Perceptions of the Initial Steps a Planning Principal Takes to Open a New Plus One Elementary School

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dc.contributor.authorDubiel, Karen Leeen
dc.contributor.committeechairCash, Carol S.en
dc.contributor.committeememberKreye, Bettibel Carsonen
dc.contributor.committeememberWilkerson, Magie Lenharten
dc.contributor.committeememberBrinkmann, Jodie Lynnen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2024-06-22T08:00:48Zen
dc.date.available2024-06-22T08:00:48Zen
dc.date.issued2024-06-21en
dc.description.abstractThe 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.en
dc.description.abstractgeneralNew 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 qualitative study interviewed four planning principals from the Mid-Atlantic region of the United States that served as a planning principal within the past five years of a public K-5 elementary school, had at least three years of experience as a school administrator, and opened a new plus one school versus a rebuild. The interview questions sought the actions planning principals take to start new plus one elementary schools. 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. A suggestion for future research would be to expand the sample to secondary planning principals to compare and contrast responsibilities with elementary planning principals.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:40334en
dc.identifier.urihttps://hdl.handle.net/10919/119489en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectschool leaderen
dc.subjectelementary schoolen
dc.subjectresponsibilitiesen
dc.subjectschool climateen
dc.subjectschool outcomesen
dc.titlePerceptions of the Initial Steps a Planning Principal Takes to Open a New Plus One Elementary Schoolen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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