Changes at Honey Grove High

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Journal of Cases in Educational Leadership

DOI: 10.1177/155545890300600102 2003; 6; 11 Journal of Cases in Educational Leadership

Joe F. Donaldson, Gerardo R. López and Jay Paredes Scribner Changes at Honey Grove High

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Changes at Honey Grove High

Joe F. Donaldson, The University of Missouri-Columbia Gerardo R. López, Indiana University

Jay Paredes Scribner, The University of Missouri-Columbia Abstract This case provides a contemporary look at the complexities of environmental and organizational change and the challenges faced by a new high school principal in this changing social context. The case offers an in-depth look at a rural high school and the resistance by veteran teachers, the school board president, and the local superintendent when stability and tradition are threatened. It presents a broad overview of the various dilemmas associated with change, power, and micropolitics, while offering a greater understanding and appreciation of the depth and endurance of organizational culture. Case Narrative Background Founded in 1860, the city of Honey Grove has prided itself on maintaining its rural appeal, despite the fact that its population is rapidly growing on an everyday basis. While the majority of its residents are of working class origin, there are a handful of individuals—mostly teachers and young professionals--who have received a college education, and have subsequently returned to their “hometown” for employment purposes. Indeed, Honey Grove is a hometown in the truest sense of the word. In fact, the annual Barn-Warming Festivities, Christmas Pageant, and Easter Ham Suppers, are just a few of the activities that define the essence of the Honey Grove community. The vast majority of students in the Honey Grove School District attend one of three public schools (one elementary, one middle, one high school). The district covers approximately 225 square miles and serves three different counties (Hickory, Oak, and Sassafras). In most cases, children in the district have attended—or will attend—the same schools their parents, and perhaps grandparents, attended when they were young. In fact, the connection to the schools is so strong, that generations of alumni attend the Honey Grove homecoming festivities every year. Approximately four years ago, the Honey Grove Chamber of Commerce managed to attract Farmlake Industries—one of the leading poultry processing and distribution operations in the US—to establish a processing plant near the city of Honey Grove. Although local residents were hesitant to accept this proposal, the mayor and the city council insisted it was a good idea to have a nationally-recognized company in their midst. After all, Farmlake would create immediate job openings that would translate into higher buying power and boost the entire economy of the city. However, when Farmlake opened its doors, local residents found there were few lucrative job openings at the plant. Instead, the majority of the “new” jobs were concentrated in the lower ranks, paying slightly above minimum wage for labor that was lessthanappealing. Faced with a shortage of employees, Farmlake began to aggressively recruit Latina/o1 workers from a Farmlake plant in a neighboring state, offering them a moving bonus to relocate to the newly



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opened plant. Many Latinas/os immediately accepted Farmlake’s offer. These initial recruits, seeing there were plenty of job openings in the area, encouraged other relatives, friends, and extended kin to relocate as well. This created a sudden influx of Latina/o workers that impacted the Honey Grove community in many ways. The impacts included the obvious linguistic and cultural differences of this population. Because the new residents spoke very little English, and because their cultural background was unfamiliar to local residents, many Honey Grove natives perceived the new arrivals as “outsiders” who were taking over their community. Unfortunately, the living conditions under which many Latinas/os lived, e.g., travel trailers, dilapidated homes, and overcrowded living arrangement, only served to heighten and reinforce stereotypes of a Latina/o underclass. Moreover, schools were impacted by this demographic shift, as increasing numbers of Latina/o children began to enroll at Honey Grove public schools.

General Description of Honey Grove: Four Communities The City of Honey Grove, while largely homogenous on the surface, was really comprised of four distinct communities: (a) the larger “community” of Honey Grove, (b) the Honey Grove Public School community, (c) the American Indian2 community, and (d) the emerging Latina/o community. While the stakeholders of these communities overlap, the voices become distinct to each community and yield a portrait of a rich and complex landscape within which the school system and its personnel operate. The Honey Grove Community Because of its central location, low cost of living, exceptional schools, low crime rate, and convenient access to the State Fairgrounds, the City of Honey Grove has consistently been ranked as “one of the best places to raise a child” by a popular civic organization in the state. Despite the steady increase in population in recent years, Honey Grove manages to maintain its rural appeal and its characteristic charm. This is primarily due to the fact that Honey Grove is organized around three distinct “neighborhoods,” each with a particular flavor that enhances the overall feeling of a close-knit community. In fact, much of the families in the city have lived there for generations. The spirit and lifeblood of Honey Grove are defined by these families and characterized by their participation in events such as the annual High School Invocation, the FFA-sponsored Barn-Warming Dance, and the annual “Little Miss Honey Grove” Beauty Competition. The 2000 United States Census data indicate that the population of Honey Grove is 1,246. However, Census data suggests the distribution of the population has dramatically diversified in the last few years, with Latinas/os growing at much faster rate. The distribution of the population, by ethnicity, is as follows: Caucasian (87%), African-American (0.8%), American Indian (6%), and Latina/o (6%). These changes have certainly influenced the overall “flavor” of the Honey Grove community, as it struggles with the difficulty of this transition. Honey Grove Public Schools Honey Grove Public Schools holds a prominent place in the community. In fact, the main street through the center of Honey Grove—officially named Broad Street—is often called “School Street” by many, and the superintendent has commented that “the community is always at the



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heart of its school.” The water tower that dominates the landscape proudly displays the high school name and mascot for all to see. The school system has a rich tradition, particularly in the area of athletics. There is a fervent sense of support for the athletic teams, and much of the social life of the community revolves around school functions, especially athletic events. The school district athletic banquet at the end of the school year is a major event for both the school district and the community. Letters are given to students for athletic achievements, and they wear them with much pride. The traditions associated with Honey Grove Public Schools lie within several areas, most notably, athletic events, participation in the Coalition of Christian Athletes, and the overriding sense of stability that has been part of the school and the broader community. The superintendent spoke of these traditions in a recent School Board meeting at which improvements in the high school field house were being discussed:

We have invested in, and have, a great tradition in athletics and sports—and I believe for all the right reasons. It’s community driven and the community expects it. The community knows and understands the leadership qualities that can come out of asking youngsters to work hard, under discipline, to face adversity, to reach a little deeper, to expect a little more of themselves. So all these things that we profess about athletic programs have manifested themselves over the years here in Honey Grove, and therefore, we have invested in a nice track and lights for the football field—items which might appear frivolous if we look at why we didn’t have computers and other niceties. But, given the value system and what the community is shooting for, it makes logical sense.

A corollary to the sense of tradition within Honey Grove Public Schools is the stability that has, until recently, undergirded the school community. Many of the personnel of the school system, including administrators, teachers, and support personnel, are graduates of the system. Five of seven administrators (including the superintendent), 25% of the teachers and 40% of support personnel graduated from Honey Grove High. Moreover, members of the school board have been even more stable than school personnel. Over half of them are graduates of the system, and several of the same individuals have held office for many years. Even when a change in board membership occurs, it appears that the same stakeholder groups, interests, and values are still being represented. The tradition and stability of the school district are often related to the sense of pride expressed by members of the school board and the broader community. As one board member noted, “There is always community pride among people who are close together. They not only work together but also play together.” Parents also recognize the tradition of the schools and have been appreciative of the stability the district has enjoyed. Parents consistently speak of the importance of rigorous training in the basics, a sentiment echoed by school board members and in public pronouncements of administrators and teachers. Another source of pride is the district’s dropout rate that is lower than the state’s average of 20%. Additionally, it has been a common belief that teachers and school administrators are above reproach, serving as role models for the students and the rest of the community.



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The High School, a two-story building built in 1922, houses the senior high students in grades 9-12. A middle school (grades 6-8) was built in the late 1980s and is located at the edge of Honey Grove. An elementary school, Lamb Elementary (K-5), is on the campus of the High School where the district offices are also located. Lamb Elementary was named after the first superintendent of the district—an Army training officer during World War I who went on to earn his doctorate at a normal school before coming to Honey Grove to head the newly formed school district. As stated above, the district serves three different counties. To cover the six daily bus routes that serve the students, Honey Grove maintains a fleet of 9 buses. In 1997 there were 381 students enrolled in Honey Grove Public Schools. As of 2000, the enrollment jumped to 602 students. Of these, 85% are Caucasian, 6% are American Indian, and 9% are Latina/o. School district staff are comprised of seven administrators (a superintendent, a director of special education and five principals), 38 teachers, and 22 support staff. In recent years, however, the district has had to hire several additional teachers—many who are unfamiliar with the traditions of Honey Grove Public Schools.

The American Indian Community This community is rarely mentioned in school board meetings or by school personnel in their discussions of school problems and issues. In addition, given the small percentage of students who are American Indian, when distributed across the four schools, these students often times find themselves as the lone representatives of their community in many individual classes. Leaders of the American Indian community consistently note that they feel disenfranchised from school decisions, highlighting that the dropout rate among their children is higher than for other students, and that the culture of American Indians is poorly understood by school personnel and rarely dealt with in the curriculum. Moreover, they contend that when American Indian issues are addressed in schools, they are often misinterpreted through majority perspectives. The Latina/o Community The Latina/o community has experienced tremendous growth the past three years as members of this community have been attracted to employment offered by Farmlake Industries. The growth in the size of this community is posing a challenge for the schools, since many parents and children in the Latina/o community cannot speak English. In addition, about 50% of the community is highly transient, leaving for better employment in another locale after spending less than a year in Honey Grove. From the Latina/o community’s point of view, the school is not dealing well with either the language issue or in being sensitive to community norms and values. In addition, leaders of the Latina/o community are concerned that the schools themselves are one of the reasons their members are so transient. They believe those who leave are not only looking for better employment, but also better schools and communities for their children. A Threat to Stability and Tradition Honey Grove had been steeped in tradition that had been relatively stable for many years. But increasingly, change has begun to intrude. First, was the growth in the Latina/o community, which is posing challenges to the school district and its personnel. Second, the growth in neighboring Oakville (located in Oak County) has resulted in district student population growth owing to the presence of Douglas State University, which is located there. This growth in student



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population not only has put strains on Honey Grove School’s facilities, but also has required the hiring of additional teaching staff. Moreover, drug and gang problems are being increasingly noticed; the community and school personnel attribute these problems to the influx of students from Oak County. The make-up of the teaching staff is also rapidly changing. Just a few years ago, only 25% of the teaching staff came from neighboring Oakville. Now, that percentage has risen to 55%. The Oakville teachers, like the Oakville students, are “different” according to Honey Grove residents. They believe the newcomers don’t understand the values and traditions of the community and have little knowledge of how the school system traditionally operates. Finally, due to growth in the Oak County, a new school board member has recently been elected—a member who, for the first time in residents’ recent memories, represents constituent groups and interests different from those represented in the past.

Problems at Honey Grove High School Many of the tensions related to change have begun to manifest themselves at Honey Grove High School and have particularly troubled its principal, Walter Reid. This is Walter’s first year as the principal of Honey Grove—having only two years of administrative experience under his belt. Before his current role, Walter was an assistant principal at a high school at a neighboring school district. Before becoming an administrator, Walter was an English teacher for seven years. He completed his undergraduate, graduate, and specialist degrees at Douglas State University, and recently celebrated his 33rd birthday. Walter relocated to Honey Grove when the previous principal, Mr. Anderson, took an early retirement due to a heart complication. Stepping into Anderson’s shoes, however, was quite a task for Walter. Not only was Anderson the principal of the school for 23 years, but he was also cherished by everyone in the community for his leadership and vision. Moreover, Mr. Anderson not only hired the “winningest” coach in Honey Grove history, but he was also a key figure in the Honey Grove Spirit Campaign which helped renovate the football bleachers, provide separate weight training facilities for the football team, and repaint the high school mascot on the water tower. Indeed, Mr. Anderson was a local legend, and there were very few people in the community who had negative things to say about him. Walter knew he had some big shoes to fill. Not only did he have to overcome the aura and legendary status of Mr. Anderson, but also had to make others understand and accept his unique style of leadership, which was more participatory and collaborative than the style of his predecessor. Another barrier he had to overcome was his relative youth and inexperience. He knew it would be difficult, particularly for the senior faculty, to take directives from a young administrator. To help him secure a foundation in implementing his vision for the high school, Walter searched for faculty members whose values and beliefs were supportive of change, reform, and diversity. Many of these new hires were recent college graduates from Douglas State University. Although there was some resistance, primarily from the superintendent and board, in hiring these individuals, Walter believed they possessed the spirit of change and positive energy that could bring the community together in times of transition. “This is what the community needs right



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now” he told the superintendent. “We need people who are change agents, people with a vision, people who have a positive outlook about teaching, people who genuinely believe all children can succeed and welcome the challenge of teaching all learners.” Veteran teachers not only resented these new hires, but also felt they were receiving preferential treatment because of their “liberal” beliefs. The new hires were not seen as equals, but were often referred to as “kids” or “still wet behind the ears.” In response, the new hires felt the veteran teachers were too “old fashioned,” too “set in their ways,” and were not doing anything proactive to become full members of the school community. These contrasting belief systems served as the foundation for many tensions between the faculty. Evidence of this tension came in several forms. Fred Barnhardt, head of the Science Department (which was still composed entirely of veteran faculty) had approached Walter on numerous occasions raising concerns about the school’s movement away from its traditional foundations. “Look Walter,” Fred stated, “I’ve got a lot of respect for you. I don’t like most of your cockamamie ideas, but I respect you as a person. And I feel I need to be honest with you. As the head of this department, and as a representative of this faculty, I think I have a duty to tell you that some of us aren’t happy with the direction in which you’re taking us.” Walter was a bit disturbed by this comment, but realized there was, indeed, increasing talk among the veteran teachers about “how it used to be” when Dr. Lamb and Mr. Anderson were still in charge. The tensions had also been manifested by Jane Mead, a newly hired teacher. She was a recent graduate of Douglas State’s English Education program. When hired, she decided to maintain her apartment in Oakville and commute daily to Honey Grove in a car pool of other Oakville residents who commuted to Honey Grove to teach. According to Ms. Mead, her efforts to “fit in” with the rest of the teachers had been difficult. In her rides to and from Honey Grove, commuting teachers would tell her one thing. When she was at the school, resident teachers would tell her another. It was if she were caught between the two groups. When she did anything that was contrary to either group, leaders of the particular group would remind her that what she had done was not consistent with the way things were done. She was confused and frustrated and had come to Walter for advice. When Walter called a faculty meeting to address some of these tensions, veteran teachers sat where they always had—next to the coffeepot—and were less than cordial to new teachers when they got up to fill their cups. As Walter expected, neither group was willing to admit the tensions between the groups, nor were they willing to discuss them to any significant extent. It was as though no one wanted to discuss the source of these tensions, despite the fact that they were clearly affecting the overall climate of the school. Instead of forcing teachers to talk about this issue, Walter began to discuss new business. An issue was raised by an outspoken social studies teacher (a new hire) about the school’s explicit emphasis on sports at the expense of academics. He suggested that the school should not only pay more attention to scholarship, but also recognize outstanding student scholars in the same way it recognizes outstanding student athletes. Another new teacher suggested the school should consider replacing the trophy cases at the front of the school with honor role lists and pictures of



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the school’s valedictorian and salutatorian. This proposal was well received by the newcomers, but angered the veteran teachers. Fred Barnhardt quipped, “I’m tired of all these touchy-feely, suggestions I’ve been hearing lately. Those trophy cases are our pride, our traditions, our life—something you all obviously don’t know anything about. I have a better suggestion: why don’t we just keep the trophy cases where they are and send you all back to Oakville where you came from.” The veteran teachers broke out in laughter while the newer teachers became visibly upset. As the meeting progressed, teachers began shouting and rudely interrupting each other as they expressed their opinions about the trophy cases. They were clearly passionate about this issue and Walter could not control the tone of the meeting. Rather than try to settle those differences on the spot, Walter suggested that teachers put their opinions in writing and submit them to him by lunch the following day. At 8:35 the next morning, Walter received an urgent phone call from the superintendent and the school board president. The Urgent Phone Call The purpose of the phone call was twofold. On the one hand, the superintendent and the school board president wanted to remind Walter that very influential people in the community (including the bank president and the local state representative) were former football players, and would not look favorably on the decision to relocate the trophy cases. “Look Walter,” said the school board president bluntly, “this isn’t about academics versus sports. It’s about what the community wants. It’s what the community expects. I know you’re still new to Honey Grove, so let me give you a piece of advice: things can get real sticky around here if you’re not careful. Remember, you’re still on a provisional contract. I wouldn’t upset the apple cart, if I were you.” The superintendent reiterated the point: “One of the reasons we hired you, Walter, was because we knew you had a good head on your shoulders and would make the right decisions. I know you had all these dreams about doing things differently when you became principal. Heck, I had ‘em too when I started out. But you need to remember: there’s fantasy, and then there’s reality. I think its time you start getting in touch with reality, son.” After discussing this first issue, the superintendent quickly moved to the second issue: “The second thing we wanted to talk to you about, was what you were doing about the growing drug and gang problem in the school.” “Its getting way out of hand!” interrupted the school board president. Walter assured them that he would get a committee together as soon as possible and look into the issue. “Great,” said the superintendent. “I’m sure Sally Thompson and Bob Bailey would be glad to serve on the committee as well.” Although Walter did not plan to put these individuals on the committee, he felt his hands were tied politically. The following day, Walter decided to appoint a committee to recommend how to deal with this growing problem. The committee was comprised of veteran and new teachers, the PTA president, and the two recommended individuals from the community. After examining mounds of data and reports on the subject, and after extensive review and discussion, the committee recommended the establishment of an in-school suspension program. Although Walter did not believe suspension was the answer to the problem, he accepted the committee’s recommendation and announced that it would be put into effect immediately. Announcements of



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the new policy were made at the next school board meeting, and flyers describing the policy were sent to all students and their parents. The Suspension Program Within two months, the suspension program was bulging at the seams. Parents complained that teachers were using the policy to get rid of students they did not want in their classes. Leaders of the American Indian and Latina/o communities believed the policy was resulting in discrimination, as American Indian and Latina/o students were over-represented in the program. In addition, a disproportionate number of special education students (especially those with behavior disorders) seemed to find their way into the program as well. To make matters worse, a local reporter from Oakville printed the following lead story in the Oakville Daily Banner:

In-School Suspension at Honey Grove High School: A solution or part of the problem? Parents of students at Honey Grove High School in Honey Grove are up in arms over the continued use of an in-school suspension program instituted by Dr. Walter Reid, principal. While the argument for keeping the students in school appears sound, the program may be a smoke screen for discrimination. Officials in the Honey Grove district office said they are looking into the problem and did not want to comment at this time. Dr. Reid was unavailable for comment...

Teaching Notes

This case provides a contemporary look at the complexities of environmental and organizational change and the challenges faced by a new high school principal in this changing social context. The case offers an in-depth look at a rural high school and the resistance given by veteran teachers, the school board president, and the local superintendent when stability and tradition are threatened. It presents a broad overview of the various dilemmas associated with change, power, and micropolitics, while offering a greater understanding and appreciation of the depth and endurance of organizational culture.

This case is, indeed, multifaceted. The rapid growth of the Latina/o population is a phenomenon that has gained increased attention in recent years (Cantu, 1995; DiPietre & Watson, 1994; General Accounting Office, 1998; Thu & Durrenberger, 1998). Major social changes are beginning to occur as people of diverse cultures and languages migrate into established communities, particularly in non-traditional areas. Once a migration stream is established, past research indicates that it will increase. In fact, midwestern communities, which have had virtually no Latinas/os historically, now have significant populations of Latinas/os, some in excess of 20 percent (Joint Committee, 1999). As an organization, negotiating the impact of such diversity is difficult in and of itself. However, this demographic change is accompanied by internal/organizational changes as well: the turnover in school personnel has created a cultural “shift” which has manifested in increased tensions between the new hires and veteran teachers. The relative youth and inexperience of the new high school principal adds to the complexity of this case, as veteran teachers and administrators resist and/or object to the leadership style of the new principal.



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Suggested Activities Instructors may approach the case in several ways. Taking a case study discussion approach, the instructor might use the case study to supplement other course readings and assist learners in applying theories and concepts to this simulated situation. The instructor could accomplish this in one of two ways. The instructor could pose a number of questions about the case, focusing discussion either on the entire case or on one specific section. Questions listed in the following section by different topic areas provide prompts for class discussion. The instructor could lead discussion with the entire class or organize class members into small groups, having each group read and discuss the case study, and then bring results of small group discussion back to the entire class for debriefing. Another approach would be to ask class members to use concepts and theories they have been studying to define the problem(s) inherent in the case or in various sections. Students should be asked to name and describe the problem, drawing upon concepts from the literature and upon evidence provided in the case. Once the problem(s) is/are defined, students could also be asked to provide recommendations and action strategies for addressing the problem(s). Evaluation of students’ responses would be keyed to their ability to use concepts accurately to identify relevant evidence in the case and the internal consistency of their problem definition, recommendations, and action strategies. Although this particular approach can be used as a class activity, it can also be employed as a written assignment done by individuals or groups. Alternatively, the instructor could take a more problems-based approach. For example, the instructor could specify a project to be completed, as well as the learning objectives students are to achieve by completing the project (Bridges & Hallinger, 1995). The instructor might also provide additional material to supplement the case. Some examples of projects include:

• Developing strategies and action plans for Walter Reid to employ in order to address issues and problems associated with change in a community and with groups of parents that are becoming increasingly diverse. Students might serve as an advisory group to the principal or actually function as the principal in thinking through and planning ways to address issues and problems.

• Developing plans for dealing with the growing drug and gang problems in the

school district, including evaluating the effectiveness of the school’s suspension program. Students could serve on the committee that Principal Reid is appointing to address this situation.

• Developing a conflict resolution strategy to deal with differences between

local/veteran teachers and outsider/new teachers.

• Developing curricular and instructional approaches to deal with an increasingly

culturally diverse school that is also characterized by change from a monolingual to a multilingual student body.

A second problems-based approach is what Bridges and Hallinger (1995) call a student-centered approach. In this approach, class members brainstorm possible definitions of the



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problem in the case and identify learning issues they need to explore in order to frame the problem more accurately and effectively. Each student, or group of students, would then select a learning issue and explore the literature for sources on her/his learning issue. Then they would discuss the issue with others at the next class meeting. Once informed by concepts and theories from the literature, the class could return to the case to define the problem and to make recommendations about how to deal with it. Key Questions Organizational Culture • In many ways, this case is about organizational culture or “the shared assumptions”

of the way things are done in the organization (Schein, 1992). First, based on a review of literature on organizational culture—within and beyond education literature—define “basic underlying assumptions” and their roles in organizations. Second, based on the information provided in this case study, define the basic underlying assumptions at work at Honey Grove High School, Honey Grove School District, and the broader community?

• Using examples from this case, describe the relationship between organizational culture and organizational climate (Schneider, 1990). How is organizational culture reinforced across contexts in this particular case study? What strategies are used by veteran teachers to ensure the maintenance of present culture? How are new teachers impacting the culture and climate of the school?

• What would you do if you were in Mr. Reid’s shoes? How would you manage the culture of the school to ensure the creation best possible learning environment for students?

• Based on the literature on school culture and change, what do the cultures of effective schools look like? And what role does the principal play those types of cultures?

• Do educational leaders shape, or are they shaped by, their organization’s culture? Issues of Politics and Power in Education • On another level, this case is about power—particularly notions of authority,

coercion, and “power over” (French & Raven, 1959; Morgan, 1997; Pfeffer, 1992). How was power manifested in Honey Grove Public Schools?

• Is Walter Reid “powerless” as a new principal? Why or Why not? • What are some strategies that Mr. Reid might use to influence other educational

stakeholders in order to shape the direction of the school? • Use the suggested readings below (or other sources you may find) to explore the notions of

political power and its use in schools. Organizational Change • The literature suggests that organizational change is most productive when key

stakeholders are involved in defining the vision (Bennis & Nanus, 1985) and when organizational boundaries are mitigated (Fullan & Hargreaves, 1996). What factors must be dealt with before change can become a possibility at Honey Grove High?



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• What can Walter do to change the attitudes of the faculty and larger community to foster a climate where dialogue can be productive and disagreements are not precluded by disrespect?

• Where should Walter Reid start in his quest to bring about organizational change at Honey Grove High? What strategic change processes could he employ? Why?

• What can Walter Reid do to gain the support and trust of the American Indian and Latina/o populations, particularly in light of the “failed” reform project? How can he do this without isolating the local community?

Instructional Leadership • This case is also about providing instructional leadership in a secondary school that is

increasingly characterized by a multicultural and multilingual student body. How can the principal provide the leadership needed to help the district, school, and its teachers develop and offer curricula and instruction that meets the needs of this changing student body? What role does the principal play in coordinating the curriculum, addressing school goals related to learning, providing resources and incentives for teachers (Andrews & Soder, 1985, 1987; Sheppard, 1996)?

• How can secondary schools provide successful programs for all students, including meeting the needs of multiculturally, linguistically different, and special needs students? What types of models are available to leaders of secondary schools to address these issues (Lucas, Henze, & Donato, 1990)?

• How should/could Principal Reid help Latina/o students transition into the high school (Lucas, 2000)? What role does a caring climate and culture play in this situation? How should the leaders and teachers at Honey Grove High understand the concept of caring (Valenzuela, 1999)?

• What role does the principal play in developing a culturally responsive school and in supporting the professional development of culturally responsive teachers (Villegas & Lucas, 2002)?

References

Bennis, W. G., & Nanus, B. (1985). Leaders: The strategies for taking charge. New York: Harper & Row.

Bridges, E. M., & Hallinger, P. (1995). Implementing problem based learning in leadership development. Eugene, OR: ERIC Clearinghouse on Educational Management.

Cantu, L. (1995). The peripheralization of rural American: A case study of Latino migrants in

America’s heartland. Sociological Perspectives, 38(3), 399-415. DiPietre, D. & Watson, C. (1994). The economic effect of Premium Standard Farms on Missouri.

University of Missouri Extension, CA 144.



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French, J. & Raven, B. H. (1959). The bases of social power. In D. Cartwright (Ed.), Studies of social power (pp. 150-167). Ann Arbor, MI: Institute for Social Research.

Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school? New York:

Teachers College Press. Government Accounting Office. (1998). Community development: Changes in Nebraska’s and

Iowa’s counties with large meatpacking plant workforces. GAO/RCED-98-62. Joint committee on immigration in Missouri (HCR10). (1999). Created, 90th General

Assembly, 1st Sess., RL0007.021 Morgan, G. (1997). Images of organization. Thousand Oaks, CA: Sage. Pfeffer, J. (1992). Managing with power: Politics and influence in organizations. Boston:

Harvard Business School Press. Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San Francisco: Jossey-

Bass. Schneider, B. (Ed.). (1990). Organizational climate and culture. San Francisco: Jossey-Bass. Thu, K.M., & Durrenberger, E. P. (Eds.). (1998). Pigs, profits, and rural communities.

Albany, NY: State University of New York Press.

Suggested Readings Organizational Culture Firestone, W. A., & Louis, K. (2000). Schools as cultures. In J. Murphy & K. Louis (Eds.),

Handbook of Research on Educational Administration (pp. 297-322). San Francisco: Jossey Bass.

Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school

success. American Educational Research Journal, 19, 325-340. Murphy, J., Beck, L. G., Crawford, M., Hodges, A., & McGaughy, C. L. (Eds.). (2001). The

productive high school: Creating personalized academic communities. Thousand Oaks, CA: Corwin Press.

Pettigrew, A. M. (1979). On studying organizational culture. Administrative Science Quarterly,

24 (December), 570-581. Sackmann, S. A. (1992). Culture and subcultures: An analysis of organizational knowledge.

Administrative Science Quarterly, 37, 140-161. Schein, E. H. (1996). Culture: The missing concept in organization studies. Administrative



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Science Quarterly, 41, 229-240. Senge, P. M. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and

everyone who cares about education. New York: Doubleday. Van Maanen, J., & Barley, S. R. (1984). Occupational communities: culture and control in

organizations. Research in Organizational Behavior, 6, 287-365. Issues of Politics and Power in Education Achinstein, B. (2000). The micropolitics of teacher collaborative reforms: Conflict, borders, and

ideology in teacher professional communities. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

Blase, J. (1989). The micropolitics of the school: The everyday political orientation of teachers

toward open school principals. Educational Administration Quarterly, 25(4), 377-407. Blase, J. (1991). The micropolitical orientation of teachers toward closed school principals.

Education and Urban Society, 23(4), 356-378. Blase, J. (1991). The micropolitical perspective. In J. Blase (Ed.), The politics of life in schools:

Power, conflict, and cooperation (pp. 1-18). Thousand Oaks, CA: Sage. Blase, J., & Anderson, G. (1995). The micropolitics of educational leadership: From control to

empowerment. London: Cassell. Crow, G. (1998). Implications for leadership in collaborative schools. In D. G. Pounder (Ed.),

Restructuring schools for collaboration: Promises and pitfalls (pp. 135-153). Albany, NY: SUNY Press.

Everhart, R. B. (1991). Unraveling micropolitical mystiques: Some methodological

opportunities. Education and Urban Society, 23(4), 455-464. Iannaccone, L. (1991). Micropolitics of education: What and why. Education and Urban Society,

23(4), 465-471. Marshall, C., & Scribner, J. D. (1991). It's all political: Inquiry into the micropolitics of

education. Education and Urban Society, 23(4), 347-355. Pfeffer, J. (1978). The micropolitics of organizations. In M. W. a. A. Meyer (Ed.), Environments

and organizations (pp. 29-50). San Francisco: Jossey-Bass. Slater, R. O., & Boyd, W. L. (2000). Schools as polities. In J. Murphy & K. Louis (Eds.),

Handbook of Research on Educational Administration (pp. 323-335). San Francisco: Jossey- Bass.



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Stokes, L. (2000). Micropolitical realities as context for inquiry-based school reform. Paper presented at the annual conference for the American Educational Research Association: New Orleans, LA.

Organizational Change Crow, G., Hausman, C., & Scribner, J. P. (in press). The changing role of the principalship. In J.

Murphy (Ed.), Leadership. Lonnquist, M. P., & King, J. A. (1993). Changing the Tire on a Moving Bus: Barriers to the

Development of Professional Community in a New Teacher-Led School (ED366064). Nanus, B. (1992). Visionary leadership: Creating a compelling sense of direction for your

organization. San Francisco: Jossey Bass. Newmann, F. M. (1994). School-Wide Professional Community (ED 370214). Madison, WI:

Center on Organization and Restructuring of Schools. Pounder, D. G. (Ed.). (1998). Restructuring schools for collaboration: Promises and pitfalls.

Albany, NY: SUNY. Rait, E. (1995). Against the current: Organizational learning in schools. In S. B. Bacharch & B.

Mundell (Eds.), Images of schools: Structures and roles in organizational behavior (pp. 71- 107). New York: Corwin Press.

Scribner, J. P., Cockrell, K. S., Cockrell, D. H., & Valentine, J. W. (1999). Creating Professional

Communities in Schools through Organizational Learning: An Evaluation of a School Improvement Process. Educational Administration Quarterly, 35(1), 130-160.

Sergiovanni, T. J. Building Community in Schools. Sergiovanni, T. J. (1992). Moral leadership. San Francisco: Jossey-Bass. Sergiovanni, T. J. (1996). Leadership for the schoolhouse: How is it different? Why is it

important? San Francisco: Jossey-Bass. Short, P. M., & Greer, J. T. (1997). Leadership in empowered schools: Themes from Innovative

Efforts. Upper Saddle River, NJ: Prentice Hall. Instructional Leadership Andrews, R. L., & Soder, R. (1985). University/district collaboration on effective schools.

National Forum of Educational Administration and Supervision Journal, 2, 33-48. Andrews, R. L., & Soder, R. (1987). Principal leadership and student achievement. Educational

Leadership, 44 (6), 9-11.



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Lucas, T. (2000). Facilitating the transitions of secondary English language learners: Priorities

for principals. NASSP Bulletin, 84 (619), 2-16). Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language-minority

students: An exploratory study of six high schools. Harvard Educational Review, 60(3), 315-340.

Sheppard, B. (1996). Exploring the transformational nature of instructional leadership. Alberta

Journal of Educational Research, 42(4), 325-344. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring.

Albany, NY: State University of New York Press. Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the

curriculum. Journal of Teacher Education, 53(1), 20-32.

Footnotes 1. In this discussion we use the term “Latina/o” to characterize individuals from Latin

American ancestry regardless of national origin race, citizenship status, generation, and Spanish language proficiency. The term, as it is written, refers to both males and females. We fully recognize that Latinas/os are not a homogenous population and recognize the limitations of using a single term to identify this group.

2. We use the term “American Indian” in this discussion to identify individuals of Native American ancestry: the indigenous/tribal peoples of North America. The term encompasses many tribes, languages, histories, attributes, and customs; many of which have survived generations and many others that were destroyed through colonization. While the term fails to account for tribal, cultural, and generational specificity, it encompasses a shared history of struggle and survival.

Biographical Statement

Joe F. Donaldson is an associate professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. His research and writing focus on continuing education for the professions and on the organization and leadership of university continuing education. Gerardo R. López is an assistant professor in the Educational Leadership and Policy Studies Department at Indiana University. His areas of interest are parent involvement, school-community relations, critical race theory, and educational policy. Jay Paredes Scribner is an assistant professor in the Department of Educational Leadership and Policy Analysis and Director of the Consortium for Educational Policy Analysis at the University of Missouri-Columbia. His research focuses on professional learning in schools, school leadership, and professional development policy and practice.



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ERIC Descriptors Organizational Culture Politics of Education Organizational Change



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