Learning School Leadership Praxis through Case Studies

Prepared by Roma Angel

Adapted by Robert Sanders

Learning about school-based decision-making and librarianship using case studies is aviable method of applying leadership theory to practice. In schools, administrators, librarians, and teacher leaders make crucial decisions every day about situations that form school culture. These decisions can have a tremendous, long-term effect upon the stakeholders of the learning community and, as well, affect the health of the educational institution itself. Case studies provide for the development of decision-making skills though an analysis of the perspectives of various stakeholders and through dialogic analysis of possible solutions to situations.Analyzing and problem-solving potentially high risk situations in a safe, collegial environment where the anticipated or unanticipated and real consequences of decisions are not yet a reality is a viable leadership opportunity.Members of the class will be encouraged to identify their own leadership voices through reflective exercises and through dialogue with other school leaders.

Incorporating the social constructivist approach in developing the knowledge base of administrative action, case study analysis will demonstrate that some administrative solutions are qualitatively better than others and that knowing one’s own “voice” as an administrator is crucial to making and communicating the best decisions. The best solutions incorporate several areas of knowledge along with a comprehensive and critical examination of the school community itself.

A rubric for dialogic case analysis and a format for writing case briefs follow.

Procedures for Analyzing Case Studies

Step One: Read the case quickly to get an overview of the situation. Consider whether your task will be to create an action to solve a situation or whether you are to critique an administrative action that has already happened. This first reading should be followed by a more careful reading that involves good text and marginal note taking. Make a list of missing facts that could influence the decision-making process if they were available. Be ready to discuss these with your group.

Step Two: Identify the stakeholders and/or actors in the situation. Describe and analyze the perspectives/positions of each. Be able to comment on what the position of each is (or appears to be) as well as why each person might hold a particular position.

Step Three: Identify the primary problem and secondary problems. State the primaryproblem in one, concise sentence. Many times the primary (or real) problem is hidden by the immediate (or presenting) problem(s). For example, the refusal of two teachers to share curriculum materials may be more a school vision, organizational (teaming, planning time) issue than a personnel issue. Vision or organization could be identified as the primary problem and the personnel issue could be identified as a secondary issue. In other words, future school leaders should try to get at the real issue first and identify it as the primary problem. When it seems difficult to determine the primary problem, it is often useful to consider what should have been in contrast to what is. Be prepared to justify your choice of primary and secondary problems.

Present the evidencefor the primary problem. Trying not to make assumptions, present the known facts. Identify what you do not know from the case study. Again, be able to justify your presentation of evidence and selection of problem.

Next, identify the secondary problems if any. Strive to state each problem concisely. Present the evidence for the secondary problems. Briefly present what you do know and identify what you do not know. Be able to justify your presentation of evidence and selection of problems.

Step Four: Develop a list of specific, action solutions, beginning with the primary problem and then considering the secondary problems. In making this action list, future librarians should consider what should have been in place to have prevented the issue; what can now be put into place for a long-term solution; the values of the community and stakeholders; those who will support the possible actions before, during, and after the administrative action; and, as well, the long and short-term effects upon the educational institution. The future administrator or teacher leader should also consider his/her own values, educational philosophy, and belief system. These are important to developing your personal and administrative “voice.” Here “voice” is used as a personal and political entity, the expression of your actions based on personal belief and expressed in a public forum.

Step Five: Evaluate the proposed/possible action solutions and select the best one(s). Several factors should be considered in evaluating each solution. First, determine whether the solution is consistent with Constitutional, Federal, state laws and policy. Consider whether the solution fits the character and values of the community and educational organization. Consider the cost of each solution in terms of resources. In general, solutions should be timely, have a high success prediction, and have the ability to be supported by a large number of members of the internal education community as well as the external stakeholders. Consider whether you, as the librarian, administrator, or teacher leader in charge, can live with the solution? Does it fit your value system? Do the solutions/actions express your own “voice”? Can you acquire the support you need from other appropriate administrators (superintendent, area directors, etc.)? What advice do you receive from confidential, peer administrator/leaders in similar positions?

Step Six: Develop an action plan with a statement of the predicted/desired outcomes. Consider a timeline, list of activities/actions, responsible parties, means of communication, monitoring and evaluation plans. The action plan should be detailed andspecific. For example, stating that two teachers will share information in the future is not an action. Instead, the plan should state that the two teachers will meet weekly on Thursday afternoons at 2:30 p.m. to plan when each will be in possession of the curriculum resources during the following week. The plan should also state who will meet with the teachers and include specific times for and means of evaluation of the progress desired. The plan must state the optimal and desired outcomes of each action and of the actions taken as a whole.

Writing a Case Brief

A case brief should be concise and no more than two - three double-spaced, Time New Roman, 10-point typed pages. The following sections should exist and be clearly marked as such:

Summary of the situation (one-paragraph)

A brief paragraph about the “unknowns”

Perspective/position analysis by actor/character in the case

Statement of primary problem and supporting evidence

Statement of secondary problem(s) and supporting evidence

A discussion, evaluation, and analysis of viable and non-viable solutions, including a reflective statement about your own issues and comfort in carrying out the various possible solutions

A justification of the best solution(s) with a continuation of the reflection on your own challenges in dealing

with the situation(s)

A description of the action plan with timelines and predicted/desired outcomes

References

Ashbaugh, C. & Kasten, K.L. (1991). Educational leadership: Case studies for reflective practice. White Plains: Longman.

Gartland, M. (2001). CaseNEX: A web-based approach to expanding cultural perspectives. Multicultural Perspectives, 3(2), 35-38. Retrieved May 1, 2003, from

Hanson, K.H. & Hanson, K. L. (2000). Preparing for educational administration using case analysis. Prentice Hall.

Northouse, P. G. (2001). Leadership theory and practice (2nd ed.). Thousand Oaks, CA: Sage.

Hoy, W. K. & Tarter, C. J. (1995). Administrators solving the problems of practice: Decision-making concepts, cases and consequences. Needham Heights, MA: Allyn & Bacon.

Kirschmann, R. E. (1995). Educational administration: A collection of case studies. Prentice Hall.

Kowalski, T. J. (2001). Case studies in educational administration (3rd ed.). New York: Longman.

Kowalski, T. J. (1998). The school superintendent: Theory, practice and cases. Pearson Education POD.

Merseth, K. (1997). Cases in educational administration. New York: Longman.

Sharp, W. L. (1997). Case studies for school leaders: Implementing the ISLLC standards. Scarecrow Press.

Snowden, P. E. & Gorton, R. A. (2002), School leadership and administration: Important concepts, case studies and simulations (6th ed.). New York: McGraw-Hill.

Rev. 3/04

Appendix A

Perspectives/Positions of Characters/Actors in the Situation

Character/Actor Name / Character Position in Reference to School / Character’s Perspective or Position on the Situation / Analysis of Reasons for the Character’s Perspective or Position

Primary Problem

Secondary Problem(s)

Appendix B

Steps Four and Five: List of Possible Actions/Solutions and Evaluation

Statement of Possible Solution / Predicted Positive Impact/Consequences / Predicted Negative Impact/Consequences / Viable Action—
Yes or No

Appendix C

Step Six: Action Plan

Action I:

Activities/
Techniques of Communication / Timeline / Responsible Party / Monitoring/
Evaluation
Methods
& Follow Up / Predicted
(& Real) Outcomes/
Consequences / Other Comments/
Reflections

Action II:

Activities/
Techniques of Communication / Timeline / Responsible Party / Monitoring/
Evaluation
Methods
& Follow Up / Predicted
(& Real) Outcomes/
Consequences / Other Comments/
Reflections

Action III:

Activities/
Techniques of Communication / Timeline / Responsible Party / Monitoring/
Evaluation
Methods
& Follow Up / Predicted
(& Real) Outcomes/
Consequences / Other Comments/
Reflections