Publication Date
12-2024
Date of Final Oral Examination (Defense)
10-9-2024
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Curriculum and Instruction in Educational Leadership
Department
Curriculum, Instruction, and Foundational Studies
Supervisory Committee Chair
Jennifer Snow, Ph.D.
Supervisory Committee Member
Shelton Woods, Ph.D.
Supervisory Committee Member
Chris Hyer, Ed.D.
Supervisory Committee Member
Arturo Rodriguez, Ph.D.
Supervisory Committee Member
Tim Lowe
Abstract
Full-service community schools (FSCS) model can be traced back more than a century in the United States. Full-service community schools operate under the four-pillar model: Integrated student support, expanded and enriched learning time and opportunities, active family and community engagement, and collaborative leadership practices. FSCS are neighborhood focused schools that bring together the community, families, businesses and leaders to establish partnerships to help educate the “whole” child. The purpose of this qualitative case study is to identify and describe the principal and coordinator’s role, the relationship between community school principal and coordinator and investigate how the principal enacts leadership practice in Idaho community schools. Through semi-structured interviews with Idaho community school principals and coordinators, I inquired into what kind of leadership principals are applying in their community school and how the coordinator and principal would describe the relationship between the two to best benefit community schools. This dissertation research discovered five findings: Principals in Idaho community schools are guiding their staff utilizing a shared leadership style; Community principals and coordinators need to have a close relationship based on trust; Idaho FSCS go beyond meeting the basic needs of their students; Professional development is an important asset to Idaho community schools, and removing barriers is important to educating the “whole” child. Implications for this study reference the need for professional development specific to community schools specifically educating staff the role of principal, coordinator, and teacher and increasing the number of employed social workers per district.
DOI
10.18122/td.2293.boisestate
Recommended Citation
Mayton, Amy, "Leadership in Idaho Full-Service Community Schools" (2024). Boise State University Theses and Dissertations. 2293.
10.18122/td.2293.boisestate