This research report describes a study examining the role of principal leadership in making a successful school-wide transformation from a traditional to an arts centered integrated approach to classroom teaching and learning. Although research has long touted the benefits of fusing arts with core academics, the integral role of the school principal has been overlooked. This research project, carried out by the Principal Leadership Institute at the University of California at Berkeley and funded by the Heller Foundation, examines the role of the principal in leading a successful transformation from traditional teaching practice to arts-centered practice.
This research study involved 12 principals and 16 teachers from Demonstration Schools participating in the Integrated Learning Specialist Program (ILSP) of the Alameda County Office of Education (ACOE). The goal of the ILSP program is to promote equitable access to the arts through school-wide arts-centered integrated learning, which is achieved by investing in principal and teacher leadership capacity. This project examines the role of principal leadership in providing equitable access to arts-centered integrated education, in support of social justice. The objectives of the research study are: (a) to specify the innovative leadership characteristics that generate effective learning and teaching through arts-centered integrated practices, (b) to explore the benefits and challenges of making a transformation from traditional to arts-centered integrated teaching practice, and (c) to identify implications for training and support of educational leaders to create school-wide transformation from traditional to arts-centered integrated instructional practice.
Principals and teachers were interviewed for their perspective on the transformational process from traditional to arts-centered integrated programming. Staff were interviewed at the start of the school year (Time 1) and near completion of the school year (Time 2), thus providing a comprehensive perspective on the transformational process. All interviews were recorded and transcribed. Responses were coded, using the Leadership Connection Rubric—a researched-based leadership development rubric that is aligned to both the California Professional Standards for Educational Leaders (CPSEL) and the Interstate School Leaders Licensure Consortium (ISLLC) Standards.
Based on the Leadership Connection Rubric frame, staff identified the following principal leadership characteristics as central to the transformation from traditional teaching practice to arts-centered integrated practice:
- Creativity, Flexibility, and Resilience—described as a trio of leadership qualities necessary for an efficacious learning community
- Resource Management—the ability for principals to align school and district resources with school goals of equal access and optimal learning
- Shared Vision—school-wide focus on justice, equity, and art integration
The benefits and challenges associated with the transformational process were also examined. Generally, the benefits included the following: (a) increase in critical thinking, (b) increase in student engagement, (c) principal motivation, (d) student motivation and happiness, (e) teacher motivation, (f) positive and cohesive staff culture, (g) increase in teacher and student confidence, (h) decrease in problem behaviors, (i) increase in parent satisfaction. The challenges included: (a) slow results, (b) difficulties changing teacher mindsets, (c) difficulties changing student mindsets, (d) finding synergy, (e) time constraints, (f) maintaining sustainability and growth, (g) resource constraints, (h) disruptive change in leadership, (i) remaining focused, (j) politics and bureaucracy, and (k) staff division between those who do and those who do not buy in to arts-centered integration.
Finally, staff were interviewed about the types of resources, training, and support required in order to achieve the goal of school-wide arts-centered integrated practice. Staff indicated the following requirements: (a) principal leadership collaboration, (b) school-based shared leadership and collaboration, (c) advocacy and investment from the district, (d) site visits to other Demonstrations Schools (e) mentoring, (f) professional development courses, (g) time, and (h) funding.
The findings from this study of the role of principal leadership in making a successful transformation from traditional pedagogical practice to arts-centered integrated practice have several implications that, overall, point to the need for investment in leadership.