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Dissertation Information
Title: Leadership in Idaho Full-Service Community Schools
Program: Doctor of Education in Curriculum and Instruction
Advisor: Dr. Jennifer Snow, Curriculum, Instruction, and Foundational Studies
Committee Members: Dr. Arturo Rodriguez, Literacy, Language, and Culture; Dr. Tim Lowe, College of Education, and Dr. Christopher Hyer, College of Education
Abstract
This dissertation explores the leadership style and relationship between principal and coordinator within Full Service Community Schools (FSCS) in Idaho. FSCS are neighborhood focused schools that bring together the community, families, businesses and leaders to establish partnerships to help educate the “whole” child. The four pillars of community schools are: Active family and community engagement, expanded and enriched learning time and opportunities, collaborative leadership and practices and integrated student support. The focus of this phenomenological case study is to identify and describe the principal and coordinator’s role, the relationship between community school principal and coordinator and investigate how the principal enacts leadership practice in Idaho community schools. This dissertation research discovered five findings: Principals in Idaho community schools are guiding their staff utilizing a shared leadership style; Community principals and coordinators need to have a close relationship based on trust; Idaho FSCS go beyond meeting the basic needs of their students; Professional development is an important asset to Idaho community schools; and Removing barriers is important to educating the “whole” child.