Browsing by Author "Wilkerson, Magie Lenhart"

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    Female Superintendents: Does Gender Matter?
    Brill, Meaghan Boteler (Virginia Tech, 2023-12-08)
    Based upon previous research and statistics surrounding the topic of female superintendents, which indicated that women moved into the position at a disproportionate rate when compared to men, this study sought to understand the experiences of female public-school superintendents. Further, the research provided a means for women to discuss their preparation, educational background, barriers, and characteristics needed for success within the superintendency. This study gathered additional information and data, from the perspective of female superintendents, in an effort increase awareness and representation. This qualitative study utilized a variety of methodology. Specifically, surveys were distributed to all female superintendents in the Commonwealth of Virginia. Following the initial survey, seven women participated in a one-one-one interview. All responses were transcribed, classified, and coded for themes. From the research, nine findings emerged, which ranged from women often move into superintendent positions from within their present school division to female superintendents indicated they have to exert more effort than their male counterparts. In addition to the findings, seven implications were developed. These included recommendations such as, the Department of Education should consider training and rubrics for school boards and school division leaders regarding gender bias in an effort to ensure equitable treatment and evaluation, and school divisions should contemplate providing mentoring opportunities to women in educational leadership positions and those exhibiting potential for these roles. The documented experiences of the women studied add to existing research related to female superintendents. This information will be useful to those interested in pursuing the superintendency. Further, the women featured in this study chose to share their experiences, educational journey, and barriers in an effort to educate, encourage, and assist others.
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    Perceptions of the Initial Steps a Planning Principal Takes to Open a New Plus One Elementary School
    Dubiel, Karen Lee (Virginia Tech, 2024-06-21)
    The purpose of this study was to identify the initial steps that a planning principal takes to open a new plus one elementary school. Too often, the focus is on the completion of the bricks and mortar of the facility instead of what takes place in the building once construction is complete (Lane, 2008). "Effective planning for the opening of a new school produces an environment in which teachers can teach and students can learn effectively and efficiently" (Lane, 2008, p. 2). Thus, the opening of a new plus one school requires a well-planned, detailed, organized approach for occupying the facility as the success or failure of the school opening process weighs heavily on the ability of the planning principal (Lane, 2008). New plus one schools are continuing to be built regularly within the United States to address student enrollment increases in existing schools with limited capacity, yet there is no set of instructions to guide a planning principal. With new school construction still needed to address increasing student enrollment in local school districts, the perceptions of the initial steps planning principals take to open a new plus one elementary school are valuable. This study involved interviewing four planning principals in the Mid-Atlantic region of the United States. Interview questions sought the actions that planning principals take to start a new plus one elementary school. All four planning principals indicated that they had no playbook or guide, were self-directed and initiated support when needed, and exercised a high level of autonomy with decision making, specifically with staffing, developing a school vision, and determining the school mascot and school colors. Implications for practitioners were identified including the need for a guide or handbook, a structure of support, and training or professional development. The outcome of the study provided opportunities for future planning principals to identify the key responsibilities, experiences, and guidance recommended for opening new plus one elementary schools.
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    Principals' Indications of Effective Strategies and Interventions to Decrease Chronic Student Absenteeism in Virginia's High Schools
    Wilkerson, Magie Lenhart (Virginia Tech, 2022-02-01)
    The purpose of this study was to identify what high school principals indicate are effective strategies and interventions to reduce chronic student absenteeism. Research has shown chronic student absenteeism is highest among high school students (Stronge and Associates, 2019; U.S. Department of Education, n.d.), and effects may include low academic achievement, possible high school dropout, and poor outcomes in adulthood (Elias, 2019; Ready, 2010; Stronge and Associates, 2019; Virginia Department of Education [VDOE], n.d.). Chronic student absenteeism is one measure of school performance in Virginia and therefore, a responsibility of the school principal to monitor, maintain, or improve (VDOE, n.d). This study sought to answer the following research questions: 1. What strategies and interventions do high school principals indicate they utilize and implement to reduce chronic student absenteeism? 2. What are the perceptions of high school principals regarding the effectiveness of strategies and interventions they utilized and implemented in order to reduce chronic student absenteeism? This study included a survey of 8 Virginia high school principals whose school experienced a reduced rate of chronic absenteeism between 2016-2017, 2017-2018, and 2018- 2019. The Virginia Department of Education (VDOE) reported chronic absenteeism as a measure of school accountability beginning in 2016. Additionally, this study included semi-structured interviews with 3 of the high school principals. The survey and interview questions aimed to determine various strategies and interventions high school principals implement to reduce chronic student absenteeism, along with the effectiveness of each. Principals in this study reported communication, involving school stakeholders, creating a positive school culture, and utilizing accountability practices as means to reduce chronic student absenteeism. Principals perceived communication and engaging instruction to be effective strategies or interventions utilized in order to reduce chronic student absenteeism, while data collection and management were considered to be least effective. The study suggests principals could engage in those practices perceived as effective in reducing chronic student absenteeism, but also school divisions could provide job embedded professional development to enhance the knowledge and skills of principals related to the topic.