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Abstract
Headship transitions in U.S. independent schools represent critical organizational events that affect multiple school constituencies, including faculty, staff, and students. With recent projections forecasting a high level of impending headship transitions in independent schools, this paper seeks to capture how second-year U.S. independent school heads (n = 16) describe their transition experiences in order to provide insights into how boards, heads, and school communities can provide meaningful supports for their incoming school leaders. Further recommendations for practice and research are also provided.
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Notes on contributors
Pearl Rock Kane
Pearl Rock Kane, Professor of Education at Teachers College, Columbia University, holds the Klingenstein Family Chair for the Advancement of Independent and International School Education. She holds a master of arts degree from Smith College and a doctorate from Columbia University. Professor Kane serves as Director of the Klingenstein Center where she oversees five programs and is the faculty advisor for master's degree programs.
Justin Barbaro
Justin Barbaro, Ph.D., is a recent graduate of Teachers College, Columbia University. His dissertation explored headship transitions in international schools.