EXPERIENCES OF ELEMENTARY SCHOOL PRINCIPALS WHO HAVE ...

EXPERIENCES OF ELEMENTARY SCHOOL PRINCIPALS WHO HAVE IMPLEMENTED THE LEADER IN ME PROGRAM IN A LARGE URBAN DISTRICT

A Doctoral Research Project Presented to

Assistant Professor Jerome D. Steele Doctoral Committee Chair Esteves School of Education The Sage Colleges

In Partial Fulfillment of the Requirements for the

Degree of Doctor of Education In Educational Leadership

Andrew L. Rocco

March 3, 2018

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iii ? 2018 Andrew L. Rocco

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ACKNOWLEDGEMENTS

This dissertation would not have been possible without the support of my colleagues in NYC Cohort three. I really have learned a lot about the peaks and valleys that life can bring throughout my dissertation journey. I am honored to have had the support, and opportunity to learn alongside of some of the most resilient people I have ever met. I would like to thank my classmates Will, Ozella, Yessenia, and all of NYC cohort three for supporting each other throughout our journey together. Additional acknowledgements for my Chair, Dr. Steele for the continued guidance and support along the way, as well as Dr. White, and Dr. Fusco for being a part of my committee. I would also like to acknowledge all of the professors at Sage who provided a great experience and extensive supported throughout the dissertation process.

I would also like to acknowledge my Aunt Annmarie and Uncle John for opening their door to me when I felt like all others were closed, and allowing me to be in an environment where I could finish high school and reach my full potential, having no idea it would lead me to be where I am today.

Additionally, I would like to acknowledge my Dad for his support throughout my educational journey. What began as an attempt to finish high school and beat the statistical odds of many young men from my neighborhood has now culminated into earning a Doctorate degree. I would also like to acknowledge my girlfriend, friends and family for supporting me and encouraging me throughout this process. I had no idea so much would change during this journey. I reflect and hope I can be a leader everyone can be proud of, and an example of when you set your mind to something, you can accomplish anything you envision.

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ABSTRACT

EXPERIENCES OF ELEMENTARY SCHOOL PRINCIPALS WHO HAVE IMPLEMENTED THE LEADER IN ME PROGRAM IN A LARGE URBAN DISTRICT

Andrew Rocco The Sage Colleges, Esteves School of Education, 2018

Dissertation Chair: Jerome Steele

The origins of the American educational system have always included a character education component. Teaching students moral values and the ability to know right from wrong is a component of the educational mission of our society. Character education evolved over the centuries, yet the core values of implementing right from wrong and the necessity of building moral values into our nations fabric has not changed. As we continue to move into the 21st century, technology and social issues have evolved, and character education programs and curriculum must adapt and evolve to our modern times in order to meet the needs of all students, as well as our society as a whole. The purpose of this qualitative study was to explore how principals have implemented The Leader in Me (TLIM) program in elementary schools in a large urban school district. Through interviews with 12 principals, the researcher gathered information about their experiences with the TLIM program, including why and how the principals implemented the program, how they measured its success, what they have learned, how they have adapted the TLIM

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program for their own school environments and cultures, what they would change, and what advice they would give to other school leaders. The findings from this study suggest that all 12 participants agreed that TLIM program had a positive impact on the culture and communities of their schools and that although the program is costly, many participants were eligible for TLIM grant funding. Additionally, the results revealed that the participants acknowledged the all-inclusive nature of TLIM program and were able to measure the success of TLIM through multiple evaluation systems. Participants saw a decrease in disciplinary referrals as well as student suspension rates. Additionally, the findings revealed that participants found implementing TLIM in their schools had little to no push back from the school community. Participants acknowledged that they had autonomy in celebrating success of TLIM in their schools as well as autonomy in the orientation and implementation process of incorporating TLIM in their schools. The insights gained from this study will inform and assist other schools leaders in implementing TLIM and other character education programs.

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