Mastery Connect - VMS CaseStudy

Minnesota
School District 196
R O S E M O N T– A P P L E VA L L E Y– E A G A N
M A S T E R YC O N N E C T
C A S E S T U DY

Leading
the Learning:
A Case of
Transformational
Leadership
by Stacey Purvis-Buchwald
A S S I S T A N T P R I N C I P A L , VA L L E Y M I D D L E S C H O O L

Key Result
A 55% increase in math
proficiency levels over the course
of one year on the Minnesota
Comprehensive Assessment
(MCA) benchmark
55%

Subject
Eighth Grade Cohort,
Valley Middle School of STEM,
Apple Valley Minnesota

Finding
A carefully developed plan
that provides the following
components may provide the
necessary features that result in
advancing student achievement.
1
P R O F E S S I O N A L D E V E L O P M E N T,
T R A I N I N G , A N D R E S O U R C E S
2
A C C E S S T O A N D A B I L I T Y T O
M A N I P U L AT E D ATA T H R O U G H
T E C H N O L O G Y
3
C O M M O N P L A N N I N G T I M E
4
D E V E L O P M E N T O F P L C S

The Role of Technology
It is the responsibility of the
[transformational] leader to
provide critical data that will
enable teachers to understand
the real picture of student
performance.

MasteryConnect’s Involvement
This team required a tool that would
provide an efficient means of planning
units of study, aligning units to
standards, storing assessments, and
generating immediate results once the
student(s) complete the assessments.
MasteryConnect...was able to provide
information on student performance
that was relevant, timely, and which
allowed teachers to alter instruction
in response to that data.

8th
Grade Math Proficiency
This group of students as
6th graders demonstrated a
proficiency of 38%; as 7th graders
they demonstrated a proficiency
of 40%. At the end of testing this
cohort of students had raised their
proficiency to an astounding 62%.
YR 2011 YR 2012 YR 2013
62%
40%
38%

10
Abstract
The following paper describes the application of
theoretical principles derived from transformational
leadership and how they were used in a case study to
engage a committed group of teachers in functioning
as a professional learning community in order to
implement standards-based grading for an identified
target group of students. Particular attention in this
paper is given to selection of the target group of
students, a description of the support provided to
teachers as instructional leaders, definition of the

11
role data played in the assessment of achievement,
and description of the development of an intervention
structure that reinforced targeted instruction. Though
this case study is not analyzed as empirical research,
the insights gained from an examination of the
leadership process used and the resulting student
academic success suggest that transformational
leadership coupled with a collaborative instructional
team focused on learning may have a positive
influence on student achievement.

12
Leading the Learning:
A Case Study of Transformational Leadership
The purpose of this paper is not to report an evaluation
of an initiative, but to extract insights from a case study
that illustrate how applying theoretical principles of
transformational leadership resulted in a substantial
change in both teaching practice and in student
achievement. The aim of this case study is to emphasize
transformational leadership through capacity building as
a way to provide strong criteria for a process of change
that results in academic success for students. The
keywords used in the review of literature for this paper
were transformational leadership, instructional leadership,
professional learning communities, grading practices, and
capacity building.
The iconic figure of the “fearless lone leader” long
popularized in the media creates an unattainable and
unrealistic image for principals (Hallinger, 2003). With the
current status of education being riddled by government
mandates, district policies, financial constraints, collective
bargaining agreements, and other politics, many principal
leaders are straying away from an individual approach
in favor of more collaborative leadership (Muhammad,
2006). For educational leaders, such barriers as described
above move focus away from learning and act as
distractors to the mission of the school. The reciprocal
nature of transformational leadership can assist principals
in keeping the focus on learning despite competing

13
demands for their attention (Northhouse, 2013). This
can be done by transforming staff into collaborative
teams that serve a common purpose of ensuring that all
students learn at high levels (Daft, 2011).
The following case study is an example of how
transformational leadership was utilized in supporting
a group of teachers to work as a professional learning
community (PLC) in order the raise the mathematic
proficiency levels in an identified target group of
students. This case study will provide the following,
1 A D E S C R I P T I O N O F T H E S C H O O L S I T E
2 A S S E S S M E N T D ATA U S E D T O I D E N T I F Y T H E
TA R G E T G R O U P O F S T U D E N T S
3 D E S C R I P T I O N O F T H E T E A C H E R T E A M
4 T H E I N T E R V E N T I O N S T R U C T U R E
5 T H E R E S U LT S
“…keeping the focus on learning despite
competing demands for their attention. This can
be done by transforming staff into collaborative
teams that serve a common purpose of ensuring
that all students learn at high levels.
”

14
Specific attention is given to the description of the
teacher team in order to emphasize the critical aspects
of the PLC, the use of standards-based grading, and
the use of technology. A leadership framework is then
offered to explore what scholarly literature is adding
to the conversations of transformational leadership,
instructional leaders, and structures that support this
model. A brief review of current research and a call
for future research is also furnished before this paper
provides concluding comments.
Case Study
This case study took place at the onset of the 2012-
13 academic school year as a result of the authors’
participation in the Center for Engaged Leadership
through Minnesota State University (2013). As a primary
goal, a target group of students was identified to serve
as the motivation for educational leadership and school
reform. In order to select this target group a critical review
was performed, which included a description of the school
site and an identification of an academic area of concern
based on assessment scores. This was followed by the
selection of a teacher group to support in formation
of a PLC. Also, a systematic intervention structure was
established to provide additional assistance to students.
Lastly, the assessment outcomes of this case study were
evaluated to determine if the leadership resulted in a
significant rise in student achievement.

15
School Site
Valley Middle School of STEM (VMS) is located in Apple
Valley, Minnesota. This suburban school is one of six
middle schools that support Independent School District
196 (ISD 196), which is the fourth largest school district in
the state of Minnesota. At the time of this study, ISD 196
served 27,174 students; VMS served 838 of these learners.
The instructional staff comprised of 50 teachers, 30
non-licensed professionals, an administrative assistant,
an assistant principal, and a principal; and the author
continues to serve as the assistant principal.
The demographic categories chosen to review represent
the cells identified within the Minnesota Comprehensive
Assessment (MCA), the measure Minnesota utilizes
to determine if students are making adequate yearly
progress as defined through the federal No Child Left
Behind (NCLB) Act. VMS and ISD 196 serve the following
demographics of students respectively as recorded on the
2013 Minnesota Department of Education (MDE) web site.

16
MCA CELL VMS ISD 196
American Indian 0.8% 0.9%
Asian 6.8% 7.2%
Black 18.5% 11.1%
Hispanic 10.1% 9%
White 63.7% 71.9%
Special Education 16% 15.9%
Limitied English Proficient (LEP) 6% 5.1%
Free/Reduced Price Lunch (FRL) 38% 23.2%
The bottom three categories of SpEd, LEP, andv FRL
are comprised of students from each of the categories
related to race, and it is noteworthy that students are
often represented in multiple categories. As can be
ascertained from the data above, VMS has a significantly
higher concentration of students who are black and who
receive free/reduced price lunch as compared to ISD 196
district percentages.

17
Assessment Data /
Target Group
Used in accordance with the federal legislation NCLB,
the MCA is used to measure student progress toward the
Minnesota academic standards, to meet the requirements
of the Elementary and Secondary Education Act, and is
accepted as a state benchmark of student performance.
It reports proficiency data in the areas of mathematics
and reading; for the purpose of this study, mathematics
was identified as the academic area of concentration.
The year 2011 was the first MCA assessment used due to
the fact that this was the year that the current form of
MCA mathematics test was first employed. A review of the
MCA mathematics data as reported from MDE for VMS in
2011 found that all students except for the categories of
black, LEP, SpEd, and FRL were identified as proficient. In
2012, the only identified category not meeting proficiency
was black students.

18
It was evident that the target group of students in
need of immediate support was the African American
student population at VMS. After a closer look at the
data, the 2012-2013 cohort of eighth grade students
emerged as the learners who would become the
focus of intervention. In the year 2011, these students
demonstrated 38% proficient on the MCA mathematics
test and 40% proficient on the 2012 MCA test. The
achievement goal was to significantly increase the eighth
grade proficiency levels in mathematics.

19
Teacher Team
The eighth grade mathematics teaching team was
comprised of two full-time teachers and one teacher
who taught two sections of mathematics. The two full
time teachers had been working together for 5 years and
demonstrated to this author a highly collegial working
relationship. They were actively involved in aligning state
standards to their curriculum in meaningful ways and had
begun creating assessments based on learning targets
centered around those standards. In order to support
their work and create an opportunity for intensified
concentration of math achievement goals, this group was
provided with a common planning time during the school
day. This team was asked to perform as a PLC, supported
in the creation of a standards-based grading system,
and was given the task of incorporating technology to
reinforce their work.
Professional Learning Community
The eight-grade math PLC demonstrated the essential
components that Richard DuFour (Dufour, Dufour, Eaker,

20
Many, 2010) supports in instructional leadership. These
teachers utilized their common planning time to review
state standards, clarify the essential outcomes of the
course, create learning targets, and set up common
formative assessments aligned to those learning targets
(Olsen Chrispeels, 2009). The PLC not only evaluated
what best practices they should engage, but also
discovered practices that needed to be discontinued
(Muhammad, 2006). Overlapping or non-essential
curriculum was eliminated and assessments were
reviewed to ensure that students were meeting and or
exceeding proficiency targets (DuFour, 2002). The PLC
used this concentrated period of time by utilizing data to
assess student learning and inform their instruction.
Standards-Based Grading
Classroom teachers decide what would be graded, under
what conditions, and to what extent, and the teacher’s
“These teachers utilized their common
planning time to review state standards, clarify
the essential outcomes of the course, create
learning targets, and set up common
formative assessments aligned to
those learning targets.
”

21
philosophy of learning as well as other subjective features
can also have an influence on the grade a student
receives. In one study to examine the differences in
grading, Randall and Engelhard (2009) found a great
deal of variation in grading practices and also found that
behavior and effort were factors influencing teachers
grading systems. This inconsistency in grading leaves
students, parents, and future teachers confused about
the nature of the grade and how it is connected to
learning (Randall Engelhard, 2009). The VMS PLC
wanted to ensure that students were graded according
to their learning and not by other extraneous factors,
so they implemented standards-based grading with the
eighth grade target group.
Standards-based grading involves measuring student
learning on well-defined course objectives (Scriffiny,
2008). Instruction was revised and assessments were
“…variation in grading practices…leaves
students, parents, and future teachers confused
about the nature of the grade and how
it is connected to learning.
”

22
used within a precise system of grading by the PLC to
ensure that learning was reflected through standards-
based grading. Teachers created classroom environments
where the curriculum was delivered to students through
identification of learning targets, whole group instruction,
specified student-partner work, teacher supported
guidance for students not meeting learning targets, and
weekly common formative assessments (CFA).
Meaningful homework connected to learning targets was
assigned and noted for completion but not graded in the
traditional sense. Customarily, students who learned could
receive low grades because of a failure to adequately
complete homework; conversely, students who did not
learn could receive a “good” grade based on homework
completion and extra credit (Scriffiny, 2008). The intent
of not grading homework was so that students would
understand the connection of practice with achievement
on their assessments.
CFA’s were designed with language that complemented
the MCA: students were identified as either exceeding
learning targets, meeting learning targets, partially
meeting learning targets, or identified as does not
meet learning targets. This language then was directly
connected to the grade book and the traditional letter
grade the student received for the course. As a result,
students understood specifically which targets they
were not proficient in and knew where they needed to
concentrate their efforts.

23
Standards-based grading has dramatically changed
the nature of parent conferences. Now, instead of the
teacher suggesting to the parent behavioral changes in
the student and recommending an increase in homework
completion, the teacher can partner with the parent to
target specific skills the student can develop to perform
at higher levels. Students at all levels, even those identified
as gifted and talented, can be challenged because when
they show mastery of skills, they can concentrate on more
advanced concepts (Scriffiny, 2008).
Technology
The common planning time the PLC was allotted each day
was time best served allowing the teachers to dialogue
about curriculum, instruction, and assessments. When
reviewing the assessments, if one teacher did not have
the same results he or she could turn to the PLC the same
day to discuss ideas, strategies, and materials that would
improve student learning (DuFour, 2002). The teacher
with expertise in that area of generating mastery level
“…students understood specifically
which targets they were not proficient in
and knew where they needed to
concentrate their efforts.
”

24
performance in students could also share that expertise.
This team required a tool that would provide an
efficient means of planning units of study, aligning
units to standards, storing assessments, and generating
immediate results once the student(s) complete the
assessments. Mastery Connect (2013) was purchased as
the tool that would afford teachers a resource to assess
state standards, create CFA’s, provide instant results from
the assessments, have the ability to upload information to
the teacher’s grade book, and cater services that support
the PLC work. This technology tool was able to provide
information on student performance that was relevant,
timely, and which allowed teachers to alter instruction in
response to that data (DuFour, 2002).

25
Intervention Structure
To address the concern of students not meeting
identified learning targets a tiered intervention structure
was created, the classroom setting being the initial site
for a first tier response. After reviewing the CFA, the
classroom teacher provided support to small groups
of students who did not meet identified learning
targets. If additional time and support were necessary,
the student reported to a math advisory session and
received targeted strategies that would assist in their
understanding of the identified learning target from
a mathematics teacher. Students who failed to show
progress at this second tier were placed in a strategic
math class in addition to their regularly scheduled class.
A couple of months before the scheduled spring MCA
tests, the PLC was tasked with developing additional
math advisory sessions specific to the standards of the
state mathematics test. A review of previous student
assessments allowed teachers to identify which learning
targets were causing the most difficulties for students.

26
Sessions were designed to address these areas and
students were invited to participate based on their
individual assessment data.
Providing students with such specified information and
individual support to their learning resulted in students
taking advantage of these interventions without
coercion from their teachers. The more instruction was
individualized and differentiated for students, the more
they took advantage of the additional time and support.
This structure supported students by making them aware
of their abilities and allowed them the opportunity to
take advantage of the resources needed to increase their
success in mathematics (Scriffiny, 2008).
“Providing students with such specified
information and individual support to their
learning resulted in students taking advantage
of these interventions without coercion from
their teachers. The more instruction was
individualized and differentiated for students,
the more they took advantage of the
additional time and support.
”

27
Results
The eighth grade students that were identified as a target
group for this case study took the MCA mathematics
test in the spring of 2013. As was mentioned previously,
this group of students as sixth graders demonstrated a
proficiency of 38%; as seventh graders they demonstrated
a proficiency of 40%. VMS was able to test this group of
students in their eighth grade year with an on-line version
of the MCA mathematics test which yielded immediate
results. At the end of testing this cohort of students had
raised their proficiency to an astounding 62%, a 22% gain
from the previous year. It was evident that the goal to
significantly increase eighth grade proficiency levels in
mathematics was met.
Leadership Framework
Leadership is a sophisticated concept that can be
perceived from many diverse perspectives and the study
of leadership has been approached, challenged, and
contradicted by just as many viewpoints. Mililen (1998)

28
defines leadership as, “a process through which a person
tries to generate organizational achievement of what
the leader desires, and subsequently, leadership is an
influencing process” (p. 508). At the core of influence
is change or, as applied in the school setting, reform. In
order to maximally affect change or reform, one must
assess the whole organization to determine how to
put the right people in the right places. The utilization
of teachers in this case study as a PLC to address the
achievement concerns was an example of putting the
right people in the right place.
Transformational leadership is the key to building
relationships of influence that can define the culture of
any system; rarely can one individual achieve this level of
systematic influence alone (Lemov, 2013). In the school
system, it is the principal leaders that must look to
teachers for leadership support. The VMS administrative
team functions from a perspective of shared leadership.
As the assistant principal, this author was afforded
autonomy and support from the principal to take
initiative in providing leadership to teachers in the case
described in this paper. This leadership was founded
on the framework of shifting from a focus on teaching
to a focus on learning. Efforts and initiatives were seen
from a lens that critically evaluated their potential
impact on student learning (DuFour, 2002). Through
transformational leadership, this author supports valuing
teachers as instructional leaders and providing structures
that will support their work. Following this framework

29
changed the culture of mathematics education at VMS
and has the potential to change the system as a whole in
substantial ways.
Transformational Leadership
Transformational leadership in schools focuses on
developing a capacity to innovate, develop shared
practices of teaching and learning, and create a vision
for reform (Hallinger, 2003). Northouse (2013) describes
the leadership movement as a model which focuses on
the relationship between leaders and followers by James
MacGregor Burns and later expanded by Bernard Bass.
The debate of leadership in schools as being transactional
based on management verses transformational based
on relationships has been largely resolved. Both are
required in effective leadership (Hallinger, 2003). For
the purposes of this paper, this author will promote that
transformational leadership was the guiding model for
change in regards to this case study. Furthermore, it is
proposed that a model of instructional leadership can
also support the transformational leadership model
when it is viewed from a framework of the following
commonalities: (a) shared sense of purpose, (b) climate
of high expectations, (c) promoting professional
development, and (d) models the mission of the school
(Hallinger, 2003). In this view, leaders and followers aspire
to collaborate in ways that set high ethical standards for
school reform (Crippen, 2012).

30
Instructional Leaders
Hallinger (2003) describes instructional leaders as goal-
oriented individuals who have high expectations for all
students by focusing on the improvement of academic
outcomes. Instructional leadership emerged on the scene
of education primarily as a function of the principal
who facilitated curriculum and learning in meaningful
ways through the coordination, supervision, and
essentially the direction of teachers (Andrews, Basom,
Basom, 1991). Today, there is a better understanding
that teachers are the experts in their content area and
instructional leadership should rest with them (Printy,
Marks, Bowers, 2009). This is especially true in the
secondary setting, where it is imperative that principals
and teachers craft a shared leadership relationship that
promotes a focus on learning.
Rather than directing from above, this author prefers to
view instructional leadership through shared responsibility
and through stimulating change in a reciprocal manner
(Northouse, 2013). There is a close parallel between
the work of teachers as instructional leaders and the
potential that can be gained in forming PLCs that
consolidate the work of these leaders. Forming these
teams promotes and enhances collective problem-solving
toward achievement goals (Olsen Chrispeels, 2009).
Furthermore, when transformational leadership provides
the framework for support, instructional leaders can thrive
with the proper support structures.

31
Structures
Creating structures that promote the building of high
performing teams requires investments in time and
technology. Each member of a well-functioning group
must work as a collective that allows every teacher to
bring their unique capacities forward for the benefit of
the whole team (Leithwood Jantzi, 2006). Bain, Walker,
and Chan (2011) describe capacity building in terms of
deliberate strategies that influence the knowledge, skills,
and priorities of individuals as they work to seek and
implement change. This process requires a high degree
of trust, reported by Stephen M. R. Covey (2006), trust
in groups can be perceived as a “performance multiplier,”
making it “one of the most powerful forms of motivation
and inspiration” (p. 29). Addressing the structures of
teaming, time, and technology provide the necessary
support for successful leadership.
Teaming
A team is not ideal for every situation but can serve an
“There is a close parallel between the work
of teachers as instructional leaders and the
potential that can be gained in forming PLCs
that consolidate the work of these leaders.
”

32
interdependent role in an organization through work that
emphasizes the importance of shared purpose and values
(Daft, 2011). At VMS, it was necessary to create a team
that would serve as a PLC and prevent the tendency for
teachers to act in isolation. Printy et al. (2009) purport
that being part of a team is inspirational and motivational
to members allowing them to reach performance levels
beyond expectations which was certainly the situation in
this case study. The variables that contribute to these high
performance levels include clear goals, a focus on results,
competent and committed teachers, shared decision
making, a feeling of ownership, connectivity, strong
professional relationships, use of data, and establishment
of positive norms (Olsen Chrispeels, 2009).
Time
Edgerson and Dritsonis (2006) describe time for
collaborative teams to meet as being essential to
exploring ideas, examining existing practices, seeing
better alternatives, and working to bring about
“…being part of a team is inspirational
and motivational to members allowing
them to reach performance levels
beyond expectations…
”

33
improvements. PLCs can be catalysts for change if
they are embedded in the school structures (Olsen
Chrispeels, 2009). Teachers working together in teams
require concentrated time embedded within the regularly
scheduled day so that their work can be responsive
to student needs (Muhammad, 2006). The common
planning time afforded to the teachers in the case study
was a critical element to their PLC.
Technology
It is the responsibility of the leader to provide critical
data that will enable teachers to understand the real
picture of student performance (Muhammad, 2006).
The use of data through technology helps a staff
visualize what spacific practices are ensuring all students
are learning. Bain et al. (2011) outline the benefits of
technology as follows:
• Consolidates the work of the team;
• Guides the implementation of programming;
• Confirms results;
“Teachers working together in teams
require concentrated time embedded within the
regularly scheduled day so that their work can
be responsive to student needs.
”

34
• Promotes ongoing improvement;
• Creates a platform for sharing and dispersing data;
• Supplies immediate feedback to inform instruction.
Research
Studying the effects of leadership on contextual features
of a school organization and its outcomes has been a
daunting task for researchers due to the difficulty with
accurate measurement tools and contextually specific
situations (Hallinger, 2003). The accomplishments of the
case study described in this paper should prompt a call
for research that will explore the tenets presumed to have
had an influence on the success of student achievement
such as transformational leadership, instructional
leadership, standards-based grading, and PLCs.
The results of a study by Printy, Marks, and Bowers
(2009) indicate that transformational leadership is a
precondition for shared instructional leadership. In an
analysis of seven schools that practiced transformational
leadership, scholars found that shared instructional
leadership resulted in higher teaching quality and
authentic student learning. However, transformational
leadership did not guarantee that principals and teachers
would collaborate on curriculum and instruction. This
level of collaboration was viewed as dependent on the
leadership of the principal.
Olsen and Chripeels (2009) found in their two-year
study that integrating effective leadership teams

35
and PLCs provides a framework for examining the
effects of transformational leadership. They found that
teacher’s input in school decision-making has a direct
relationship on how those same teachers perceive
their jobs and themselves (Olsen Chrispeels, 2009).
Additionally, Cunningham (2002) found that collaborative
reflective practices through a designated planning
time are essential components of effective professional
development for teachers.
Another important question for research to explore
through empirical study is related to the result of capacity
building of teachers and how schools sustain effects
of change over time (Bain et al., 2011). Leithwood and
Jantzi (2006) studied the effects of transformational
leadership on teachers, on classroom practices, and
on gains in student achievement based on a four-year
evaluation of 655 schools. Their results found significant
effects on leadership related to teachers’ classroom
practices but not on student achievement. Other research
that supported the development of teaching practices
through PLCs was a case study conducted by Graham
(2007), who found significant improvements in teacher
effectiveness depended on leadership, organizational
practices, and activities of PLCs. It should be noted that
in this case study, the principal was able to hire an entirely
new faculty in the establishment of a new middle school.
In a review focused solely on instructional leadership,
Hallinger (2003) found over 125 empirical studies
between the decades of 1980 and 2000. However,

36
more research will have to occur to make a connection
between instructional leadership, shared leadership,
transformational leadership, and student achievement.
A central question for this research is: How precisely do
principals influence the instructional work of teachers that
results in increasing student achievement? (Edgerson
Dritsonis, 2006).
Lastly, standard-based grading is another area of research
that needs further exploration. Randall and Engelhard
(2009) advocate for the research of grading practices
across grade levels and analysis of whether these
practices result in a change in student performance.

37
Conclusion
The case study at Valley Middle School can serve as
an example of successful transformational leadership
through the implementation of a PLC and utilization of
standards-based grading. By shifting the collective focus
from teaching to learning this leader sought to initiate
change, facilitate the development of common goals,
and create structures to support and sustain initiatives
(DuFour, 2002).
When collaborative teams are utilized as the primary
force for school improvement substantial and meaningful
reform can occur. Transformational leadership affords
leaders a model to expedite this reform. Through this
shared leadership a carefully developed plan that
provides the following components may provide the
necessary features that result in advancing student
achievement: (a) professional development, training, and
resources, (b) access to and ability to manipulate data
through technology, (c) common planning time, and
(d) development of PLCs (Andrews et al., 1991; DuFour,

38
2002; Muhammad, 2006). A leader must also support
the principal–teacher relationship by removing obstacles
to progress, providing encouragement and support, and
recognizing successful results.
In accordance with transformational leadership, Edgerson
and Dritsonis (2006) described the importance of
the principal-teacher relationship as having the ability
encourage feelings of personal accountability for student
learning and to improve the over-all performance of a
school. Achievement of school goals in ensuring that all
students achieve at high levels depends on the direction
and support of principals and the influence of competent
teachers. The leader is the facilitator, supporter, and
reinforcer of the school mission. When the mission is
centered on learning as opposed to teaching every aspect
“…a carefully developed plan that provides
the following components may provide the
necessary features that result in advancing
student achievement: (a) professional
development, training, and resources, (b)
access to and ability to manipulate data through
technology, (c) common planning time,
and (d) development of PLCs…
”

39
of programming can be assessed from this viewpoint.
There is no claim that the conditions described in this
case study are solely responsible for the academic
success of the eighth grade students at VMS; rather,
it is argued that this example provides substantial
backing for a process of transformational leadership that
supports the work of PLCs, standards-based grading,
and instructional leadership. Transformational leadership
takes away the imagery of the “fearless lone leader”
often portrayed as battling the barriers of education and
replaces it with principal leaders that work collaboratively
with instructional teacher leaders creating optimal
conditions for positive change (Hallinger, 2003).

40
References
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leadership: Supervision that makes a difference. Theory Into
Practice, 30(2), 97- 101.
Bain, A., Walker, A., Chan, A. (2011). Self-organization and
capacity building: Sustaining the change. Journal of Educational
Administration, 49(6), 701-719.
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