educators locally, while making a difference for students in classrooms throughout the North Texas region and beyond. Sharon Lee, PhD Director of Research in K-12 Education Dallas Baptist University Editor: Journal of K-12 Educational Research JOURNAL OF K-12 EDUCATIONAL RESEARCH PUBLISHING INFORMATION EDITOR Sharon Lee, PhD ASSISTANT EDITOR Sally S. Scoggins, EdD ART DIRECTOR Kadra Fant LAYOUT Shea Bush Sharon Lee, PhD AWORD FROM THE EDITOR CONTINUED
Journal of K-12 Educational Research 5 Introduction Leadership succession has an enormous impact on an organization. Establishing a new administration or order presents challenges, but leadership change is one of the most significant and vulnerable times for an organization (Grusky, 1961). The charter superintendent role is “demanding and complex” and requires leaders with business acumen, instructional leadership capacity, and leadership qualities (National Alliance for Public Charter Schools [NAPCS], 2008, p. 4). The superintendency is often considered a career with many challenges: short tenure, unstable futures, severe school system financial issues, complex political dynamics, mandated state and national regulation, and other local problems unique to each community (Berryhill, 2009). The leadership transition of a superintendent in a Texas public charter school has substantial implications for the future of its educational system. The purpose of the current study was to investigate the process of succession planning as perceived by charter school superintendents in North Texas. Review of Literature Succession planning is not a new concept, but its application in the field of education is not as prevalent as one might think (Bradley, 2016; Campbell, 2010; Campbell, Gross, & Lake, 2008). Leadership succession is best known for occurring in the private sector, specifically in the fields of business and the health care industry (Bradley, 2016). Kesner and Sebora (1994) concluded “when it comes to executive succession, there is little that we know conclusively, much that we do not know, and even more that we have not yet studied” (p. 327). The lack of leadership succession research is probably due to the fact that succession planning in schools is not common (Campbell, 2010; Campbell et al., 2008); concerning the public school superintendency, “it seems to hardly happen at all” (Lafee, 2013, p. 24). Although leaders in both the private and public sector believe that succession is important, few have actually developed a clear strategy to plan for what is inevitable (Grusky, 1961). Research of both traditional (Bradley, 2016) and charter school (Campbell et al., 2008) superintendent succession plans show that most are incomplete or non-existent (Lafee, 2013). Lack of succession planning in schools puts them at risk of academic and financial instability (Hanover Research, 2015; Olson, 2008). Although superintendent succession planning may be a difficult subject for a charter superintendent, staff, and board to face, experience suggests that it can turn an executive’s exit from a difficult challenge into an occasion for organizational growth and maturation (Campbell, 2010). Founder leaders will face a set of challenges that are different from those that confront a third or fourth generation executive (Berryhill, 2009; Burns, 1978; Carlson, 1961; Tuomala, Yeh, & Milway, 2018; Wasserman, 2008). Many other variables, from funding sources to a growing need for greater staff diversity, can affect the strategy an organization takes toward an impending leadership transition (Wasserman, 2003, 2008). But the need to look Journal of K-12 Educational Research 2020, VOL. 4, ISSUE 1 www.dbu.edu/doctoral/edd LEADERSHIP SUCCESSION: THE ROLE OF THE SUPERINTENDENT IN SUCCESSION PLANNING AT TEXAS PUBLIC CHARTER SCHOOLS Brent Wilson, EdD
6 ahead and prepare for eventual change at the top is paramount (Anderson, 2006; Balch & Adamson, 2018; Plattner, Rafferty, & Soholt, 2012). The role of school superintendent has expanded over time and quality leadership in this field is difficult to find (Anderson, 2006; Bradley, 2016; Kowalski, 2005, 2006). Superintendent turnover is high across all school models (Campbell, 2010; Carlson, 1961; Glass, 2000; Glass & Björk, 2003; Kowalski, 2006). At its very best, succession planning can provide an organization with a blueprint for sustainability that will help it thrive far into the foreseeable future (Wolfred, 2008). Research Design The current study was a qualitative, grounded theory. The primary tool used for collection of research data was semi-structured interview questions used to gather narrative data, which could be analyzed for themes and patterns. Bradley (2016) conducted a similar study with the purpose of understanding how public school districts in the state of Texas plan for their next superintendent. The researcher of the current study modified Bradley’s interview questions to explore the perceptions of North Texas charter superintendent participants as seen in Table 1. Modified interview questions were developed with the intent of exploring the charter superintendents’ perceptions about their role in superintendent succession planning at their charter school system. The researcher identified and selected 13 public charter school networks willing to participate. Charter superintendents from each of the 13 charter networks were interviewed. The transcripts of these interviews along with information obtained from each participant school, the Texas Charter School Association, and the Texas Education Agency websites provided the data for the current study. The data was analyzed usingNVivo 12 by coding the responses into themes. An analysis of the data revealed that there were two types of superintendent succession planning used by charter school networks, which are classified as complete and incomplete plans. Table 1 Research and Interview Questions Alignment Treatise Research Questions Superintendent Interview Questions Research Question 1 (RQ1) What role do charter superintendents play in selecting their successors? 1. What discussions, if any, have you had with the school board concerning succession planning? 2. What opinions do you have regarding succession planning? 3. To what level are you responsible for your successor? Research Question 2 (RQ2) What are current charter superintendents doing to prepare for their successors? 4. What has been your experience with succession planning in the public charter school system? 5. Who was the most influential person in leading you to the superintendency and how did he or she prepare you for the role? 6. What advice would you give to an incoming superintendent regarding succession planning? Research Question 3 (RQ3) What type of policies or plans are in place related to superintendent succession in charter schools? 7. Tell me about the process utilized by the school board in selecting you. 8. What, if anything, about that process could have been better? 9. Does this charter district currently have a succession plan for the superintendent or any other position? The researcher identified and selected 13 public charter school networks willing to participate. Charter superintendents from each of the 13 charter networks were Table 1. Research and Interview Question Alignment Brent Wilson, EdD
Journal of K-12 Educational Research 7 Summary of Findings Figure 1 shows research themes that emerged from data analysis. Two charter networks out of the 13 studied had a Complete: formal, written plan for superintendent succession, while three charter networks had an Incomplete: verbal, informal plan. Eight districts had no charter superintendent succession plan, and one of the eight had never had a discussion with anyone concerning a succession plan. Two charters planned and set clear expectations for the inevitable, superintendent transition, while 11 of the charters avoided formalizing an eventual certainty. Research Question 1 (RQ1) What role do charter superintendents play in selecting their successors? All but one of the charter superintendents expressed a strong desire and responsibility to advise their board when it came to their perceived role in superintendent succession planning. Several superintendents acknowledged that it would be beneficial for their school to have a formal, written succession plan, but were not sure how to go about the formal planning process and facilitating discussions with the board without appearing self-serving. Six of the 13 participants were founders of their charter school. School founders brought unique perspectives on superintendent succession planning ranging from denial that there is a finite end to their tenure as superintendent to a conscious understanding that they must prepare and plan for their successor. Founder perspective and planning practices tended to be more a verbal discussion than a written plan. Charter school founders had the unique experience of establishing their charter school and its mission with the help of a few others into a K-12 educational model that actively serves the needs of students in the community. Founder interview responses primarily focused on delivering student instruction and future expansion. Only one founder out of six, triggered by bond action, developed a complete, formal written succession plan with her governance board. Research Question 2 (RQ2) What are current charter superintendents doing to prepare for their successors? Charter superintendents had varying degrees of preparation planning for their successor in the areas of systems and personnel development. A complete superintendent succession plan goes beyond a formal, written process to guide the board through the process of superintendent succession. Succession planning involves a comprehensive approach to creating a culture, which includes continuous systems development in every facet of the school and intentional people development programs for professional growth at every level in the organization, ranging from group training to individual mentorship (Bradley, 2016; Hanover Research, 2015; Plattner et al., 2012; Wolfred, 2008). Most superintendents had a very strong desire to leave the charter network in strong academic and financial standing Figure 1. Treatise research themes. Figure 1 p. 7 Superintendent Role No Role Advisory Role Preparing for Successor Pipeline Development Mentor Devlopment Succession Plans No Plan Incomplete: Informal, Verbal Plan Complete: Formal, Written Plan
8 by developing and improving systems that help students succeed. Superintendents felt responsible to the board, the school system, and their future successor to leave the school with momentum to carry them through leadership succession and into the future. This superintendent succession-preparation strategy reflected a continuous improvement approach to creating a healthy school system. Superintendents acknowledged that developing personnel was an important succession preparation strategy to prepare for their successor. Generally prescribed professional development for all employees acted as a baseline to support this theme; however, personnel programs and strategies to develop leaders for growth and advancement differed greatly from one charter network to the next. Two types of personnel development settings were selected: pipeline or group development and mentor or individual, one-on-one development. Pipeline development included baseline professional development, experiential learning, and leadership academies to grow people in a group setting. Mentor development included individualized mentorship, peer collaboration, and organizational structure design to develop selected personnel further in an individual coaching setting. Using interview data, the researcher analyzed superintendent initiatives on different levels of personnel development within their respective organizations. Table 2 summarizes responses by participants on the topic of charter superintendent preparation for succession by utilizing different methods of personnel development. Research Question 3 (RQ3) What type of policies or plans are in place related to superintendent succession in charter schools? All superintendents understood the importance of charter superintendent succession planning, but most discussions and plans were verbal and incomplete, which leaves the charter network at risk during a leadership transition. The researcher produced two models of succession: complete and incomplete succession models. School succession plans were classified as complete if it appeared the superintendent and board had developed a formal, written succession plan that had been implemented into the board governance strategy by evidence of providing it to the researcher upon request. School succession plans were classified as incomplete if it was evident the superintendent and board had not discussed succession planning at all or had only developed an informal, verbal succession plan by evidence of providing discussion points to the researcher upon request, but no written document. Table 3 shows charter network succession planning categories: Emergency Plan; Long-term Plan; and Planning Triggered by Municipal Bond. Ratings were formal/ written, informal/verbal, or no plan. School succession different levels of personnel development within their respective organizations. Table 2 summarizes responses by participants on the topic of charter superintendent preparation for succession by utilizing different methods of personnel development. Table 2 Charter Superintendent Preparation for Succession by Personnel Development Personnel Development SA SB SC SD SE SF SG SH SI SJ SK SL SM Pipeline Development (Group) Experiential Learning X X X X X X X Leadership Academies X X Mentor Development (Individual) Individualized Mentorship X X X X X X Peer Collaboration X X X Organizational Structure X X Research Que tion 3 (RQ3) What type of policie or pl ns are in lace related to superintendent succession in charter schools? All superint ndents nderstood t e importance of charter superintendent succession planning, but most discussions and pl ns were v bal and incomplete, which leaves the charter network at risk during a leadership transition. The researcher produced two models of succession: complete and incomplete succession models. School succession plans were classified as complete if it appeared th sup intendent and board had developed a formal, written succession plan that had been implemented into the Table 2. Charter Superintendent Preparation for Succession by Personal Development Brent Wilson, EdD
Journal of K-12 Educational Research 9 plans were classified as formal if it appeared the school met the original succession plan requirement for the prospectus and had also formally implemented it into their board governance strategy by evidence of providing the plan to the researcher upon request. School succession plans were also classified as informal if it appeared the school met the original succession plan requirement for the bond investor prospectus, but had not formally implemented it into their board governance strategy by evidence of providing the plan to the researcher upon request. The current study results also revealed internal or external factors can influence a superintendent’s decision to engage the board in succession planning. One external factor that influenced succession-planning action was a municipal bond trigger, which acted as a catalyst for charter school succession planning in the current superintendent study group. Bond market trigger. Interview responses with superintendents revealed that succession discussions and development within all five charter networks occurred when bond underwriters, attorneys, and rating agencies required the school to create an investor prospectus profile for the purpose of allowing potential companies and individuals to make investment decisions on each charter network. Details are shown in Table 3. Implications Leadership succession is a critical time for an organization, yet few organizations actually take the time to plan for leadership transition (Grusky, 1961). Succession has important implications for a school because it affects student performance as well as the overall educational system (Carpenter, 2009). The current findings reveal that Texas public charter superintendents should play a role in succession planning to the extent the school board allows. The current study also reveals that charter superintendents prepare for their eventual succession by creating a healthy culture of pipeline and mentor development for all school personnel. The current study uncovered that incomplete: informal, verbal planning is not a replacement for prospectus profile for the purpose of allowing potential companies and individuals to make investment decisions on each charter network. Details are shown in Table 3. Table 3 Charter Network Succession Planning Results in the Current Study–Complete or Incomplete Charter Years of Operation Network Enrollment Emergency Plan Long-Term Plan Planning Triggered by Municipal Bond A 4 300 No Plan No Plan Incomplete Plan B 19 490 No Plan No Plan Incomplete Plan C 6 860 Informal Verbal Informal Verbal Incomplete Plan D 20 2,800 Informal Verbal No Plan Bond, Incomplete Plan E 5 1,121 No Plan No Plan Incomplete Plan F 5 18,671 Informal Verbal Informal Verbal Bond, Incomplete Plan G 22 675 No Plan No Plan Incomplete Plan H 17 1,540 No Plan No Plan Incomplete Plan I 20 3,500 Formal Written Formal Written Bond, Complete Plan J 18 1,390 Informal Verbal Informal Verbal Incomplete Plan K 7 1,400 Formal Written Formal Written Bond, Complete Plan L 10 900 No Plan No Plan Bond, Incomplete Plan M 10 900 No Plan No Plan Incomplete Plan Implications Leadership succession is a critical time for an organization, yet few organizations Table 3. Charter Network Successio Planning Results in the Current Study— Complet or Incomplete
10 complete: formal, written succession planning. Complete succession planning provides clarity and process. Conclusions Charter school superintendents should understand they have an advisory role to the governance board regarding superintendent succession planning. Encouraging the board to develop and establish a succession planning process by engaging an outside consultant allows the superintendent to provide input, but gives the board perspective and best practice without creating concerns of a conflict of interest on the part of the sitting superintendent. The board is then at liberty to accept the superintendent’s recommendations and level of engagement based on the superintendent’s past and current performance, relationship with the board, or any other variable the board wishes to consider. Through discussions with the board, a consultant could facilitate the frequency of review and discussions of plans such as school system performance, superintendent performance, and the development of aspiring leadership within the school system. Reviewing these activities and plans will increase board ownership and development, which will allow the charter-network governance board to mature over time. It is important to note the role of the charter superintendent is to advise the board and not necessarily run the succession planning meetings. A consultant would act as the best facilitator. The current state of succession planning for superintendents in Texas public charter school networks within the North Texas region can be divided into two categories: complete and incomplete succession planners. Charter networks which have adopted the complete succession planning approach are committed to building a leadership culture within their charter school network that develops employees at every level in the organization for future advancement while also preparing prospective internal candidates the board might consider when superintendent transition occurs. An integral part of the planning process for a complete succession-planning model is having a formal, written plan that discusses system and people development strategies as well as a prescribed process the board should follow as they select the next superintendent to meet the future needs of the school system. Charter networks that have adopted the incomplete succession planning approach still have aspirations of finding their next superintendent when the inevitable occurs; however, the absence of a formal succession plan during a time of uncertainty puts the charter school at potential risk of selecting the wrong successor, thus hurting the charter school network and ultimately the students they serve. Complete succession planning provides clarity during an emotional, uncertain time; maintains momentum during transition; assures stakeholders by providing good communication; and keeps school leadership focused on the school mission of serving students. Charter superintendent succession will be considered complete when leaders develop an emergency plan to replace a superintendent, a long-term strategic plan to find the successor, and a people development strategy for building leadership capacity at all levels within the school system (Campbell, 2010). References Anderson, B. G. (2006). Best practice in superintendent search and selection: A discrepancy analysis of superintendents, search consultants, and the boards of education they serve (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 305246201) Berryhill, K. S. (2009). Superintendent turnover in Texas, Connecticut, Kentucky, and Oregon public school districts: Contributing factors and trends (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 759495677) Bradley, G. K. (2016). Superintendent succession: The plan to prepare for the next superintendent in the north Texas region (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 1845298915) Burns, J. M. (1978). Leadership (1st ed.). New York, NY: Perennial. Brent Wilson, EdD
Journal of K-12 Educational Research 11 Campbell, C. (2010). You’re leaving? Sustainability and succession in charter schools. Center on Reinventing Public Education . Retrieved from https://www.crpe.org/ publications/you%E2%80%99re-leaving-sustainabilityand-succession-charter-schools Campbell, C., Gross, B., & Lake, R. (2008). The high-wire job of charter school leadership. Education Week, 28 (3). Retrieved from https://www.edweek.org/ew/ articles/2008/09/10/03wallace-4.h28.html Carlson, R. O. (1961). Succession and performance among school superintendents. Administrative Science Quarterly, 6 (2), 210−227. doi:10.2307/2390755 Carpenter, B. L. (2009). Charter school board university: An introduction to effective charter school governance (2nd ed.). Mount Pleasant, MI: National Charter Schools Institute. Glass, T. E. (2000, November 8). The shrinking applicant pool. Education Week . Retrieved from https://www.edweek. org/ew/articles/2000/11/08/10glass.h20.html Glass, T. E., & Björk, L. G. (2003). The superintendent shortage: Findings from research on school board presidents. Journal of School Leadership, 13 , 264−287. Grusky, O. (1961). Corporate size, bureaucratization, and managerial succession. The American Journal of Sociology, 67 (3), 69, 261−269. Hanover Research. (2015). Research brief: Best practices in superintendent transitions . Retrieved from http://www. gssaweb.org/wp-content/uploads/2015/04/ResearchBrief-Best-Practices-in-Superintendent-Transitions-1. pdf Kesner, I. F., & Sebora, T. C. (1994). Executive succession: Past, present & future. Journal of Management, 20 (2), 327−372. doi:10.1177/014920639402000204 Kowalski, T. J. (2005). Evolution of the school district superintendent position. In L. G. Björk & T. J. Kowalski (Eds.), The contemporary superintendent: Preparation, practice and development (pp. 1−19). Thousand Oaks, CA: Sage. Kowalski, T. J. (2006). The school superintendent: Theory, practice, and cases (2nd ed.). Thousand Oaks, CA: Sage. Lafee, S. (2013). The transition of overlapping superintendents. School Administrator, 70 (10), 24−31. National Alliance for Public Charter Schools. (2008). Charter school executives: Toward a new generation of leadership . Retrieved from https://www.publiccharters.org/sites/ default/files/documents/2017-11/2008_Toward_a_New_ Generation_of_Leadership_20110402T222340.pdf Olson, L. (2008, April 16). KIPP Charter Network sees succession planning as key to school stability. Education Week . Retrieved from https://www.edweek.org/ew/ articles/2008/04/16/33succession-s1.h27.html Plattner, A., Rafferty, M., & Soholt, S. (2012). Succession planning in charter management organizations: Sustaining the future for charter schools and their students . Retrieved from http://charterboards.org/assets/misc/CMO_ Succession_Planning_Report.pdf Tuomala, J., Yeh, D., & Milway, K. S. (2018, Spring). Making founder successions work . Retrieved from https://ssir.org/ articles/entry/making_founder_successions_work Wasserman, N. (2003). Founder-CEO succession and the paradox of entrepreneurial success. Organization Science, 14 (2), 149−172. doi:10.1287/orsc.14.2.149.14995 Wasserman, N. (2008, February 1). The founder’s dilemma. Harvard Business Review . Retrieved from https://hbr.org/ 2008/02/the-founders-dilemma Wolfred, T. (2008). Building leaderful organizations: Succession planning for nonprofits [Monograph]. Retrieved from http://www.aecf.org/m/resourcedoc/AECFBuildingLeaderfulOrganizations-2008-Full.pdf About the Author Dr. Brent Wilson currently serves as Superintendent/CEO of Life School located in the Dallas Area. Previous positions held include Life School Chief Operations Officer; Merck & Co. Specialty Sales Representative; and Kvaerner Oilfield Products Quality Assurance/ Project Manager. Dr. Wilson holds a bachelor’s degree from Texas A&M University, a master’s degree from Dallas Baptist University, and a Doctor of Education in Educational Leadership K-12 from Dallas Baptist University. Dr. Wilson can be reached at Brent.Wilson@lifeschools.net for research inquiries.
12 Introduction The Northwest Ordinance of 1787, which is considered one of the most important legislative acts of the confederation congress, stated, “Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, school, and the means of education shall forever be encouraged” (United States Congress, 1787, p. 340). Today, American society depends largely on public school education to prepare students for a successful future in all of these areas. Following the firm division between church and state beginning in the early 20th century, public schools began to remove the instruction in character and moral education to focus solely on academics. Experts identify the secularization of public schools and the reduction in character and moral education as a key change over the past century, which has played a part in the ills of today’s youth (Glanzer & Milson, 2006). The challenges in education have been exacerbated by America’s breakdown of the family and its decline in teaching moral values (Nucci, Narvaez, & Krettenauer, 2014). A lack of reinforcement of character development at home and the over emphasis in education on academics alone have educators and the public sector concerned about today’s youth (Bridgeland, Bruce, & Hariharan, 2013; Glanzer & Milson, 2006; Lickona, 1996). A survey taken by Worldview Measurement Project in 2017 indicated that morals are on the decline and millennials are more accepting of cheating, drug use, and other risky behaviors (Barna, 2017). In addition, students are becoming more disengaged, unmotivated, and disconnected to their lives and school. Politicians, educators, and citizens alike have recognized the urgency of finding a comprehensive solution. In 1991, charter schools were born out of the desire for a change in public education and to provide innovative approaches to educating students (Junge, 2014). The current study evaluated an innovate program in a North Texas charter school that explicitly teaches character education and incorporates family engagement as a key component. The program focuses on character, moral values, family engagement, and developing students’ sense of meaning and purpose in life. Literature Review Building character into society and the lives of its children and citizens has been a core part of societal and governmental expectations for centuries. Even during ancient Roman civilization, the philosopher and politician Cicero, born 107 B.C., wrote, “Within the character of the citizen lies the welfare of the nation” (U.S. Department of Education, 2005, para. 2). American founders acknowledged morality as critical to America’s success (Hiatt, 1994). As early as the 1600s, basic societal expectations of work skills, discipline, ethics, and values, were traditionally carried out within the confines of the family (Berger, 1981). However, as public education became law for all, parents began to take less responsibility for their child’s education. The decline of the family’s traditional role as a child’s primary teacher of character and morals, as well as the wide removal of moral teaching in schools, has Journal of K-12 Educational Research 2020, VOL. 4, ISSUE 1 www.dbu.edu/doctoral/edd A CHARACTER EDUCATION PROGRAM AND THE PERCEIVED EFFECTS IN A K-12 PUBLIC CHARTER SCHOOL Angela McDonald, EdD
Journal of K-12 Educational Research 13 leveraged a renewed interest for character education in America (Lickona, 1996). The 1983 presidential report, A Nation at Risk , renewed concern over public education and reiterated the need for a child’s home life and school life to be re-connected. In recent years, the public sector has become increasingly distressed with society’s youth regarding a plethora of issues in American schools, including student apathy and disengagement, truancy, a decline in test scores, increases in poor student behavior, and youth violence (Guastad, 1992; Otten, 2000; Washor & Mojkowski, 2014). Of these social concerns facing youth, the breakdown of the family and a lack of instruction in moral values, both at school and in the family setting, are identified as key elements (Nucci et al., 2014). In a 2013 study, teachers reported that lack of moral reinforcement at home is one of the most prominent growing problems for educators in the classroom (Bridgeland et al., 2013). Growing fears about school safety or lack of safety within public schools have parents and educators concerned that these trends may be due to today’s youth experiencing a lack of education of character, morals, purpose, and hope (Jeynes, 2019; Lickona, 1996). The Federal Commission on School Safety (2018) recognized systematic character education, through which morals are discussed as a critical strategy in public education, school safety, and positive youth development. The family component of learning and development is essential yet is overwhelmingly neglected by many schools (Henderson & Mapp, 2002). According to the Centers for Disease Control and Prevention (CDC, 2019), many of the problems facing youth are preventable through interventions such as promoting healthy family environments, connecting youth with caring adults, creating protective community environments, and providing universal school-based programs with family engagement. Dr. Joyce Epstein’s (2002) family engagement framework defines six types of parent involvement. Of her six types, Type 4, learning at home , was found to have the biggest impact on student outcomes (Epstein, 2002). Involving families in their child’s education provides a more well-rounded character development approach and provides a valuable solution to a critical piece in education (Hoover-Dempsey & Sandler, 1995). Although research shows the benefits of character education and family engagement as separate and important strategies in American education today, there is little research on the association of the two, with family engagement as a component of character education programs. Currently, there appears to be limited information on effective programs that support collaborative efforts between teachers, students, and parents to ensure students understand their family core values, morals, and foundational beliefs. The current study explored an explicit character education program, and addressed the effectiveness of linking family engagement and purpose as key elements of the program. Research Design The current study explored a character education program with a family engagement component in a North Texas charter school district. The current study was conducted to determine the perceptions of the teachers and parents participating in the program. The current study used two teacher and two parent focus groups to gain perceptions on the character education and family engagement program. Teachers and parents were further categorized into two groups: those who had high participation rates throughout the program and those who had low participation rates to compare and contrast findings. The four groups were categorized to provide feedback to the following research questions: Research Question 1 (RQ1) What are the perceptions of teachers of the character and family engagement curriculum in a North Texas charter school district? Research Question 2 (RQ2) What are the perceptions of parents of the character and family engagement curriculum? A qualitative action research design was chosen for the current study. Purposive sampling was used to select the most suitable participants for the objectives of the study based on varying levels of participation in the family-
14 engagement component of the program, grade level, and which campus they attend, to represent the district accurately. Data was gathered through a variety of means to triangulate the data and ensure validity of the results. Data collection measures included 1) focus groups, 2) a thorough review of program data, and 3) an expert panel. Program Overview The Power of Why , an explicit character education program published by Family-Engaged Learning (2015), was the focus of the current study. The program incorporated the study of character traits at school with family engagement strategies at home to provide opportunities for students and families to discuss family values and beliefs at a deeper level. The program also included the discussion of academic topics, which were designed to provide motivation and purpose for learning core subjects. The character education program was embedded into the charter school’s social studies curriculum. After learning about the topics in class, students were instructed to take the assignment page home and complete the at-home portion of the program with a parent or adult family member. The purpose of the multi-layered approach to the program is to teach common values widely held in society, while also allowing a deeper learning at home through discussions that would not be possible in a school setting. The character program is based on a variety of instructional strategies to ensure students are taught explicitly through conversation, composition, discussion, and reflection. Summary of Findings Following the focus group sessions, the following major nodes were identified: program expectations, individualized learning, program benefits, and program challenges and recommendations. The nodes were then broken down further into themes. Table 1 shows the organization of research findings into nodes and themes. Overall, no significant differences were found between high participating groups and low participating groups, with the exception of high participating groups discussing benefits more at length compared to low participating groups. All participants indicated that the charter school should continue developing students in character, with the inclusion of engaging family values and beliefs. Program Expectations Focus group data indicated that an important factor to the efficacy of the program was the communication and comprehension of program expectations. Participants discussed components that were critical to understanding the objective and importance of the program. A foundational piece of the character program is getting to the “why” behind beliefs and learning. When students can discuss the why behind their beliefs and values, or parental and academic expectations, they gain clarification and ownership over what is being taught and why it is important for their lives. Teacher and parent participants made several references to the why behind learning Table 1 Nodes and Themes of the Current Study Program Expectations Individualized Learning Program Benefits Program Challenges and Recommendations Beliefs, Values, and the “Why Factor” Discussion of Character Topics Time Spent Completing Assignments Learning Styles Student Attitude and Motivation Student Grade Level Student Background Behavioral Impact Academic Impact Real-World Application Building Relationships Implementation Student Engagement Family Engagement Overall, no significant differences were found between high participating groups and low participating groups, with the exception of high participating groups discussing benefits more at Table 1. Nodes and Themes of the Current Study Angela McDonald, EdD
Journal of K-12 Educational Research 15 and realized that when students understand the why, it brings relevance and purpose to their learning. When asked about specific topics that stood out throughout the program, at least one participant in every focus group mentioned the importance of empathy or kindness towards others. Of all the character traits discussed, empathy—or some form of empathy being exemplified— was mentioned 36% of the time. For classroom instruction, extended time was used to build a good foundation to help the students understand the words and concepts. The teachers indicated that discussion took longer at the beginning of the year and the time needed in class lessened throughout the year as the students began to comprehend more and understand expectations. Teachers and parents did indicate an increase in engagement and openness towards the program as the year progressed and as expectations were clarified. Individualized Learning An unanticipated component of the program indicated the importance of understanding the unique needs of students. The need for individualized learning styles was a discussion in each focus group. Discussions indicated that individualized learning needs depended on students’ grade level, background, learning styles, and students’ attitude toward learning. Most of the parent and teacher participants indicated that the program allowed for many different styles of learning, and therefore had a positive impact on student learning needs. Program Benefits Based on findings from the current study, participants clearly indicate the belief that including character education in public schools has benefits in and out of the classroom. Benefits were shown in areas of academics, relationships, behavior, and application to the real world. Both teachers and parents mentioned a variety of behavioral benefits of the program. Teachers indicated that the character assignments helped with discipline in class. Several teachers indicated that they saw a change in a certain behavior class-wide and among individual students. Similarly, several parents specifically acknowledged the program for helping to change their child’s behavior. One parent noted about the program, “[My child] was bringing it home and discussing with me and she would also exhibit the traits. I know she had to learn it at school.” Two other parents indicated that their children stated that they wanted to change their bad behavior. Although the program is mostly focused on character topics, it also includes discussion of academics. Several teachers indicated positive impact on students academically. As indicated by teachers, discussing academic topics allowed for more of an understanding to students that they must take responsibility for their learning and were more thoughtful and purposeful in their discussions throughout the program. One parent stated that the program provides intentionality and a means for “conscious active thought.” The building of various relationships was one of the most widely discussed positive impacts throughout the four focus groups. The focus groups credited the program as having a positive impact on the following relationships: student-parent/family relationships, student-teacher relationships, parent-school/parent-teacher relationships, and the student-student relationships. Parents noted that the conversations helped them learn more about their children, and teachers were glad to realize that the conversations bring students and parents closer together. In addition, teachers stated that they learned to talk at a deeper level with their students about certain topics, therefore building trust and increasing engagement in class. The data indicates that there were significant positive aspects of the parent-teacher/school relationships that were built, as well. Several teachers indicated that the program helped develop partnerships between parents and the school and was a chance for parents to step into the classroom. This was backed up by parent feedback, stating that it created a partnership between schools and families and allowed classroom discussions to be brought into the home. Several teachers agreed that the program helped them learn more about the families they serve. Within the classroom, teachers indicated that sharing time brought intimacy and respect between students. According to
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