Date Approved

3-19-2018

Embargo Period

3-20-2018

Document Type

Dissertation

Degree Name

EdD (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

First Advisor

Manning, JoAnn

Second Advisor

Coaxum, James

Third Advisor

Steiner, Lilly

Subject(s)

School principals--Training of; Education legislation--New Jersey

Disciplines

Educational Administration and Supervision

Abstract

The purpose of this qualitative case study was to explore how school leaders in one New Jersey Public School District currently connect the AchieveNJ legislation with their capacity to lead. A qualitative understanding of how school leaders connect AchieveNJ to their personal leadership capacities such as this empowers policy makers to rationalize its influence on: vision, culture, professional development, and empowerment; all of which are espoused goals of this legislation. Additionally, gaining an understanding of how standards-based, value-added evaluative frameworks such as AchieveNJ informs the thinking, actions, and professional practices of school leaders offer policy makers the opportunity to evaluate this type of legislation in context.

The findings from this study offer qualitative insight into the connection between standards-based, value-added evaluative frameworks such as AchieveNJ and leadership capacity to the broader educational community. Furthermore, the results of this investigation inform school leadership preparation programs as the information gathered and experiences shared provide insight into the training necessary for school leaders in accordance with standards-based, value-added evaluative frameworks such as AchieveNJ through evidenced-based descriptions from the field.

Share

COinS