Rough+Draft

__Act I__

**Rebecca:** Good evening and welcome to the Ground Owls’ take on School Reform. We are all aware of the problems at HRHS, many of which can be addressed by an ongoing effort towards teamwork. Some leaders may come into a school like HRHS thinking that announcing the implementation of a team is enough. Let’s see how this works in a video clip of a sitcom about a major corporation:

http://www.youtube.com/watch?v=pGFGD5pj03M&safety_mode=true&persist_safety_mode=1

How would you feel as a new teacher if this was your boss? Would you make a genuine commitment towards ongoing collaboration? Probably not. Although teamwork and positive collaboration appear to be natural or ingrained amongst a community of professionals, school politics and the shifting dynamics of power roles can break down a seemingly well-functioning school. For these reasons, research-based interventions must contribute toward initiatives for structural processes and cultural changes within the school.

**Amanda:** Together our team has come up with two scenarios that outline an action plan for Hickory Ridge High School. In the first scenario the superintendent motivates Principal O’Connor to recognize and capitalize on his strengths and to also inspire his team of teachers. In the second scenario we see Principal O’Connor leading a staff meeting where he encourages staff development and promotes respect among all staff and faculty.

//**Scenario 1:**// //**Superintendent [ASHLEY] & Principal [ELIJAH]**// //**Principal’s Office**//

Superintendent walks in **ASHLEY:** Hey Jim. **ELI:** Hi, Ashley. How are you doing? **ASHLEY:** Well. I got caught in some traffic on the way over, but nothing too bad. How’s your wife? **ELI:** Well. Emily just got braces and they’re killing her, though. **ASHLEY:** So let’s figure out what we’re going to do to take Hickory Ridge to the next level. How do you feel about your teaching staff? **ELI:** Well, Ashley, I’ve been with the district for over 20 years now, and I’ve never had a problem with my tenured folk, but it seems like these new kids don’t want to get on board with the rest of us. **ASHLEY:** Ok. We’ve got to deal with the main issue and I think you’ve hit the nail on the head. The new teachers I’ve sent in are top-notch graduates. They’re coming in with new strategies, training and ideas that are the key to building your school, and your veteran folk have the asset of experience. Now what we have to do is motivate all the teachers to work together, sharing strengths to support better instruction and student achievement. We also need to get them to use your new technology, especially the new computer labs and Smartboards. If we can do this, we can take Hickory High up to its full potential. **ELI:** I think that’s great. I’ll talk to my administrators and come up with something that works. I think you’re right and I’m excited to see what my staff will suggest for this initiative.

//**Scenario 2:**// //**AP [ASHLEY], Principal [ELIJAH}, VETERAN TEACHER [REBECCA], NEW TEACHER [AMANDA]**// //**Hickory Ridge Media Center**//

**ELI:** -Welcome staff -Don’t forget to sign in on the table up front -We are here today to talk about how to take Hickory Ridge High to the next level. I can sit up here and talk to you about school reform, school improvement, and catering to our changing student population, but I need you to do it. All of you are in the classroom every day, working with the kids and impacting achievement. In this room is a wealth of knowledge, strategies, and best practices. Some of us have years of quality instruction under our belts, and others have been schooled the latest research-based trends for impacting student achievement. If we put our heads together, we can be the change Hickory Ridge High needs for our kids. -Go Over the Agenda -Present Activity

During Activity: Rebecca & Amanda


 * Amanda:** Hi, I’m Amanda. I teach Algebra this year. I just started.
 * Rebecca:** Ah ha! You replaced Betty. Poor old Betty. She died at her desk – heart attack. So anyway, what do we have to do here? I have a doctor’s appointment I have to get to.
 * Amanda:** Well, I think we are supposed to share strategies we use in our classroom and pick one to put on our “hand.”
 * Rebecca:** Always some new gimmick here. You’ll find that’s what the big wigs do every year to avoid any actual work – new this – new that. But does it help KIDS? Ya know?
 * Amanda:** Really? Well I am all about helping kids learn. What are some strategies that you have used in the past that you like?
 * Rebecca:** Well, you’ll find that the kids try to take advantage of any “roomy” situation rather quickly, so whenever I have them do groupwork, I give them all very specific roles.
 * Amanda:** Roles, huh? I like that. It sounds like the Kagan Cooperative Learning strategy I used in my internship lesson plan.
 * Rebecca:** Yeah, you’ll find that a lot of stuff we’ve been doing for years get’s a new cheesy name and some guy’s face on a book about it and voila! They’re makin’ money off it.
 * Amanda:** Hmm. Well, I like your idea about the specific roles. We’ll use that on our hand.
 * Rebecca:** Hey, you know, they put this big old screen right smack dab over my chalkboard in my classroom. Do you know what it does?
 * Amanda:** Yes, they’re Smartboards. I could stop by your room later and show you how I use it to organize groups and teams and have them present to the class.
 * Rebecca:** Thanks!

E: Refocus the teachers -Go over plus/delta, teacher interaction of ideas -School Reform Pep Talk -Principal’s Ideas of School Reform -video on empowering teachers -End meeting asking for commitment



Project Five: Marveling at the Results: Power, Roles, Relationships, and School Reform Rebecca Jamme, Elijah Lefkowitz, Ashley Marchese-Sansing, and Amanda Zaengle Florida Gulf Coast University

__Introduction and statements of the problems or questions to be answered__

Hickory Ridge High School is a large urban school containing approximately 1,800 students (Cunningham & Cordeiro, 2009). 15 percent of these students are special-needs or exceptional, 46 percent are white, 40 percent are African American, 12 percent are Hispanic, and 2 percent are Asian and recent immigrants. Hickory Ridge High School is undergoing a period of reform. The needs of the student population have significantly changed in the past four years (Cunningham & Cordeiro, 2009). Staff, faculty members, business partners, and parents have attempted to meet student needs by implementing various reform initiatives. However, they have experienced little success. Four years ago, the school was chosen to fulfill the district vision and become a model for school reform, which would ultimately spread throughout the district. The vision of the school district is to become a technologically driven, innovative school district, but the administrators and teachers have been in conflict about how best to achieve this vision. The school has become viewed as out of date, unable to meet new reform guidelines, and in serious conflict.

Much of the conflict within the school arises from the dynamic that has evolved among faculty and administrators. Hickory High principal, Jim O’Connor, does not have the respect of his teachers; they view him as someone who would not advance farther than a high school principal (Cunningham & Cordeiro, 2009). O’Connor is very knowledgeable about the community and existing programs within the school district, yet he lacks understanding of student needs in the twenty-first century. In the last four years, Hickory High acquired twenty-seven new teachers, all of whom were in the top 10 percent in their school programs. The intention of placing these new teachers at Hickory High was to allow O’Connor and the aging teaching staff to learn from them about new and innovative programs. The hope was also that the new teachers would learn about the school’s history and past successes from O’Connor and the experienced teachers. This sharing of knowledge and skills never took place. Instead, the young teachers view O’Connor and the older teachers as being out of touch with the twenty-first century and they fear being held back in their careers. O’Connor complains the new hires look down on him and the older teachers and perceives they don’t understand the school culture or the community.

This paper will address the various reasons behind the lack of success at Hickory Ridge High School and will propose recommendations for resolving conflict within the school. The topics to be addressed include: lack of respect, vision, and communication among all staff and faculty; lack of administrator power and guidance; unguided ambition among new teachers; teacher complacency; lack of support and professional development; and difficulty in achieving school reform while preserving its history. These problems are not unique to Hickory High and educators should reflect upon the strategies presented in this paper to gain insights on how to improve their own school settings.

Hickory Ridge High school is at a point where it has reached inevitable change. The current principal, Jim O'Connor, is in need of guidance and planning which will bridge the gap between what the school was and what it needs to be to succeed in its modern state. The school face multiple problems, all of which will be outlined in this paper with recommendations for change. The current problems Hickory Ridge faces include a lack of respect, vision, and communication among all staff and faculty, lack of administrator power and guidance, suppression of new teacher ambition, excessive comfort with the previous status quo amongst veteran staff, a lack of support and professional development, and a strong need for school reform and preservation. Through analysis and research, we will make observations and recommendations regarding what the superintendent of the Wingfield School District must do in order to set the stage for the type of reform needed at Hickory Ridge High.

Literature Review

__Lack of respect, vision and communication amongst all staff and faculty__

The lack of respect, vision and communication among all staff and faculty creates a negative impact on the school’s climate. According to Christensen, Marx, and Stevenson (2006), the following factors influence school climate: school mission and vision statement, staff and faculty work relationships, principal’s behavior and leadership style, lines of communication, and faculty and staff’s feeling of respect and trust for leadership. There is a breakdown in many of these areas at Hickory High. It is important to work toward a positive school climate because school climate significantly impacts school performance and academic achievement (Tubbs & Garner, 2008).

One way to assess school climate is through periodic climate surveys (Tubbs and Garner, 2008). A survey can be designed to determine the level of faculty and staff dissatisfaction toward the school’s climate and their work environment. Teacher perceptions concerning school mission and vision, communication, administration, work environment, and personal opinions can be determined through the survey responses. Once the results have been collected and determined, school leaders can create a plan to work towards improvement. The lack of respect, vision and communication among all staff and faculty must be addressed in order to meet the demands for school reform. Providing a positive and supportive working environment where staff, faculty and administrators feel valued and respected will likely improve employee morale and performance at Hickory High.

__Lack of Administrator Power and Guidance & Professional Development__

Hickory Ridge High School is the first in Wingfield School District to experience school reform. As the current superintendent, there are a variety of reform efforts that must be implemented. With the diverse population of faculty and staff, tensions have been created. These tensions have created rifts in the administrative power and guidance among teachers and staff and HRHS. The principal need to evaluate his leadership qualities and promote more group and team efforts to earn respect among his colleagues. People need to not just work together, they need to develop skills on how to work together (Anderson, 2010). As Anderson suggests, just like a football coach works with their team members to maximize each players strengths, leaders need to do the same. Through this skill building, coaches and leaders will develop relationships with the team to achieve a higher level performance.

Through skill building, the principal will also earn respect from his staff and faculty. Shisler points out how administrations often are isolated from his or her team due to the demands of the job expectations. However, administrators need to learn work more with their teams to develop the relationships. With earned relationships come respect. Some of the things Shisler (1995) suggested six ways to personalize the faculty development programs. The six ways yo personalize your faculty development program as as follows: hold an open house at the beginning of the year, meet with new faculty individually or in small groups, manage by walking about, praise for work well done, stage end of the year events to express appreciation, show interest in the faculty member as a professional. One application of these personalization could include Principal Jim O'Connor allowing and encouraging faculty to have more of a voice by ensuring their participation on committee's in the school to allow for improvement in innovation. Principal O'Connor can also make an extra point to visit classrooms to facilitate innovative teaching methods, but also to encourage the development of a more personal relationship among his faculty.

Another way to earn back administrative leadership and power at HRHS, Principal O’Conner needs to implement leadership standards. Hoy and Smith suggested ten ways to promote influence. Applying some of these ideas will allow other to follow to promote committment and colleagueship at HRHS. As suggested earlier, establishing a bond with the teachers and staff will establish good will and trust. When trust has been formed, people are more willing to follow. Principal O’Conner also need to evaluate his behaviors and attitude. He needs to remember, what he gives, he will receive. Hoy and Smith (2007) also state that leaders need to exhibit expertise, trust, fairness, self-efficacy, and optimism.

__New Teacher Ambition__

Another issue facing Hickory Ridge High is the administration's lack of concern for a diminished sense of voice amongst eager new talent. Often times, new teachers begin their careers at schools full of energy, knowledge, and willingness. They are excited to guide and positively affect young minds, and they also want to be a part of positive change within the school as a whole. In the case of Hickory Ridge High School, new teacher ambition has been all but ignored. The school administrators are lucky to have such enthusiastic staff members, but if they feel undervalued due to their lack of experience, their motivation is sure to wane. Goodson (2006) notes that "when excellent teachers become disillusioned, this is a problem for standards-based reform" (p. 6). He goes on to note that when excellent teachers become disillusioned, lowered standards are inevitable. This direct correlation between teachers' motivation and high standards must be acknowledged at Hickory Ridge for the students' sake as well.

A creative distribution of power amongst new teachers harnessing and filtering this energy into positive, student achievement-centered outcomes is the best course of action for the leadership at Hickory Ridge High. New teachers must have outlets for their creative energy that makes them feel contributive, productive, and validated. One recommendation is to create a department-focused plan for incorporating opportunities for teachers to submit and showcase strategies, lessons, and activities that work well in their classrooms. Teachers with new and innovative ideas can represent their departments on a rotating basis, voluntarily showcasing best practices to the staff. This will give an opportunity for ambitious teachers to have a platform and a voice when it comes to inspiring collaboration and refinement within their profession and their school.

__Comfort with the Status Quo__

At Hickory Ridge, many of the veteran teachers, including Principal O'Connor, have reached a complacent comfort level with the 'way things have always been done.' This faction of the staff subscribes to the 'if it isn't broken, don't fix it" mentality, and resists change and the adoption of the ideas of the new teachers. Although both views include valid points, Principal O'Connor will need to re-brand himself as a representative for his entire staff, validating the ideas and contributions of all teachers at his school. Since he already has the veteran teaching staff on his side, he will need to motivate them to be accountable for the incorporation of new practices and adoptions necessary for the achievement of all students at hickory Ridge.

One way to motivate these teachers to collaborate and produce stronger instruction is to give them leadership roles within their departments. Experienced teachers at Hickory Ridge High must be called to impart the wisdom that comes with their experience. Programs must be put into place so that the veteran teachers' experiences are shared with the newer teachers so that they can learn best practices from those who have implemented them and know if they truly are the 'best.' The reform efforts Hickory Ridge commits to must also be supported by the general staff population. Goodson (2006) notes that "reforms which deny, ignore or otherwise disvalue the sense of mission of excellent teachers are therefore counterproductive" (p. 6). The reforms put in place to value both veteran and new teacher assets must also be those which value the sense of mission underlying the work of all good teachers. Therefore, proposing to center reform efforts around an element common to all good teachers - student achievement - is chosen as a common ground and therefore a target area around which all teachers will be rallied.

Goodson (2006) goes on to state that when mission and meaning amongst staff are lost, work at schools becomes more of a minimal commitment; they just show up, are told what to do, and go home as early as possible (p. 6). In order to get out of all teachers what motivated most of them to become teachers in the first place, school leaders must create spaces or productive outlets for smart work.

__School Reform__

Schools, both low performing and high performing, need to continuously monitor and improve themselves to stay competitive with the rigorous state and federal standards set forth in the No Child Left Behind (NCLB) legislation. High performing schools need to maintain their level of excellence and not allow past successes to stagnate their present and future goals. These schools “sustain achievement” and “embrace change” (Cunningham & Cordeiro, 2009). Low performing schools, on the other hand, need to think outside the box and learn to perform at high levels. To bring Hickory Ridge High School to better meet the needs of the students and faculty, the superintendent needs to work with the principal on instituting sustainable reform efforts, while utilizing his expertise in preserving the history and culture of the school. Before any school reform efforts at Hickory Ridge High School can be started, the superintendent and the principal, Jim O’Connor, must ensure that each step toward change is not superficial. According to Reeves (2007), there are “four steps to ensuring lasting change”. The first step for enacting lasting change is for the principal and superintendent to define what aspects of the school will remain the same through the reform process. This step is where the superintendent can work with Jim O’Connor’s strength’s and expertise as keeper of the history and his excellent rapport with parents and students. There are some positive aspects at Hickory High School, and Mr. O’Connor can help the superintendent “place change within the context of stability”.

Second, the leader must recognize that his or her actions are louder than his or her words. In this step, the superintendent and Jim O’Connor must have follow through on any reform effort they propose. As principal, Jim O’Connor must have buy-in, if he does not respect the specific reform effort, then the staff will not respect it either. This is the superintendent’s most challenging part of the four steps, because Jim O’Connor is set in his ways. The superintendent must work to show Jim O’Connor that he has a lot to offer his staff by leading them in school reform. In addition, the tools for reform must fit with the school culture. There are many tools for reform, but it is important for the superintendent and Jim O’Connor to select reform tools that are appropriate for Hickory Ridge High School. In this step, the superintendent can again tap into Jim O’Connor’s skills and knowledge of students and the community to decide which reform efforts could produce the best results. The last of Reeves’s (2007) steps toward lasting change is that the leader must get “get down and dirty along with everyone else”. The leader must fully embrace the reform effort; and there is no better way for Jim O’Connor to show he is for reform efforts than to show the staff that he is ready to help in every aspect of the school reform.

One way the superintendent can encourage Jim O'Connor to embrace a school reform effort, is to start in an area that Mr. O'Connor excels. Mr. O'Connor has a strong and supportive parent group who are ready and willing to assist in the efforts of the new school direction. In addition, Mr. O'Connor has a great rapport with the parents in his school and is very familiar with the community. This provides an excellent starting point for reform and would help bridge the gap between the administration and the faculty. Community involvement would benefit the faculty and students, which would be a bridge to a more productive partnership between the administration and staff. For the community involvement to be successful, Jim O'Connor needs to engage the stakeholders to want to assist in improving Hickory High School. To do this, Jim O'Connor will need to make an effort to improve school climate, extinguish barriers to participation and allocate funds to perpetuate family and community involvement.

Community involvement is only first step in reforming Hickory High School. A more concerted effort will be needed to improve the school climate and instruction. The superintendant and Jim O'Connor must institute a framework for school improvement which are more conducive to improved collegiality between administration and staff. The renewal framework includes: a covenant, shared governance plan and ability to participate in action research (Cunningham & Cordeiro, 2009). The covenant is a belief system that administration, staff and community members share about exemplary teaching and learning within a school setting. Mr. O'Connor must want to collaborate with his staff to define the direction of the school. This covenant is more than a mission and vision, because Hickory High School already revised the mission to no avail. To get buy-in from the staff, Mr. O'Connor must allow individual opinions and voices to discuss what the new direction of the school should be. This collaboration can be in large groups during staff meetings, smaller groups during department meetings or personally through surveys and data analysis of survey results. In order for the covenant to be affective, Mr. O'Connor must utilize the beliefs that the staff has about teaching and learning to serve as a guide that will direct the school through its reform effort.

Once the covenant is mutually agreed upon through collaboration and discussion, the staff must decide how they will achieve their goals through shared governance. The shared governance model must be detailed and show the decision making process. Mr. O'Connor should develop teams of teachers and assign them specific responsibilities with decision-making power for those responsibilities. Mr. O'Connor should institute A+ teams, leadership teams, department teams, technology teams and safety teams with specific responsibilities and decision-making power. For example, A+ teams can be responsible for reviewing and selecting upcoming staff development, while technology teams could be in charge of the technology budget needs for instructional hardware and software. Each team would be composed of teachers from varying disciplines and grade levels thereby creating a horizontal and vertical sampling to better address the needs of the school.

Action research is the third and final prong of the framework for school improvement (Cunningham & Cordeiro, 2009). Action research is the ability of the staff and administration to reflect upon their goals and determine if the school is on track to make its desired progress. Standardized testing and rigorous state standards have increased action research in the teaching profession. Action research can be as simple as teachers collecting class data and developing a plan to improve results over time, to working with college professors of a specific discipline to hone and improve classroom skills (Megowan-Romanowicz, 2010). In the case of Hickory High School, due to the large variance in teaching experience, it would be appropriate to ease action research into the classroom setting. Jim O'Connor and the staff can start out with simple action research implementation such as graphing classroom and school achievement goals, then analyzing the data to formulate a plan. Hickory High School can also utilize plus/delta charts with student input, to improve or change instruction to suit the students’ specific needs. The more intensive action research can be introduced slowly through staff meetings, professional development and even best practices within the school.

** TECHNOLOGY ** Technology integration and implementation within a school, is a great way to aid in a school's reform effort. Students utilize technology in their daily lives outside of a school setting. It is important for a school to recognize this phenomena and incorporate it within the curriculum. Increasing the technological options in school can increase student engagement, and therefore have an effect on student achievement. Hickory Ridge High School has had substantial technological upgrades, which includes 15 computers for student use in each classroom. The inclusion of these computers in the teacher’s curriculum and instruction has been slow. The superintendent and Jim O’Connor must work together to design and implement a school technology plan that can enhance the curriculum for both students and teachers. Cunningham and Cordeiro (2009) present the four steps for implementing a five year technology plan including: vision, design and implementation, wheeling and dealing and staff development. Wingfield school district has already taken steps to integrate technology inside of Hickory Ridge High School; it is up to the school to mold their plan to fit within the district's vision of technology. Once Jim O’Connor and the faculty have decided on the vision for the technology plan, they must design steps to ensure each teacher has the skills to implement this in their classroom. Jim O’Connor must first organize a technology team to help decide what staff development to pursue. Jim O’Connor can tap into the skill set of the fast-trackers, including Michael Scott and Kerri Beth, to help align the staff development needs. Staff development with regards to technology, is only the beginning phase. Jim O’Connor must encourage the newly formed technology team to continue to research and decide on future technology direction for the school that are in line with the district’s and school’s technology vision. The technology team can conduct semiannual facilities audits to determine the needs and deficiencies within the school including: professional development, curricula, instruction, student assessment, and the physical learning environment (Daugherty, Klenke & Neden, 2008). Including the fast-trackers on the technology team will have a dual purpose. First, it will create a positive impact on technology implementation at the school; and second, it will give the fast-trackers a feeling of respect and voice within the school, which will earn Jim O’Connor more respect from his faculty and staff.

Conclusions and Recommendations

In the time of rigorous standardized testing and the No Child Left Behind Act, schools must continually adapt and change to stay competitive. If a school does not adapt or continually improve, they face the very distinct possibility of lagging behind. Hickory Ridge High School has not shown significant student achievement and has been unwavering in its resistance to change, despite the district and superintendant’s helping hand. The climate at Hickory Ridge High School is not conducive to student achievement. That is why the superintendant must work with Jim O’Connor, the principal, and help him devise a plan that includes both short and long term goals for continuous school improvement. The short term goals for Hickory Ridge must address the overt issues that plague the school’s reform effort to improve the climate of the school, such as: divergent mission, vision and goals between faculty and administration, lack of administrator power and guidance with respect to the newer teachers and the comfort ability with the status quo among the veteran faculty at Hickory Ridge High School. To address the issue of the lack of respect, vision, and communication among staff and faculty, Principal O’Connor should form and participate in a committee that will assess the current school climate. This committee will include various stakeholders, and they will practice shared governance. In the first year, the goal of the committee will be to design and implement a climate survey. Once Jim O’Connor has a good feel of the teachers current and future views of the Hickory Ridge, he can proceed to engage the staff in formulating a covenant that expresses a mutually agreed upon direction of the school. Jim O’Connor must also immediately and effectively practice shared governance by establishing both horizontal and vertical teams of teachers who are responsible for specific aspects of the school. Jim O’Connor must share governance though many avenues such as: A+ teams, department teams, grade level teams, safety teams and technology teams. Finally, in Jim O’Connor’s short term plan, he must get the staff to realize that the status quo is not beneficial for student achievement or school improvement. He can work on staff development in collaboration with the faculty to decide what needs are paramount. The quickest and most appropriate staff development is the sharing of best practices between the staff. All teachers have best practices and techniques that they can share with their fellow staff members. Jim O’ Connor can utilize and empower both veteran and new teachers through this sharing of best practices. The veteran teachers hold practical experience in the classroom and can impart those skills onto the newer teachers. Jim O’Connor must also allow the newer teachers to share their knowledge of technology and the newest theories and practices in the classroom with the veteran teachers. In the long term, the next two to five years, Hickory Ridge must continue to develop, and not revert to what has been done before. Jim O’Connor must gain, and keep, the faculty’s respect and lead them to continuously improve. Jim can accomplish this by continuing the climate surveys and analyzing the results in an effort to maintain the present climate. Over the following two-five years, the committee will implement their improvement plan and utilize the same climate survey each year, comparing the results. The goal will be to improve school climate so faculty and staff will feel valued and respected. This will lead to improved respect, vision, and communication among staff and faculty. Each year, Jim should allow interested teachers who have never been on a team to apply. He should also allow teachers to move teams each year. In addition, Jim O’Connor should establish action research opportunities for the staff. Action research can include teachers, from Hickory Ridge, working amongst themselves, with other schools, or even with a companion from a neighboring college or university. Jim must also continue shared governance, by continuing leadership teams and offering everyone the opportunity to be on those teams; and share leadership within the school. Doing all of the aforementioned, will bridge the gap between what the school was and what it needs to be to succeed in its modern state.

References

Cunningham, W. G. & Cordeiro, P. A. (2009). Educational leadership: A bridge to improved practice. (4th ed.). Boston: Allyn and Bacon.

Goodson, I.F (2006). The reformer knows best: Destroying the teacher’s vocation. Oxford: Forum.

Hoy, W. K. & Smith, P. A. (2007). Influence: a key to successful leadership. //The International Journal of Educational Management,// //21//(2), 158-167.

Shisler, C. (1995). Faculty development: The personal touch. //SRA Journal, 27//(2), 31.

Anderson, B. (2010). Project leadership and the art of managing relationships. //T + D, 64//(3), 58-63.

Daugherty, M., Klenke, A., & Neden, M. (2008). Creating standards-based technology education facilities. //The Technology Teacher, 68(2), 19-26.//

 Megowan - Romanowicz, C. (2010). Inside out: Action research from the teacher–researcher perspective. //Journal of Science Teacher Education//, //21//(8), 993-1011

Reeves, D. (2006/2007). How do you change school culture? //Educational Leadership, 64(4), 92-94//