Taking Off the Cape: The Stories of Novice Urban Leadership

Abstract

New administrators in urban schools face enormous challenges. The novice leaders in this study are graduates of a preparation program at UC Berkeley, and are participants in a leadership induction program. This research examines one aspect of their new position—disciplinarian—through the lens of leadership stories. Although the middle manager disciplinary role presents challenges for new administrators, it is a requirement of the position. New administrators are typically student advocates in this arena, but experience difficulty interacting with teachers and other adults responsible for discipline. Their use of the legal and punitive language, now common in schools, tends to reinforce the current systems. They often challenge the disciplinary systems on a case-by-case basis or alter parts of it, but do not interrupt the overall procedures for carrying out discipline. Finally, they are conflicted about their new identity as enforcer in this role, and experience frustration in navigating the discipline territory.

Acknowledgments

Lynda Tredway is Coordinator of the Principal Leadership Institute; Fred Brill is a doctoral student, UCB and Executive Officer, Oakland Public Schools; Janette Hernandez is the Principal in Residence and Coordinator of the Leadership Support Program, all at the University of California-Berkeley.

Notes

1. Detailing the LSP components is beyond the scope of this article; in short, it was conceived as an induction program similar to the well-regarded California Beginning Teacher Support program. For more detailed information, please contact [email protected] or [email protected].

2. Narrative inquiry is a research methodology, which looks at the power of storytelling and story as a way of framing experience. The analysis process is discussed extensively in Bruner (1990), Clandinin and Connelly (1991), Danzig (1996), and Rossiter (1999).

3. We now have a story bank of approximately 300 leadership stories. When we began, we recorded and transcribed all stories. The current practice is to record (one audio and one video) and transcribe 2–3 stories from each participant each year.

4. The research effort is ongoing as new leaders enter the LSP and tell their stories. By video-taping, audio-taping, and transcribing the stories, we are able to use these artifacts effectively in the PLI, as well as in the LSP, by having new leaders examine their stories, assess how they incorporate learning in their practice, and analyze talk of changes in practice over time. In turn, the research team as program facilitators are able to look at how preparation may affect the work of novice administrators as they move into leadership roles.

5. Although we make the point that leaders should be more aware of the way that their language precedes their actions and reinvigorates the discipline narrative in schools, the California Education Code and the disciplinary language that informs practice is real, and it is increasingly difficult in a zero-tolerance environment to use different and less provocative language or interrupt the interrogator/enforcer narrative.

6. In the Arum (2003) analysis of the disciplinary system, the legal cases of the 1960s and 1970s that stressed individual rights had the unintentional consequence of creating a more legal environment for school discipline. Teachers send most students to the office because the administrators are trained to deal with the legal elements of disciplinary procedures.