Leading Out from Low-Performing Schools: The Urban Principal Experience

The urban principalship has been researched primarily by studying the school context, and not the leadership required to facilitate school improvement. Through a collaborative inquiry process, six principals and two researchers spent almost two years exploring in depth the nature of the urban principalship in turning around low-performing schools. The findings from this inquiry reveal that urban principals must find ways, through trial and error, to improve their schools while surviving in a sometimes hostile district environment that emphasizes reform strategy over leadership capacity-building. Using symbols and metaphors, this paper illustrates the challenges that this poor fit creates for principals as they define their work, are held accountable, lead change, and experience success. It also explores how and in what ways principals persist to lead change creatively despite the punitive consequences they may encounter.