Abstract

A previous study examined three-years of data for student learning in all the public elementary schools in Florida. Only nine schools sustained high performance with students most likely to be unsuccessful in other Florida public elementary schools: high poverty with majority students of color and at least 10% designated as English Language Learners. Both in-depth interviews with administrators and focus groups with teachers were conducted in this present study with a third of the original schools. This study sought to identify actual tasks performed by teachers and principals at these schools, along with the skills and knowledge they attributed to their success. It further identified values inherent within the climate and culture in these schools. This study made it apparent that principal and teacher preparation programs must be charged “from the ground up” through the realities of those in the trenches; away from traditional theoretical role definitions and with better connections to the actual tasks performed at these schools, and the skills and knowledge that enable them to be successful.