This study examined the effects of sustained reflection on the leadership practice of a novice principal participating in an Administrative Leadership Academy. Mentoring and portfolio writing provided the means for such reflection. The researcher was a participant observer and the primary data gathering instrument. Data, consisting of interviews, observations, and document analysis, were gathered at Academy functions, as well as on-site at the school. Literature on expert problem solving and adult learning theory established the framework for conducting data analysis.
The study found that the use of self-reflection, reflection with others, and written reflection moved the novice principal in the direction of expert school administrator. With respect to problem interpretation, obtaining problem relevant information, and the use of self-reflection and collaboration, the novice principal took on characteristics befitting an expert as opposed to novice problem-solver. Such growth allowed the early career principal to better address the barriers to student learning within the school setting.
This study has implications for policy recommendation surrounding the licensure requirements for school principals. With standards-based accountability driving educational reform, State Department of Education officials continue to seek out new ways to improve the performance of school leaders. Conclusions from this study support the inclusion of sustained reflection as a component of the professional development licensure requirement for early career principals. With respect to this study, mentoring and portfolio writing provide the vehicle for such reflection.