Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982) Global Website: www.nationalforum.com

NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 26, NUMBERS 1 & 2, 2013
77
Transforming High Poverty,Underperforming Schools: Practices,
Processes, and Procedures
Sharon Williams Griffin, EdD
Director of the Innovation Zone (iZone)
Memphis City Schools
Reginald Leon Green, EdD
Professor
University of Memphis
______________________________________________________________________________
Abstract
The role of the principal has changed, and new skills and attributes are needed to lead 21st
century schools. The authors of this article report the use of practices, processes, and procedures
used to transform a high poverty, low performing school into a high performing school. The
leadership framework for the study was the principles embedded within the Four Dimensions of
Principal Leadership theory that informs leadership for change. Documentation of the
transformational process revealed nineteen themes and eight practices that were critical to the
success of the principal. Three cultural themes evolved through the use of nurturing school
practices. Information from this study can assist practicing principals in understanding the
complex nature of implementing an effective change model to transform a high poverty,
underperforming school in the 21st
century.
Keywords: transformational leadership; four dimensions of leadership; nurturing schools;
change models
______________________________________________________________________________
A critical issue in American public education is raising student achievement in
underperforming schools. To address this issue, among others, the No Child Left Behind Act of
2001 (NCLB) mandates that all schools across the United States meet a set of established
standards. The act requires that all students, regardless of economics, disability, or language,
meet annual proficiency targets in reading and math as measured by achievement tests
administered in their respective states. The proficiency targets increase incrementally every three
years, with the goal of all students reaching 100% proficiency by the year 2014 (U.S.
Department of Education, 2002).In order to determine the school’s status in the improvement
process, NCLB requires that each state’s education agency receiving federal dollars identify and
label Title I schools that are not meeting the targets. The labels range from “School
Improvement” to “Restructuring” and carry a social stigma that reverberates across school
communities and school districts.
At the heart of NCLB is the goal of achieving equity in education, coupled with the
aspiration to impact the academic achievement of the most disadvantaged students. What is

SHARON WILLIAMS GRIFFIN and REGINALD LEON GREEN
78
problematic,despite the act, is that thousands of schools across the nation continue to be
classified as underperforming. According to a June 11, 2008, report from the U.S. Department of
Education, there are 12, 978 schools in various stages of NCLB School Improvement with no
reliable indicator that these schools are improving (Barth, 2002). In that these schools continue to
exist, such public castigations send a powerful message that some schools are not good places for
students to learn. Consequently, many parents exercise their option and move their higher
achieving children away from the low-performing schools. Thus, a vicious cycle begins; poor
schools become poorer, and their capacity to improve seems futile (Blankstein, 2004).
Having transformed underperforming schools and realizing that other educators have also
transformed underperforming schools, these researchers set out to identify and document
practices, processes, and procedures that school leaders have successfully used in
transformational efforts. From a leadership perspective, the sequential steps that should be taken
in a transformational effort are unclear. Therefore, an extensive review of the literature was
conducted. The transformation that occurred at Red Middle School was revisited, and the
practices, processes, and procedures that informed a successful transformation of Red Middle
School were documented.
Review of the Literature
For years,educational leaders have struggled with efforts of transforming
underperforming schools.Over the past three decades, various educational reform initiatives have
been undertaken with the intent of addressing equity among students who attend these schools.
None of these efforts have been truly successful in meeting the challenge, especially for students
who attend urban, poverty stricken schools. Consequently, thousands of schools across the
nation continue to be classified as underperforming (U. S. Department of Education, 2008). The
struggle is becoming more intense, and the current standards and accountability movement is
requiring principals to become more effective in the transformational process. The latest of the
reform efforts surfaced under the title of the No Child Left Behind Act of 2001.
Addressing the Phenomenon of Underperforming Schools
To address the phenomenon of underperforming schools as defined by NCLB, school
leaders across the nation are working to transform their lowest performing schools to prevent
facing district, state, and federal sanctions of closure, takeover, or restructuring. All of these
sanctions exacerbate the low performing school’s shaky public perception and sense of efficacy.
Schools receiving these labels are the nation’s highest poverty, highest needs schools (Cross,
2004).
There is no denial of the sense of urgency being experienced by educators since these
schools are badly in need of reform or transformation. The goal is presumably to get these
schools and the people who attend them off the road to perdition and on the road to dignity and
respect as a result of better performance (Fullan, 2006). However, getting off the road to
perdition is not an easy task. It involves state leaders working with school districts, district
leaders working with school leaders, and school leaders working in their schools with teachers,
students, parents, and communities.However, as challenging as the task might seem, some school
leaders have experienced success in meeting it. Our review of the literature revealed hundreds of

79
school leaders who have successfully transformed an underperforming, high poverty school into
a high performing school (Brown, 2012; Edmonds,1979;Green; 2010; Jesse, Davis
&Pokorny,2004; Schmoker, 1996; Wahlstrom & Louis, 2008; Wang, Haertel, & Walberg, 1994).
Effective Transformational Practices
From the 1980’s to the present, an increasing body of literature contains evaluative
information describing practices, processes, and proceduresused by leaders of successful schools,
popularly labeled “effective schools”(Brown, 2012;Edmonds,1979;Green; 2010; Jesse et
al.,2004; Schmoker, 1996; Wahlstrom & Louis, 2008; Wang et al., 1994).Some of the practices,
processes, and procedures appearing in the literature involve: 1) School leadership;2) teacher
expertise;3) curriculum and instruction;4) community and parental involvement and their
relationships with the school, and 5) a collaborative /safe culture and climate (Jesse et al., 2004).
In addition, various forms of classroom instruction, climate factors, and student attitudes have
been reported as having an impact upon student learning. Together these categories showed the
most promise of improving student achievement. Parent involvement, community influences,
and student demographics had a comparatively moderate effect. Other factors related to state and
district characteristics, including school and district demographics and school and state-level
policies, had the least influence on improving student learning. Understandably so, as these
factors are somewhat removed from day-to-day life in the classroom (Wang et al., 1994).
Although, transformational practices, processes, and proceduresthat have proven to be
effective appear in the literature, a gap remains between what we read and what we do. Current
literature on educational leadership compellingly communicates that the principal is the key to a
school’s successful transformation. Therefore, the latest reform movement has placed increasing
emphasis on the roles of principals, advocating that they should be strong instructional leaders,
providing a sense of mission, communicating a clear instructional focus, setting high
expectations for students and staff, fostering a safe climate, encouraging parent and community
involvement/relationships, and promoting student achievement (Cotton, 2003).Hershey and
Blanchard (1993) postulate, “The successful organization has one major attribute that sets it apart
from unsuccessful organizations: dynamic and effective leadership” (p.85). A successful school
must have a strong leader. Simply stated, leadership of the principal is viewed as the major factor
in transforming underperforming schools.
Leadership of the Principal
Schools today face significantly different issues than they did twenty or thirty years ago
(Wiles & Bondi, 2001). Historically, moves to reconnect principals to the core business of
schools dates from the late 1970s, and the shift isfrom placing a focus on buildings, buses, and
budgets to placing a focus on improving student learning outcomes. This shift was given a
particular impetus by the findings of research into effective schools and by attempts in the early
1980s to conceptualize and promote the view of the principal as an instructional leader. Ron
Edmonds (1979) promoted the idea that to address underachievement in schools, strong
leadership of the principal is required.
Given the difficulties inherent in transforming underperforming schools, the question of
what makes one principal more effective than another is a valid one that must be answered.In an
attempt to answer this question, there have been many studies involving effective principals and

80
successful schools. Leithwood and Montgomery (1982) reported that effective principals stress
student achievement. Jwaideh (1984) reported that effective principals establish goals for their
schools, support innovation, and exhibit flexibility.
In addition to the practices identified in the studies previously cited, the principal is
characterized as being a strong leader in that he or she is instrumental in setting the tone of the
school, helping decide instructional strategies, and organizing and distributing the school’s
resources (Edmonds, 1979; Lezotte, Edmonds, & Ratner, 1974). In their findings, principals are
an important motivator in setting an atmosphere of high expectations with a strong emphasis on
the acquisition of basic skills, while maintaining a school with a relatively pleasant
atmosphere(Brown, 2012: Green, 2010; Green, 2013). Members of their faculty view them as
authentic in their behavior, and this sets them apart from other principals. Hughes and Ubben
(1989) introduced the importance of the principal in this manner: “No enterprise will operate for
long without a competent Chief Executive;the plethora of “effective schools” research has made
it abundantly clear, effective schools are the results of the activities of effective principals”
(p.3).Maxwell (2003) writes, “Everything rises and falls with the leader. Change the leader and
change the organization” (p.37).
The Four Dimensions of Principal Leadership
With such variance in the practices, processes, and procedures used to transform an
underperforming, high poverty school, the investigators of this study sought out theories in an
attempt to develop a framework to inform the transformation. Green (2010), in his book The
Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools,has
captured the initiatives of the past reform movements and synthetized them into a model that
contains four dimensions. Dimension I advocates the need for school leaders to understand
themselves andrecognize their leadership style and its effects on the behavior of followers. It also
offers that leaders should develop an understanding of followers and determine how the behavior
of followers influences their behavior. An effective leader is visionary, a person of strong
personal and professional beliefs who is able to articulate his or her vision to others and inspire
them to embark on the change process. Dimension II requires leaders to understand the
complexity of organizational life, recognizing its culture, climate, structure, and the interaction
of people who make up the organization. Dimension III, entitled building bridges through
relationships, asserts that school leaders need to focus on building relationships with all
stakeholders as it is these relationships that enhance the potential for effective leadership.
Dimension IV, engaging in leadership best practices, sets the stage for change. The school leader
communicates the vision for the school, assesses current conditions, and identifies the
discrepancy that exists between current conditions and the vision. When these four dimensions
are simultaneously implemented by the principal, Green (2010) postulates that low performing
schools can be transformed into high performing schools.
A second theory was used to frame the study related to school culture. The Nurturing
School Theory (Green, 2001) advocates that school leaders focus on building relationships
between themselves and teachers, between teachers and teachers, between teachers and students,
and between the school and the community. This theory details the types of relationships needed
to foster goal attainment.
If 21st century reform efforts are successful in meeting the challenge of transforming

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underperforming schools, the efforts of principals must focus on values, beliefs, strengths, and
other personal aspects of individuals functioning in the schoolhouse. As a result, a shared vision
can be developed, and that vision must be pursued by leadership that is distributed throughout
the organization. Ultimately, relationships are of primary importance, and they must exist in a
manner that fosters collaboration in the implementation of leadership best practices that enhance
student achievement (Green, 2010).
The literature review allowed the researchers to identify practices, processes, and
procedures that school leaders have previously used to effectively transform high
poverty,underperforming schools into high performing schools. Given that one of the researchers
of this study has been credited with effectively transforming a high poverty, underperforming
school into a high performing school and has a first-hand account of the practices, processes, and
procedures used during the transformation initiative,this study was also designed to report the
practices, processes, and procedures used. Specifically, through this research, one goal was to
gain a broad perspective of how educational leaders successfully transform high poverty,
underperforming schools into high performing schools and thus,test a change model.
Statement of the Problem
Public education, in the nation as a whole, is at a critical point. Thousands of schools
across the nation continue to be classified as underperforming. According to a June 11, 2008
report from the U.S. Department of Education, there are 12,978 schools in various stages of
NCLB School Improvement with no reliable statistics to indicate that these schools are
improving. Notwithstanding, some principals are transforming high poverty, underperforming
schools into high performing schools. However, the practices, processes, and procedures they are
using vary. What is needed is a structural model that contains practices, processes, and
procedures that can be replicated. Therefore, this research was designed to testa model
containing practices, processes, and procedures that appeared in the literature, as well as those
used by one of the researchers of this study to transform an underperforming middle school into
a high performing middle school.
Methodology
Research Design
The design of this study was a developmental, qualitative methodology, utilizing a
framework of autoethnography to provide the part of the researcher’s life story that contributed
to the transformation of a high poverty, underperforming middle school into a high performing
middle school. From the perspective of the principal, the researcher described leadership
practices, processes, and procedures that she implemented at Red Middle School during the
school years of 2005-2008. Personal reflections and reflexivity related to data sources are
described so as to elucidate the process by which she applied principles of two leadership
theories aimed at transforming the high poverty,low performing school into a high performing
school.
Specifically, the research was designed to answer the Global Research Question: What

82
practices, processes, and procedures did the principal use during the transformation of a high
poverty,low performing middle school into a high performing middle school, and how did they
inform and influence the transformation of the school? A secondary purpose was to test the use
of the principles embedded in Four Dimensions of Principal Leadership and Nurturing School
Theories as a change model.
Subjects
The school in the study was a public middle school located in an urban district in the
Southeast United States. A pseudonym (Red Middle School) was used to distance the faculty,
students, and staff from the focus of the study. The focus was on the researcher’s leadership style
and the practices, processes, and procedures that she used while serving as principal.
Red Middle School.In April of 2005, I accepted an appointment as principal of Red
Middle School five weeks before the school year ended. As a direct result of the NCLB status,
the school was deemed failing and was fresh started. The school was freshly started because the
students had not made average yearly progress (AYP) for three consecutive years, a ruling of the
State Department of Education.
The initial visit to Red Middle School.I was afforded the opportunity to observe Red
Middle School during the last two weeks of the 2004-2005 school year. Red was known by
members of the community as a school characterized as violent- a school where limited learning
took place. The school suffered from behavioral issues that were compounded by students’ entry
into early adolescence without programs to support their emotional and physical growth. Upon
entering the building, I immediately noticed the deterioration of the building. The paint on the
walls of the building was peeling, and the iron steel beams holding up the building and doors
were starting to rust. As I continued to walk down the hallways, I noticed that the lockers were
eight different colors with gang graffiti on the doors. Gang graffiti and carvings also existed on
the walls of the building. Lighting in the building was so bad that I wondered how students even
saw their papers to write. There was only one light working in each fixture in the classrooms and
the hallways. It was obvious that the climate of the school was so bad that it was affecting
student achievement. I immediately began to wonder why a school had been allowed to get in
such a grave condition.
As I continued to observe the internal environment of the school, I noticed even the exit
signs were leaning and falling off the walls. I was told by current teachers that over the past two
days, there had been five fire alarms pulled. When the tardy bell rang, there were as many
students in the halls as in the classrooms. In frustration, children ran through the halls, threw
books, and engaged in fights. I knew I had to do something to change the culture and climate of
this school. As I continued to observe the conditions of the school, I began to document the
devastation and concluded with nineteen pages of needed repairs. Additionally, no routines were
established at Red Middle. Crises were handled as they arose. The morale of teachers, parents,
and students had deteriorated with the expected results of increased disciplinary problems. For
obviousreasons, Red Middle School was failing its students and community. Improving the
physical condition of the building became an immediate priority.
The community.The Red Middle School student body was composed of childrenfrom

83
five different communities within a five mile radius. Only 15% of the students attending Red
Middle Schoollived within walking distance which means that 85% of the students rode the bus to
school. A large number of students lived in one of six low-income area apartments. According to the
2000 census, the neighborhood population had decreased by 4.7% since 1990. The population was
12,686 in 1990 and 12,066 in 2000. The community was 95.3% African-American; 3.5% Caucasian;
1% Hispanic;10% American Indian/Eskimo, and 10% Asian. There was a wide range of occupations
represented in the Red Middle School community. White-collar jobs were held by 43.90%, while
56.10% were blue-collar workers. School age children were present in 76% of the homes in the
community.
Parent/Guardian demographics.Information describing Red Middle parents closely
parallels community information with a few exceptions. In the Red Middle community 98.6% of
the parents were African- American; 0.56% were Caucasian, and 0.84% were Hispanic. In
reviewing records of the student body, I learned that 21.7% of students live with both parents;
34% of the students live in a single parent home; 27.2% live with a parent and a step-parent, and
17.1% live with someone other than a parent. It was estimated that 62% of the parents were not
high school graduates, and 42% were employed with 82.5% of parents living at the poverty level.
The average household income was $23,735, and the median income was $33,849.
Data Collection
Data were collected from three primary data sources which included a reconstructed
library of documents and artifacts, my personal notes and journal, and a published video that
documented practices, processes, and procedures used during the transformation period. In the
writing process involving recursive introspection and reflection, data continually emerged. Such
a process is known as reflexivity (Anderson, 2006; Vryan, 2006). Each draft of the narrative
clarified meaning, thus refining my own understandings as if they were new data. The finished
product is a text describing events and situations which occurred in the setting, as well as the
cultural beliefs, values, and understandings that guided my actions in the setting. The finished
product also reflects and describes leadership practices, processes, and procedures used to
transform the school culture, as well as how I was influenced by the culture. Using the
autoethnography methodology, I was able to develop a description of transformational leadership
at Red Middle, reflect upon it, and derive meaning from the process. The process enabled me to
develop and refinemy theoretical understanding of a social system and to understand the
practical applications ofthe interaction of elements functioning in the system (Anderson, 2006).
Tacit, as well as explicit knowledge about the role of the principal in the change process, was
gained.
Determining the Needed Change
Reflecting on my observations of the internal and external environments of the school,
interactions that occurred between and among the teaching faculty, and an analysis of student
data in the areas of discipline, attendance, and academic achievement, I realized that changes had
to be made in four areas: (1) environment of the school and classroom; (2) professionalism
among administrators, faculty/staff; (3) student/teacher relationships, and (4) the way students
felt about themselves.
Through acomprehensive planning process which included teachers, students, parents,

84
and members of the community, a school improvement plan was developed. The conceptual
framework of the plan appears in Figure 1. From my past experience in school leadership,
interaction with my follow researcher, and my study of leadership practices, processes, and
procedures, I knew if this framework became reality, the needed transformation would occur.
Each of the components of the plan was informed by one of Green’s (2010) four
dimensions. Dimension I, Understanding Self and Others, informed processes and procedures
that were used to enhance professionalism among administrators, faculty, and staff. Dimension
II, Understanding the Complexity of Organizational Life, informed processes and procedures
needed to bring about changes in the internal and external environments of the school.
Dimension III, Building Bridges through Relationships, was used to inform the changes that
were needed in the relationships between teachers and students, the school and the central office
personnel, as well as the school and the larger community. Dimension IV, Engaging in
Leadership Best Practices, informed the selection of practices that guided the entire change
process. The framework for the School Improvement Plan is listed in Figure 1.
Findings
This is the multifaceted question the researchers answered: What practices, processes,
and procedures did the principal use during the transformation of a high poverty,
underperforming middle school into a high performing middle school, and how did they inform
and influence the transformation of the school? The researcher analyzed documents and artifacts
contained in the reconstructed library, as well as her journal, and reviewed the video
documentary. Seven practices emerged as those that were most influential during the
transformation process. They were: 1) Effective School Leadership; 2) Collaboration; 3)
Effective Data Collection; 4) Ongoing Professional Development; 5) Knowledge of the
Curriculum; 6) Effective Monitoring of Programs, and 7) Facilitating a Reliable Support System.

85
Figure 1. The framework for the school improvement plan.
Figure 1 illustrates how changes had to be made in four major areas for student
achievement to occur. Conceptually, the research revolved around a new definition of a school
leader. Green (2010) described a 21st- centuryschool leader as one who collaborates with other
individuals and groups to create, manage, and implement an instructional program that meets the
needs of all students, as well as articulate a vision for the future of the school to all stakeholders.
Following the theoretical framework, the Four Dimensions of Principal Leadership (Green,
2010) and the Nurturing School Theory (Green, 2010) data were collected and analyzed.
After identifying the practices used, the researcher again reviewed and analyzed
documents and artifacts from the three (3) data sources to discern the processes that she used to
bring about specific results: the sequential actions that had been taken by her and individuals
under her leadership to facilitate the transformation process.This analysis revealed five processes
asbeing most influential during the transformation process. The five processes were: 1)
Communication; 2) Sharing Leadership Responsibilities; 3) Supporting Teacher Leaders; 4)
Developing a Collaborative Culture, and 5) Making Data-Driven Decisions.
A third review of the documents and artifacts was conducted to identify specific rules
(procedures) that were used to govern the behavior of all stakeholders during the
transformational process. Six procedures emerged as those that most informed and influenced the
transformation of the school. Those six were: 1) Communication; 2) High Academic
Dr. Reginald Green- Theorist
NEIGHBORHOOD
CONDITIONS
(High Priority)
NURTURING SCHOOLS
Theoretical Framework
SCHOOL FACILITY
Age and Condition of
Building
Environment
of school/
classroom
Professionalism
among
administrators,
faculty/staff
Student
Teacher
Relationships
(Positive)
Students’
Feelings
About
Themselves
(PRIDE)
Aesthetics
Lighting
Noise
Level
Safety/
Security
Cleanliness
of Facility
Thermal
Conditions
Character
Development
School Facilities
Contribute to Mission of
the School
Clean and well-
maintained school
facilities communicate a
message of responsibility
and respect
ADVANCED
STUDENT
ACHIEVEMENT

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Achievement; 3) Organizational Structure; 4) Involvement of Others; 5) Gifts and Awards, and
6) A Nurturing School Environment.
Once data relative to practices, processes, and procedures were acquired, the researchers
analyzed the data to determine if key themes would emergedenoting specific ways the principal’s
behavior was informed and influenced during the transformation process. From this analysis, 19
themes emerged describing the leadership behavior of the principal. The themes teased from the
collective data were: 1) Accomplishment; 2 ) Affiliation; 3) Awards; 4) Belief in People;5) Best
Instructional Practices for Children; 6) Commitment; 7) Communication; 8) Confidence; 9)
Excellence; 10) High Achievement; 11) Involvement; 12) Leadership; 13) Motivation; 14)
Principled Teaching; 15) Recognition; 16) Rewards; 17) Strengths and Saliency;18) Student
Achievement, and 19) Vision.These themes were consistent with the practices, processes, and
procedures that emerged as being most influential in the transformation of the school. They also
supported the practices, processes, and procedures noted in the literature as those previously used
by change agents who were successful in transforming underperforming schools.
The practices, processes, and procedures, and the themes teased from the collective data
were consistent with those revealed during the literature review. They also aligned with the
principles of Green’s (2010) Four Dimensions of Principal Leadership. Over a three-year period,
they were used by the principal to improve the academic achievement of students, increase
attendance, and reduce the incidences of discipline at Red Middle School. The academic
achievement of students increased each year. There was also a significant increase in student and
teacher attendance. The increases in student achievement and student attendance and the
reduction in incidences of student discipline can be graphically viewed in Tables 1 and 2.
Table 1
Growth in Academic Achievement and Attendance
2005-2006
FRESH START
SCHOOL
Target: (85%)
93%
% at/Above Proficient
Target: (80%)
77%
% at /above Proficient
Target: 93%
71%
2006-2007
STATE/LEA
Target: (89%)
(85%)
Target: (89%)
(84%)
% at/above Proficient
Target: 93%
(95%)
2007-2008
IMPROVING
EPIC
GOLD-GAIN
SCHOOL
Target: (89%)
(92%)
Target: (89%)
(93%)
Target: (93%)
(94%)
2008-2009
GOOD
STANDING
Target: (89%)
(84%)
Target: (86%)
(91%)
Target: (93%)
(94%)

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Table 2
Reductions in Student Suspensions
2005 395
2006 298
2007 165
2008 86
Discussion
The educational leadership profession has made progress in identifying practices,
processes, and procedures that school leaders can use to transform high poverty,underperforming
schools into high performing schools. This study not only reveals some of the practices,
processes, and procedures previously reported in the literature,but it also reports the experiences
lived by a transformational leader who transformed Red Middle School. She practiced the
principles of transformational leadership and collaborated with the faculty and staff throughout
the transformational processes. By exhibiting this behavior, she was able to influence
collaboration between and among faculty and staff members.
Effective Practices for use in a Transformation Initiative
As has been frequently reported in other studies using a transformational leadership style
as described by Bass & Avolio, (1994), she effectively collected data and analyzedit to inform
decisions regarding instructional issues. This practice was an essential element in the
improvement of student achievement. In addition to data analysis,to increase teacher
effectiveness, she monitored programs, the instructional process of teachers, the performance of
students,and providedon-going professional development for teachers. Specific activities were
implemented to ensure that faculty and staff were knowledgeable of the curriculum and
recognized it as being essential for the improvement of student achievement. To ensure the
success of teachers and students and to encourage the use of effective instructional strategies, a
reliable support system was put in place at every level.
Effective Processes for use in a Transformation Initiative
A major contributing factor to the transformation of Red Middle School was the
processes used by the principal of which communication was the most essential. The principal
communicated a consistent and clear message of a vision of high expectations for all students
and that failure was not an option. She shared leadership responsibilities and motivated teachers
to assume and perform school-wide responsibilities for instructional improvement. She
developed teacher leaders, empowered them, and provided them with the support that they
needed as they assumed leadership roles.

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Developing teacher leaders was a critical part of the transformational process as it
facilitated the process of establishing a collaborative culture wherein activities were conducted
with a common instructional focus. As a result of the establishment of a collaborative culture, the
faculty became engaged in data-driven decision making which focused on measurable targets
that lead to enhanced student achievement.
Procedures That Govern the Transformation
Communication was paramount to effectively transforming the school, and a variety of
communication mediums had to be used to keep all stakeholders informed. All members of the
faculty were asked to engage in two-way communication. They were also asked to develop and
function with a mindset that high academic achievement for all students was the ultimate goal.
Following this procedure enabled the principal to create a school climate that was conducive to
learning for all students.
In addition to establishing a system of effective two-way communication, an
organizational structure was created that supported the needed changes for a safe and orderly
environment to exist. Procedures were put in place to govern that structure, and all faculty, staff,
and students were asked to follow those procedures. Teachers and students were asked to place
value on the need to involve others in the process of change and to empower others by actively
engaging them in the school improvement process. To this end, signs conveying the importance
of engagement were posted throughout the school.
The faculty and staff defined a nurturing,student-centered school environment, an
environment where students advanced through scientific, mathematical, and analytical teaching
methods, according to their levels of intellectual abilities. Procedures to establish such an
environment were created by a faculty committee and distributed to all faculty members. These
procedures were accepted as norms, posted in the hallways, and reviewed in faculty meetings.
Of great importance, a practice that paid great dividends was when the faculty and staff
celebrated successes and acknowledged outstanding performance of teachers and students and
the achievement of goals. Set procedures were established to govern the issuing of awards to
recognize the faculty and staff for excellence in educating students and for students who
performed in an outstanding manner.
Conclusion
Several studies have revealed leadership practices, processes, and procedures that are
effective in transforming a high poverty, underperforming school and positively impacting
student achievement (Blankenstein, 2004; Waters, Marzano, & McNulty, 2003). Over a three-
year period, the transformational leader in this study used the identified practices, processes, and
procedures to improve the academic achievement of students, increase attendance, and reduce
the incidences of discipline at Red Middle School. In general, the study revealed that (1)
leadership of the principal; (2) collaboration among the faculty and staff; (3) structuring the
school organization in a nurturing manner; (4) using data to make instructional decisions; (5)
aligning the curriculum using appropriate student interventions, and (6) implementing a focused
professional development program for all personnel influenced the transformation of the school.
The result of this transformational leadership initiative was the emergence of three

89
cultural themes which mark the work in the school and provide directions for other change
initiatives. Those three themes are: a strong sense of community; a focus on learning and setting
high expectations for all students, and exhibiting caring for the well-being of faculty, staff,
students, and members of the larger community.
A Strong Sense of Community
To transform an underperforming school to a high performing school, the school leader
must develop a strong sense of community. A strong sense of community exists when trust,
respect, and positive interpersonal relationships are permeated throughout the organization.
Collaboration occurs between and among members, and all stakeholders feel a sense of
belonging and empowerment (Edmonds, 1979; Raywid, 1993).
At Red Middle School, the establishment of a sense of community became the foundation
for school improvement. It began with the principal exhibiting behavior that showed respect for
the faculty, staff, students, members of the external community, and the practice of schooling.
Norms were established and posted throughout the school to govern the behavior of teachers,
students, and stakeholders. Accepting these norms and behaving accordingly, individuals
developed respect for one another. Members of the external school environment were drawn into
the internal environment and made to feel a part of the school.
The principal quickly realized that some students needed support to assist them in
overcoming barriers to learning. At Red Middle, the principal removed barriers to learning,
established a support system for students, and this system was reinforced by everyone connected
with the school. Once barriers to learning are removed, studentscan develop a sense of
belonging, become engaged in school activities and assume responsibility for their own learning
(Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989).
If a strong sense of community is desired, positiveinterpersonal relationships must exist
among faculty, staff, students, and members of the community. These relationships must be
present in every facet of the organization, and the development of these relationships are not a
chance happening; they areplanned, and the planning starts with the principal.The principal has
to have an understanding of self and others and use that understanding to enhance his or her
skills and attributes and the skills and attributes of the people with whom he or she works and
serves (Green, 2010). At Red Middle,all stakeholders were connected through a shared vision
and common goals. The principal exhibited the type of behavior that indicated a belief in people,
trusting in their judgment, and placing them in leadership roles that were aligned with their
ability. Interpersonal relationships were important as meetings had to occur wherein issues that
related to the common good of the school were discussed and addressed.
At Red Middle, a sense of community existed. The school was structured for effective
teaching and learning. The principal was an instructional leader who sets high expectation for all
stakeholders.Faculty morale was high; absenteeism was low, and teachers had greater job
satisfaction. Students attended school regularly, committedfewer discipline infractions and went
to class on time. They acquired an interest in scholarship, became engaged in school activities,
and took responsibility for their own learning. Adhering to the principles of transformational
leadership, leaders can create a new sense of community, one in which all students and teachers
flourished (Bass & Avolio, 1994).

90
A Focus on Learning and Setting High Expectations for All Students
A major endeavor in the turnaround initiative is establishing a climate of high
expectations for all students (Edmonds, 1979). In schools where there is a climate of high
expectations for all students and the faculty and staff create opportunities for students to meet
those expectations, academic achievement is enhanced (Brook, Nomura, & Cohen, 1989;
Edmonds, 1979; Howard, 1990; Levin, 1988).This was evident in several of the themes that
emerged during the analysis of the data from Red Middle. The principal and faculty
demonstrated that they believed in the capability of the students, set standards, and put
procedures in place to ensure that students would meet those standards. The principal believed in
people, involved the faculty in the decision-making process, and did what was best for students.
Such behavior from the leader conveyed a belief to the faculty and staff that they had the
capability to assist the students of Red Middle in achieving the expectation that was set for them.
It has been clearly demonstrated that high expectations--with concomitant support--is a critical
factor in fostering the academic achievement of high poverty, underachieving students
(Edmonds, 1979; Mehan, Hubbard, & Villanueva, 1994).
It was evident from the beginning of her tenure as principal of Red Middle that she
believed in the ability of the students to learn. She did not label the students as 'at risk' or unable
to learn; rather, she looked at the conditions of the school and communicated to the students,
faculty, and the larger community high expectations and a vision for learning.The challenge was
establishing a climate in which learning could occur. Once the climate was established, students
were provided an opportunity to learn. Expectations were set for them; they accepted the
expectations, became intrinsically motivated and active participants in decisions that affected
them. In essence, they assumed responsibility and ownership for their own learning. Kohn (1991)
argues that schools that are successful in promoting the academic achievement of
underperforming students build on the student’s intrinsic motivation. Students are actively
engaged in a series of rich,real world activities embedded in experiential curricula that connect to
their interests, strengths, and real world activities (Anderman & Maehr, 1994; Weinstein et al.,
1991).
For high achievement to occur, school leaders must build relationships, establish
performance standards, and hold all stakeholders responsible for the achievement of those
standards (Green, 2010). Leadership must be distributed through the organization,and the faculty
must be motivated to accept that responsibility. For this practice to be effective, a highly focused
professional development program must be operational, one that enhances the skills and
practices of the faculty, enabling them to function at a high level and persevere until the desired
change occurs.
Exhibiting Caring for the Well-being of Faculty, Staff, Students, and Members of the
Larger Community
Transformation is most likely to occur in an underperforming school when leaders
establish effective lines of communication that illustrate that all stakeholders are respected and
cared about (Wahlstrom & Louis, 2008). The art and technique of effectively using words to
impart information or ideas is a critical element in the transformational process. There is no
substitute for effective communication. Through effective communication, school leaders can
share the vision for the school, assess current conditions, and identify the discrepancy that exists

91
between current conditions and the vision (Green, 2010). Through effective communication,
school leaders can build relationships that convey a sense of caring for the well-being of all
stakeholders.
In addition to communicating effectively, it is imperative that school leaders create a
nurturing school environment. In such an environment, relationships are developed, and
responsibility is shared. In order for responsibilities to be shared, trust must be pervasive.
Teachers must feel supported by the principal and a valued part of the organization. It is the
responsibility of the leader to create an environment that is conducive to teaching and learning,
one in which professionalism exists among administrators, faculty and staff, and positive
relationships exist between teachers and students (Cotton, 2003). In such an environment,
students feel good about themselves and become engaged in learning. Through these practices,
everyone develops a sense of caring about the well-being of everyone else.
Using the practices, processes, and procedures revealed in this study, it is the hope of the
researchers that readers who are leaders of underperforming schools can use them to transform
their schools into high performing schools. If this occurs, they will join a number of other
educators who have brought equity to the educational process and closed the achievement gap.
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Authors
Sharon Williams Griffin, Ed D. is Director of the Innovation Zone (iZone) for Memphis City
Schools in the Division of Academic Operations, Technology, & Innovation- Memphis,
Tennessee.
Reginald Leon Green, Ed. D. is Professor of Educational Leadership in the College of
Education at the University of Memphis. Dr. Green teaches courses in educational leadership
with a focus on instructional leadership, leadership dispositions, school reform, and models for
turning around low performing schools.His research interests include school leadership, team
building for effective teaching and learning, superintendent/board relations, school district
restructuring, and the effects of nurturing characteristics on the academic achievement of
students.

Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982) Global Website: www.nationalforum.com

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