Principal Survivors' Implementation of the Systems Administrator Manager (SAM) Process to Increase Instructional Leadership in an Urban School District: A Case Study
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Date
2019-03-30
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Department
Education and Urban Studies
Program
Doctor of Education
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Abstract
This descriptive case study using mixed methods examined principal supervisors’ experience implementing the School Administration Manager (SAM) process designed to increase their focus on instructional leadership in a urban school district in the mid-Atlantic area. The research was framed around principal supervisors using the Constructivist Theory to build new ideas and concepts through their implementation of the essential components of the SAM process. The essential components include an increase of instructional purpose for principal supervisors, opportunities for principal supervisors to reflect on their day, and opportunities for principal supervisors to improve their practice. The literature at the foundation of the research was divided into three categories: historical role of the superintendent and the growth of principal supervisors, the principal supervisors’ redesign to emphasize instructional practices, and the Systems Administration Manager (SAM) professional development process. The data gathered during this case study included both qualitative and quantitative. Qualitative data involved interviews conducted with principal supervisors around their experience implementing the SAM professional development process. Quantitative data involved the researcher gathering data from the SAM calendar that displayed each principal supervisor’s time in relation to their goal, time spent with individuals or groups, and actions with each individual or group. The findings show that principal supervisors viewed SAM as a beneficial process that helped them focus on instructional leadership although most principal supervisors did not meet their predetermined goals around the amount of time they would spend on instructional leadership, who they would spend time with, and what actions they would undertake. Principal supervisors were able to clearly articulate barriers that still need to be navigated for them to continue increasing time on instructional leadership.