Date of Award
Fall 10-2-2017
Degree Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership for Learning Dissertations
Department
Educational Leadership
Committee Chair
Dr. Ugena R. Whitlock
Committee Chair/First Advisor
Dr. Chinasa Elue
Second Committee Member
Dr. Susan Padgett-Harrison
Third Committee Member
Dr. Arvin Johnson
Abstract
Educational leaders, looking to make a difference in an outcome era, build partnerships with families to strengthen student performance. In this case study, intentionally cultivating relationships and building capacity for stakeholders falls under the guidance of a parent involvement coordinator (PIC) working in a parent resource room in a school setting. This turn-around school features a PIC collaboratively focused with an elementary school principal. Capacity building practices result in success for parents, teachers, and students. State and Federal initiatives support parent involvement, yet questions remain on how to make parent involvement happen when barriers keep parents away from school. Transformative leadership practices influence positive outcomes for families in Title 1 environments, as leaders aware of pressures and challenges, use influence to help families. The PIC, a certified teacher, positioned to work with families, builds partnerships to address academic concerns, poverty issues, and a lack of equity. Involving parents in education begins with small steps, impacting families' lives. This case study showcases collaborative practice between a principal and parent involvement coordinator (PIC) in a turn-around school The impact on the leadership praxis rests squarely in decision-making meets facets of practice for principals.