HOW DOES A PRINCIPAL IN DETROIT PUBLIC SCHOOLS PRODUCE A PRODUCTIVE
LEARNING ENVIRONMENT WITHIN THE CURRENT SYSTEM?
By
Marcus G. Davenport

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
K-12 Educational Administration—Doctor of Philosophy
2017

ABSTRACT
HOW DOES A PRINCIPAL IN DETROIT PUBLIC SCHOOLS PRODUCE A PRODUCTIVE
LEARNING ENVIRONMENT WITHIN THE CURRENT SYSTEM?
By
Marcus G. Davenport
In this dissertation, the researcher investigates the success of productive learning
environments in Detroit Public Schools. Using interviews with three productive principals from
the Detroit school system, the researcher explores three related issues in public schooling. The
first issue is the definition of a productive learning environment. By collecting answers from the
principals about their definitions of productive learning environments, the researcher was able to
find common themes. Among these common themes are: the safety of students, efficient hiring
practices, team-centered efforts, and functioning school buildings. The second issue is about the
obstacles that these principals face in creating a productive learning environment. The three
principals presented many of their challenges in operating their schools, such as a lack funds, an
unsafe environment, and a lack of qualified teaching staff. The third issue is the qualities that
define productive principals in Detroit Public Schools. After comparing common traits and
experiences between all three interviewed principals, the researcher identified several of these
qualities, including open communication, acting as an instructional leader, being authoritative
and energetic, and ability to build partnerships. The results of this dissertation will prove useful
to urban school districts in Detroit and elsewhere in selecting future leaders and building
productive learning environments.

ACKNOWLEDGEMENTS

I thank God for granting me the health and strength to complete my doctoral program
while being a fulltime public school administrator, coach, son, husband, and father. This
dissertation is dedicated to Camden G. Davenport, Latresha Davenport, Pearlene Davenport, and
Chris G. Davenport. I am eternally grateful for your love, support, prayers, and understanding
throughout this 5-year process.
This dissertation is also dedicated to the employees of Detroit Public Schools Community
District who have worked relentlessly for the advancement of children in hopes of providing the
best education possible regardless of all obstacles. I have been blessed to interact with some of
the most knowledgeable, passionate, ethical, and creative educators within my tenure in Detroit.
I am also indebted to Flint Community Schools, Southfield Public Schools, Benton
Harbor Public Schools, Grand Rapids Public Schools, Dekalb County Schools, Pontiac Public
Schools, East Lansing Public Schools, Lansing Public Schools, Montgomery County Public
Schools, and Atlanta Public Schools for my invaluable experiences as a student, teaching intern,
and professional educator. My lifelong mission is to continue improving public education for all
students within this great nation. This burning desire is constantly refueled by the current plight
of students within marginalized communities.
I am thankful for the scholarly supervision I received from Dr. John B. Artis, Dr.
Christopher Dunbar and Dr. David Arsen. I am also abundantly grateful to Mr. Alvin Wood for
being a career mentor and model of professional stability. To my doctoral committee, Dr. Terah
Chambers, chairman and advisor; Dr. Kristy Cooper Stein; Dr. Muhammad Khalifa; and Dr.
Chezare Warren, I thank you for your guidance and inspiration.

iii

TABLE OF CONTENTS

LIST OF FIGURES ....................................................................................................................... vi
CHAPTER 1. INTRODUCTION ................................................................................................... 1
Problem Statement .............................................................................................................. 7
Purpose of the Study ........................................................................................................... 7
Research Questions ............................................................................................................. 8
Conceptual Framework ....................................................................................................... 8
Significance to the Field ................................................................................................... 15
Summary ........................................................................................................................... 15
Definition of Key Terminology ........................................................................................ 16
CHAPTER 2. REVIEW OF LITERATURE ................................................................................ 19
The Principal’s Role ......................................................................................................... 20
Limitations in the Literature: The Principal’s Role .......................................................... 24
Environmental Factors ...................................................................................................... 25
Limitations in the Literature: Environmental Factors ....................................................... 26
Instructional Leadership.................................................................................................... 27
Limitations in the Literature: Instructional Leadership .................................................... 29
School Safety .................................................................................................................... 31
Limitations in the Literature: School Safety ..................................................................... 32
Financial Responsibilities/Legal Responsibilities ............................................................ 33
Limitations in the Literature: Financial Responsibilities/Legal Responsibilities ............. 34
CHAPTER 3. DESIGN OF THE STUDY ................................................................................... 36
Rationale for a Qualitative Research Approach................................................................ 36
Case Study Design ............................................................................................................ 37
Research Setting and Context ........................................................................................... 37
Participants ........................................................................................................................ 39
Data Collection ................................................................................................................. 40
Observations ..................................................................................................................... 41
Documents and Artifacts................................................................................................... 42
Data Analysis .................................................................................................................... 42
Trustworthiness ................................................................................................................. 44
Member Checking ............................................................................................................. 44
Peer Debriefing ................................................................................................................. 44
Triangulation ..................................................................................................................... 45
Positionality ...................................................................................................................... 45
CHAPTER 4. PRESENTATION OF FINDINGS ........................................................................ 48
Principal Angelou and School A....................................................................................... 49
Principal Bethune and School B ....................................................................................... 58
Principal Chisholm and School C ..................................................................................... 68

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Universal Themes Within Findings .................................................................................. 79

CHAPTER 5. CONCLUSIONS ................................................................................................... 81
Definition of a Productive Learning Environment ........................................................... 81
Common Obstacles for Productive Learning Environments ............................................ 86
Universal Characteristics of Productive Principals........................................................... 90
Conclusions ....................................................................................................................... 91
Recommendations for Further Research ........................................................................... 92
APPENDICES .............................................................................................................................. 95
APPENDIX A: Principal Research Questionnaire ........................................................... 96
APPENDIX B: Principal Research Survey....................................................................... 98
REFERENCES ........................................................................................................................... 101

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LIST OF FIGURES

FIGURE 1.1 SYMBIOTIC RELATIONSHIPS ........................................................................... 13
FIGURE 1.2 POSTIVE FORCES VS. NEGATIVE FORCES ................................................... 14
FIGURE 4.1 SCHOOL A STUDENT MIX ................................................................................. 50
FIGURE 4.2 SCHOOL A PERCENTAGE OF STUDENT POPULATION SUSPENDED....... 52
FIGURE 4.3 MAP LANGUAGE USAGE DATA SCHOOL A .................................................. 56
FIGURE 4.4 MAP MATHEMATICS USAGE DATA SCHOOL A ........................................... 57
FIGURE 4.5 MAP READING USAGE DATA SCHOOL A ...................................................... 57
FIGURE 4.6 MAP SCIENCE USAGE DATA SCHOOL A ....................................................... 58
FIGURE 4.7 SCHOOL B PERCENTAGE OF STUDENT POPULATION SUSPENDED ....... 59
FIGURE 4.8 SCHOOL B STUDENT MIX ................................................................................. 60
FIGURE 4.9 MAP LANGUAGE USAGE DATA SCHOOL B .................................................. 67
FIGURE 4.10 MAP MATHEMATICS USAGE DATA SCHOOL B ......................................... 67
FIGURE 4.11 MAP READING USAGE DATA SCHOOL B .................................................... 68
FIGURE 4.12 MAP SCIENCE USAGE DATA SCHOOL B...................................................... 68
FIGURE 4.13 SCHOOL C STUDENT MIX ............................................................................... 70
FIGURE 4.14 SCHOOL C PERCENTAGE OF STUDENT POPULATION SUSPENDED ..... 74
FIGURE 4.15 MAP LANGUAGE USAGE DATA SCHOOL C ................................................ 77
FIGURE 4.16 MAP MATHEMATICS USAGE DATA SCHOOL C ......................................... 77
FIGURE 4.17 MAP READING USAGE DATA SCHOOL C .................................................... 78
FIGURE 4.18 MAP SCIENCE USAGE DATA SCHOOL C ...................................................... 78
FIGURE 5.1 CUMULATIVE SCHOOL SUSPENSIONS .......................................................... 82
FIGURE 5.2 SCHOOL ATTENDANCE RATES........................................................................ 85

vi

CHAPTER 1
INTRODUCTION
Detroit Public Schools is a unique school system where highly devoted and incredibly
innovative educators must overcome the longstanding economic and social issues that have
impacted the city since the racially charged riots of 1943 and 1967. The riots exacerbated the
exodus of many Caucasians, major businesses, and middle class families from the city and
further worked to increase racial and economic segregation between the city and surrounding
suburban areas. In 2009, Arne Duncan, the former U.S. Secretary of Education, referred to the
Detroit Public Schools (DPS) system as “ground zero” for public education, (Kang, 2015). In
accordance with past trends, the academic and physical conditions of DPS schools have further
deteriorated over the last seven years. The situation worsened in July 2013, when Detroit,
composed of over 80 percent underprovided black residents (Khalifa et al., 2015), became the
largest city in the U.S. to have filed for bankruptcy. The city, under the leadership of governorappointed Emergency Financial Manager Kevin Orr, encountered dire consequences for the
city’s public schools due to the financial crisis. The resulting significant loss in enrollment of
students and the associated yearly loss in per pupil dollars engulfed the DPS deeper into
widespread catastrophe (Kang, 2015; Mirel, 1999).
Reports claim the schools to have lost nearly 10,000 students every year for over a
decade (Kang, 2015), which has resulted in half of the schools (149 schools) shutting down since
2001 (Arsen & Ni, 2011). The number of students enrolled in Detroit Public Schools decreased
from 156,000 students in 2001 to less than 50,000 students presently. The loss in these schools’
enrollment has been attributed to two interrelated factors. The first is the relocation of families
who have the means to flee the city’s numerous problems to other cities. The second is the

1

selection of alternative academies such as charter schools, parochial schools, private schools, etc.
by the families that chose to stay in the city and educate their child through other modes (Pierce
& Stapleton, 2003; Dickson, 2011). Additionally, some parents have elected to allow their
children to remain in one of the schools of the newly-formed Education Achievement Authority
(EAA) district in Detroit (Chambers, 2014; Kang, 2015), which is scheduled to close after the
2016-2017 school year.
Since 2012, 15 schools in the district have been removed from Detroit Public Schools and
placed in the state run Educational Achievement Authority (EAA) because of low performance
(Kang, 2015). However, the EAA has faced severe criticism for destroying school communities,
forming an incredibly unproductive educational authority, and closing schools under
questionable circumstances (Khalifa et al., 2015). The formation of the EAA has also been
ridiculed for intensifying the loss of students and employees within the Detroit Public Schools
(Mason & Arsen, 2014; Chambers, 2014; Kang, 2015).
The shift of students from DPS (Dawsey, Walsh-Sarnecki, & Higgins, 2005) to available
schooling alternatives has resulted in a constant struggle amongst current principals to attract,
retain, and recruit students from competing schools as well as neighboring districts willing to
accept Detroit students. The situation of DPS is considered unique given the dramatic decline in
population and school enrollment which has never been witnessed by any other city in the U.S.,
except in the case of natural disaster. Detroit Public Schools thus appear to be the sole
exemplary case that can be used as a positive example of the overcoming of such odds.
In addition to the financial pressures, DPS has also faced a leadership crisis in the wake
of the temporary leaders titled Emergency Managers (Kang, 2015). The Emergency Manager is
an individual appointed by the governor to control the various aspects of the school system. He

2

or she has the authority to void previous employment contracts, impose new agreements, make
curriculum decisions, as well as promote and terminate employees. Furthermore, the role of the
Emergency Manager is similar to a superintendent in a traditional district who functions without
the supervision of a school board. The implementation of the Emergency Manager laws
essentially implied the elimination of the power of the school board and elected officials to
provide meaningful resistance to the unprecedented changes occurring in the district (Oosting,
2012). Such eradication of the control of powers of the Detroit Public Schools school board
members has reduced their status to powerless elected officials (Khalifa et al., 2015).
Five Emergency Managers have managed DPS since 2009 with Steven Rhodes becoming
the latest Emergency/Transitional Manager to lead Detroit Public Schools until December 31,
2016 after the resignation of Darnell Early (the fourth Emergency Manager) on February 29,
2016. The rotation of Emergency Managers has created a wave of new school reforms in DPS
(Sands, 2012) with each Manager bringing in a new visionary plan to reduce cost, increase
student achievement, and improve school quality. However, despite the intention to improve the
situation in DPS, the experimental reforms undertaken by each Emergency Manager has added to
the district’s dismal economic and academic state (Lewis, 2015).
The DPS principals, who bear the primary responsibility for preserving the confidence of
the parents and local community members, have been particularly impacted by this frequent
change in district leadership. Although such personnel changes are common in urban schools,
principals in urban districts often must deal with temporary superiors who act as permanent
leaders. The high turnover (two to three years) of superintendents in large urban districts
(Haberman, 1999) has forced principals to withstand unstable district leadership and wavering
directions for nearly a decade in their mission to produce productive learning environments.

3

During the 2015–2016 school year, Governor Rick Snyder signed a $617 million-dollar
bill for splitting the Detroit Public Schools into two districts in order to eliminate the district’s
operating debt. The old district was to remain intact for roughly ten years to pay off the
outstanding debt, while the new district would exist to educate students with a startup cost of
$150 million dollars (Eggert, 2016). Further, a new district named the Detroit Public Schools
Community District (DPSCD) was formed to begin the 2016-2017 school year without the
previous debt of the old DPS.
The financial and leadership challenges encountered by DPS had several repercussions
for the students, teachers, and staff in the district. All employees in the district were required to
suffer a 10% reduction in their salary to contribute towards the elimination of the district’s
outstanding debt that had ballooned under state control. Further, DPS employees during the
2016-2017 school year maintained their former 10% reduced concession salary as the normal
salary under the new DPSCD. Additionally, 23 out of 97 school buildings under DPS tested
positive for elevated levels of lead and copper in the water making it unfit for consumption by
students and staff. This necessitated the daily provisioning of bottled water by the school district
due to medical concerns associated with lead consumption (Zhang et al., 2013). Other city
inspections indicated that numerous buildings in the district failed due to the presence of black
mold, rodents, leaking roofs, and malfunctioning heating systems. The salary reductions, years
of pay step freezes, frequent leadership changes, and deplorable working conditions have all
contributed to the further erosion of employee morale (Fantz, 2016).
The district is also characterized by a massive shortage of teachers owing to the various
issues that plague the urban systems. Such issues tend to dissuade some of the best teachers
from applying to urban districts (Yisreal, 2012). The result is several schools within the district

4

functioning without sufficient teachers in core subject areas. Some classrooms are vacant and/or
being led by substitute teachers who have been granted temporary clearance owing to the district
shortage of over 200 teachers. The use of substitute teachers for full-time teaching positions has
created a void of substitute teachers needed to replace absent educators resulting in vacant
classrooms. Some schools are forced to hold classes in gymnasiums, cafeterias, and auditoriums
for multiple class periods due to a lack of core subject instructors to regularly educate the
students.
Given the numerous problems of the DPS, several sections of society in the district have
begun to protest the conditions under which teaching and learning has been allowed to occur in
such schools. Thousands of teachers have participated in “sickouts” to oppose the current
conditions of the education provided in the district (Andrews, Bartell & Richmond, 2016; Fantz,
2016). A sickout is a term used for the collective decision of teachers to call off work as a form
of protest. The sickouts of 2015-2016, along with a lack of substitute teachers, led to the official
shutdown of schools monthly. The sickout protests have been widely supported by parents,
students, and other stakeholders in the community. Other protests in Detroit have used various
forms based on the differences among the inhabitants pertaining to resistance, cognizance,
accessibility, and upbringing (Khalifa et al., 2015).
Curbing the varied challenges of financial constraints, loss of enrollment, leadership
changes, teacher shortages, working conditions, and rising protests is the responsibility of
principals, who are simultaneously faced with the task of meeting both the academic needs and
any other needs of the students (Mirel, 1999). Effective leaders who envision the schools’
culture are essential ingredients for successful schools (Stafford & Hill-Jackson, 2016). Thus,

5

principals need to be the positive catalysts for steering all efforts towards improvement in the
district regardless of current conditions.
The question which remains unanswered concerns how the urban principal can
reasonably be expected to meet these multiple and competing demands. Urban school principals
have the challenge of juggling the needs of the school, staff, students, and the community while
constantly being scrutinized (Yisreal, 2012). The responsibilities are a challenge: ensuring the
fulfillment of student learning needs in the absence of vital resources or basic amenities, and
adapting to the current employee shortage and devising creative methods to educate students in
overcrowded classes without certified teachers. Some principals have taken the role to act as
educators in classes for certain periods of the day due to a lack of adequate teacher coverage.
Sickouts, especially, place the principal in a demanding position to retain a positive working
relationship between the teachers, district administration, and parents (Gast & Shortell, 2016).
Such factors add to the workload and pose relentless demands on the part of the current
principals in Detroit Public Schools.
Veteran as well as incumbent principals have often claimed that it is difficult to
understand the roles and burdens of a principal until one has been in the same position (Pristash,
2002). This claim is particularly true for the present scenario facing the principals in Detroit
Public Schools. The success stories of principals devising effective strategies for curbing the
challenges posed by urban districts in the nation can serve as valuable examples for other
building leaders in Detroit and throughout the country. The present project aims at analyzing
some of the scholarly, as well as unorthodox methods, employed by principals within Detroit
Public Schools to produce a productive learning environment for students and staff.

6

Problem Statement
From the research perspective, few studies have focused on the Detroit Public Schools.
To the best knowledge of the researcher, no study has been completed regarding the current
conditions of such schools or the relationship that exists between DPS and school leadership.
The scholarly works of Jeffrey Mirel and Leanne Kang have served as primary resources for the
current study. The research also made use of a collection of news articles relating to the current
conditions of Detroit Public Schools. Several researchers including Carlin (1992), Leithwood,
Louis, Anderson and Wahlstrom (2004), and Louis, Dretzke, and Wahlstrom (2010), have
demonstrated that the principal is the single most influential individual in a productive school
environment. Howsoever, sufficient research has still not been completed focused on the school
principals in Detroit Public Schools.
The present research is thus, expected to be first study which will extensively analyze the
current conditions of the district from the principals’ perspective. Further, given the unique
conditions of the Detroit region, the research conducted in other urban locales will only prove to
be partially useful for studying Detroit Public Schools. Additional research that addresses the
role of the principal in producing a productive learning environment given the contextual
realities facing the district at present is critical. Likewise, the research will examine the
principals’ ability to foster productive learning environments in the wake of the multiple
obstacles that plague the current educational system.
Purpose of the Study
The present research aims at filling the existing research gap concerning the role of
school principals in producing productive learning environments in the midst of Detroit’s
multitude of challenges. The existing challenges impacting Detroit Public Schools have received

7

national as well as international attention over the past year (Fantz, 2016). These challenges
include teacher sickouts (Oosting, 2016), limited substitute teachers and qualified educators
(Zaniewski, 2014), insufficient textbooks and supplies, reductions in employee salaries and
benefits, fiscal inadequacies within the district, unsafe building conditions for staff and students,
and low employee morale. The present qualitative case study can thus be used for gaining a
greater understanding of the actions of a productive principal experiencing unparalleled turmoil
and future uncertainty. Similar actions can then be used as a tool to educate the current leaders
within urban schools facing similar challenges.
Research Questions
Given the purpose of the present study, the research questions that will guide this
examination are as follows:
1. How does a Detroit Public Schools’ principal within the study currently define a “productive
learning environment” based on the current state of the district?
2. What are the obstacles that prevent principals within the study from achieving productive
learning environments?
3. What are the characteristics of a Detroit Public School principal within the study who
produces a productive learning environment in the current system?
Conceptual Framework
Only limited research exists pertaining to Detroit Public Schools and the complexities
within the district. However, two significant resources, namely Appreciative Intelligence and
Appreciative Inquiry, guided the conceptual framework throughout the research. In addition,
two supporting resources also supplemented the conceptual framework: Positive Organizational
Scholarship and the Warrior Principal Mentality. Although these resources do not address the

8

exact problems of Detroit Public Schools, they proved useful in providing a prospective for
producing extraordinary results in organizations experiencing systematic disorder.
Appreciative Inquiry is a theory that evaluates how systems function at the optimal level
for productivity (Cooperrider & Whitney, 2005; Whitney & Trosten-Bloom, 2010). Principals
within DPS are faced with the task of ensuring the operation of their school buildings at high
levels despite the numerous challenges that exist. Systems and leaders who maximize the
Appreciative Inquiry theory display a substantial capacity to exhibit Appreciative Intelligence.
In simple terms, Appreciative Intelligence is the ability to recognize the positive attributes in a
situation to generate longstanding productive change. Leaders with Appreciative Intelligence
have the aptitude to see the possibilities for success despite the obstacles that exist in their path
(Thatchenkery & Metzker, 2006; Lehtimaki, Kujala & Thatchenkery, 2013).
Appreciative Intelligence empowers leaders to identify the positive attributes of
individuals and organizations to produce productive results (Thatchenkery & Metzker, 2006;
Thatchenkery, 2009). In most situations, productive principals in DPS are forced to extract
positive factors for productivity by overcoming the lack of basic resources, which can attribute to
negative outcomes. Appreciative Intelligence thus encourages framing reality in a new and
positive manner (Thatchenkery & Metzker, 2006; Lehtimaki, Kujala & Thatchenkery, 2013).
Leaders with Appreciative Intelligence typically separate the future from the present to alter the
outlook for success in a positive manner (Thatchenkery & Metzker, 2006). In this manner, such
leaders can focus on organizational goals rather than on any current failures that may facilitate a
culture of underperformance. Using Appreciative Intelligence triggers sequential steps for
achieving momentum shifts to productive outcomes (Thatchenkery & Metzker, 2006;
Thatchenkery, 2009), which further provide opportunities for celebration and measurable gains.

9

Appreciative Inquiry transforms the functions of a system from command and control to
exploration and teamwork (Whitney &Trosten-Bloom, 2010; Jordan & Thatchenkery, 2011).
The current system of leadership in DPS has been based on command and control, owing to the
frequently changing Emergency Managers. Appreciate Inquiry provides an opportunity to
replace fear with fearless cooperation, and punishment with productive praise. Productive
principals must incorporate the appropriate components of Appreciative Inquiry Theory in
organizational practices to achieve success.
Appreciative Inquiry Theory consists of four major cycles that are necessary for
productivity: discovery, dream, design, and destiny (Cooperrider & Whitney, 2005; Hart,
Conklin & Allen, 2008; Whitney &Trosten-Bloom, 2010; Bushe, 2011). The discovery cycle
engages organizations in a search for their strengths and greatest attributes for success. The
dream cycle involves the search for organizations’ greatest potential: what they could become
with a concerted team effort. The design cycle forces organizations to move out of their comfort
zones to create a blueprint for an ideal organization. Finally, in the destiny cycle organizations
complete the ongoing actions that cement the new direction and sustained culture. Each of the
four cycles assist the inculcation of trust within the leadership in successful organizations
(Tschannen-Moran, 2014; Cooperrider, Whitney & Stavros, 2008; Thatchenkery, Cooperrider &
Avital, 2010).
Continuously questioning and re-evaluating the progress of an organization is at the heart
of Appreciative Inquiry (Whitney &Trosten-Bloom, 2010). The questioning allows the
organization to refocus and make adjustments for overall productivity. Questioning will always
concentrate on positive changes rather than focusing on deficit-based thinking about past failures

10

(Whitney &Trosten-Bloom, 2010; Bushe, 2011). The elimination of deficit-based thinking
favors the overall mindset change required of the organization.
The process of questioning also encourages one-to-one dialogues within the members of
the organization which promotes positive change (Cooperrider & Whitney, 2005; Cooperrider,
Whitney & Stavros, 2008). From the principals’ perspective, one-to-one conversations are a key
instrument in the development of individuals within a school (Tschannen-Moran & TschannenMoran 2010). These one-to-one dialogues between organization members are called
Appreciative Interviews, and are a crucial element for creating systemic culture shift
(Cooperrider & Whitney, 2005). Such conversations allow the organizational members to learn
from each other and exchange candid viewpoints (Hart, Conklin & Allen, 2008; TschannenMoran & Tschannen-Moran 2010).
Dr. Kim Cameron highlighted the importance of practicing positive leadership for leading
organizations to bring about productive change through the Positive Organizational Scholarship
concept. He worked in close collaboration with Detroit Public School administrators to create a
cultural shift within the district through a series of professional development meetings held at the
University of Michigan campus during the 2015–2016 academic year. A major goal of this
series of professional development sessions was to devise organizational strategies to deal with
crisis situations (Cameron & Dutton, 2003). According to Kim Cameron, “it is almost
impossible to be a positive leader without being a source of positive energy” (Cameron, 2013, p.
15). Positive energy may thus be regarded as a monumental asset for a district which frequently
encounters negative conditions in all facets of the system.
Dr. Sean B. Yisrael researched school leadership from the perspective of urban schools.
His major contribution has been the introduction of the concept of urban principals as warriors in

11

the current volatile scenario of the urban school districts and the communities they service
(Dickinson & Williams, 2016). According to Dr. Yisrael, “warrior principals have the heart to
confront tough issues because they are confident in themselves and their abilities” (Yisrael,
2013, p. 13). For example, the principals in Detroit Public Schools have no other choice but to
confront tough issues for the survival of their school buildings (Steckroth, 2016). The roles and
responsibilities of the urban school principal similarly align with that of a traditional warrior in
several ways (Yisrael, 2013). Principals in Detroit Public Schools must prepare for the
unpredictable and maintain a warrior-like focus to overcome the substantial barriers that could
inhibit their school from producing productive learning environments.
The DPS principal is in a constant battle with the district’s limitations for academic
supplies, teacher staffing, physical plant support, school security, busing assistance,
maintenance, and releasing of school funds for improvement purchases. Warrior principals must
manage the responsibility of spending a majority of their time on addressing urgencies aimed at
an overall improvement of the school (Yisrael, 2013). The voluntary willingness of a principal
to fight for students’ needs is the most influential factor for determining whether the school will
be productive or unproductive. As claimed by Yisrael (2013), being a warrior principal implies
that the principal is willing to go beyond the prescribed duties of an organizational leader to
ensure the productiveness of the school. The focus is on taking up complete responsibility and
ownership of the school’s affairs to make it a productive place for both students and staff.
Principals in Detroit Public Schools must portray themselves as a positive force for the
entire school community while withstanding the various negative forces that are detrimental to
producing a productive learning environment. An essential tool for the principals in such
challenging environments is the ability to find positive meaning in all work-related activities

12

(Cameron & Dutton, 2003). A crucial step towards inculcating positive organizational
scholarship in DPS is incorporating systems of displaying appreciation and gratitude for effort,
especially in view of the feeling common among employees of being undercompensated
(Cameron & Dutton, 2003). Positivity is attractive and inspiring; therefore, practicing positive
leadership is important (Cameron, 2013). People tend to gravitate to positive individuals who
have the aptitude to inspire others at time of struggle. At the epicenter of leadership lies the idea
of positive energy (Cameron, 2013). Productive principals in DPS must have a similar ability to
positively influence the entire school community and motivate them to contribute towards the
betterment of the students beyond their job descriptions as presented in the Symbiotic
Relationships in Figure 1.1.
FIGURE 1.1 SYMBIOTIC RELATIONSHIPS
Productive DPS
Principals

Appreciative
Inquiry/ Warrior
Principal

Appreciative
Intelligence/
Positive Leadership

Irrespective of the turmoil that currently exists in the district, productive principals in
Detroit Public Schools are expected to possess the characteristics of Appreciative Inquiry,
Appreciative Intelligence, positive leadership, and a warrior-like state of mind to maintain
productive learning environments. Productive principals in Detroit Public Schools infuse
Appreciative Inquiry, Appreciative Intelligence, the warrior mentality and positive leadership
with the aim of motivating employees to sacrifice their personal desires for the overall well-

13

being of the school. A successful cultural transformation is evident when associates of the
organization start altering their habits, reason differently, modify how they make sense of their
settings, alter the denotation associated with their actions, and focus on possibilities instead of
probabilities (Cameron, 2013). In certain cases, all employees are required to volunteer for
uncompensated services to create a productive learning environment for students. Warrior
principals must aim at advancing their schools in favor of all students, teachers, and staff in the
building (Yisrael, 2013).
Principals in DPS can effectively utilize their positive relations with prominent
individuals in the district to present increased opportunities for the students. Positive leaders are
usually expected to possess the ability to channel the arrangements and collaborations necessary
to an organization to manufacturer modifications (Cameron, 2013). Such additional
opportunities are owed solely to the DPS principals’ ability to maintain positive leadership and
lines of communication under stressful times. Positive leadership relates to the implementation
of numerous constructive systems that support individuals and organizations in attaining their
highest potential, effectiveness, and a sense of uplifted energy (Cameron, 2013). Figure 1.2
illustrates the conflicting positive and negative forces in the construction of productive learning
environments.
FIGURE 1.2 POSTIVE FORCES VS. NEGATIVE FORCES
Primary
Positive Force

Negative
Forces

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Significance to the Field
Despite the research of numerous scholars on the importance of school principals for
bringing about effective change in schools, the challenges faced and processes to be undertaken
by the principal remain undocumented. Especially for DPS, such factors have not been analyzed
as a tool used to ensure their survival in urban districts by undertaking the necessary future
changes. DPS presents a distinctive case study due to the extreme challenges that exist within its
present structure and the variety of principals who have proven to be productive despite the
documented obstacles in the system. Understanding how principals can successfully retain
productive learning environments is significant for the current and future students of Detroit
Public Schools Community District, as well as for other building leaders and policymakers in
urban schools who may face similar circumstances.
Summary
Principals in Detroit Public Schools must daily overcome several obstacles on their uphill
battle to improve academic achievements regardless of internal and external barriers. The
present research is designed to serve as a revolutionizing tool for the Detroit Public School
System. The collected data, scholarly foundation, and inputs from productive principals will
prove fundamental in understanding the necessary actions to be undertaken by Detroit Public
School principals to create productive learning environments. Creating district leaders who hold
the belief that they have the necessary resources and personnel to educate and protect students,
attract and retain talented employees, and prepare students for success in the real world, is
paramount to the survival of the district.

15

Definition of Key Terminology
1. Academic Achievement – The overall measurable growth and development of students on
standardized tests, quarterly grades, and classroom assessments.
2. Administrative Employee Agreement – The Administrative Employee Agreement is the
contract that is signed by all Detroit Public School principals. This document lists all of the
expectations and responsibilities of principals within the district.
3. AFT/DFT – The AFT is the American Federation of Teachers Union which has momentarily
taken control of the DFT (Detroit Federation of Teachers Union) due to infighting and
leadership division within the union.
4. Assistant Superintendent/ Network Leader – Detroit Public Schools currently has several
Assistant Superintendents/ Network Leaders who divide the 97 district schools.
5. Bankruptcy – The City of Detroit has filed bankruptcy under the leadership of Emergency
Financial Manager Mr. Kevin Ore.
6. Chief Communications Officer – The Chief Communications Officer is responsible for
communicating with the media and issuing district statements in the times of crisis and
positive events.
7. Chief of Staff – The Chief of Staff is second-in-command. The Emergency Manager has his
Chief of Staff/ Special Assistant. All district Assistant Superintendents/Network Leaders
report directly to Emergency Manager and/or Chief Staff/ Special Assistant.
8. Crime – Illegal activities. Detroit has been ranked by the FBI as one of the nation’s most
dangerous cities based on the crime rate (murder, rape, physical assault, and robbery).
Several schools in the district are in the heart of what have been documented as some of the

16

most dangerous neighborhoods in the nation. DPS is a unique district in the state because it
has a police department solely dedicated to assisting the school system.
9. Concessions – All DPS Employees are required to return 10% of their salary in concessions
to assist with the overall district debt. Therefore, no DPS employees are eligible for step
raises and/or any financial increases until further notice.
10. DFT – Detroit Federation of Teachers Union
11. DPS – Detroit Public Schools
12. DPSCD – Detroit Public Schools Community District (Established July 1, 2016)
13. EAA – The Education Achievement Authority. The EAA is the state controlled school
system that currently holds the lowest performing schools from Detroit Public Schools.
14. Emergency Manager/ Transitional Manager - The Emergency Manager/ Transitional
Manager is appointed by the Governor. Detroit Public Schools has experienced four
Emergency Managers. Robert Bobb was the first and was strongly considered to be the most
controversial. Roy Roberts replaced Robert Bobb and was the second Emergency Manager.
Jack Martin was the third Emergency Manager. Darnell Early was the fourth Emergency
Manager. Retired bankruptcy Judge Steven Rhodes was the fifth Emergency Manager/
Transitional Manager. These individuals have the authority to break contracts and mandate
financial concessions, they have additional sweeping powers that impact every single
dimension of the school system. This is a term limited appointed position.
15. Employee Work Rules – A set of rules and regulations that govern all employees within
Detroit Public Schools.
16. Pay Steps – Pay steps are incremental increases in salary based on years of service and level
of education.

17

17. PACSA – PACSA is the parent involvement board that represents the interests of the
parents, students, and school stakeholders. PACSA is Detroit Public School’s version of the
PTA or PTSA.
18. Poverty – Extremely poor conditions caused by lack of income.
19. Priority Schools – Priority Schools are the lowest performing schools in the State of
Michigan and represent all schools in the bottom 5 percent. Detroit Public Schools have a
considerable amount of Priority Schools and schools that have worked off the Priority List
due to incredible reorganization and improvement strategies. In September of 2016, the State
School Reform/Redesign Office (SRO) added additional schools from DPS/DPSCD to the
Priority Schools list. Currently, 47 out of 97 DPSCD schools are on the lowest performing
(Priority Schools) list.
20. Productive Learning Environments – A term defined by principals in the study.
21. Productive Principals – Building leaders who are able to withstand the current obstacles of
the district while maintaining productive centers for teaching and learning.
22. School Community – The entire neighborhood surrounding a school.
23. Sickout - Collective decision of teachers to call in sick as a form of protest.
24. Superintendent of Academics – Superintendents in most districts have the responsibility of
controlling academic, budget, transportation, and all other aspects of district functions.
However, DPS has an Emergency Manager who has been appointed by the Governor. The
Superintendent position is currently held by Interim Superintendent Alycia Meriweather.
Her official contract terminates on Friday, June 30, 2017.
25. SRO – State School Reform/Redesign Office
26. Urban Schools – Schools that exist within high-poverty inner-city environments.

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CHAPTER 2
REVIEW OF LITERATURE
The literature has shown that the complex nature of urban school leadership can be
attributed to several factors (Crow and Scribner, 2014). Some urban school systems have been
tarnished by employee corruption, local and state fiscal irresponsibility, political agendas, and
student enrollment declines (Zaniewski, 2014). Such factors have further augmented the
obstacles faced by principals to improve the learning environments in the schools. There has
been a systemic disinvestment in the academic achievement of several urban school systems
throughout the country. Institutional disinvestment can take the form of deliberate
discrimination and its associated consequences, however it is more likely to be demonstrated in
poor expectations, poor demands, lack of adequate teaching, and unethical distribution of human
as well as social resources (Payne, 2008).
The review of literature indicated that there has not been extensive research on principals
within school systems facing extreme economic disasters such as bankruptcy and possible total
elimination of the district. In addition, there has been no research on how principals create
learning environments for students, teachers, and parents in the wake of such a financial and
political crisis. As asserted by Damiani (2014), the principal-teacher and principal-student have
changed in the same way as the change in the relationships between principals and schools.
Principals within cities and school districts facing economic and political turmoil often face
unique challenges that most scholars regard as abnormal and undiscovered phenomena. Modern
principals must work among a multitude of impediments imposed by constantly changing fiscal
supports, school laws and procedures, community principles as well as youth philosophy
(Rousmaniere, 2013).

19

Principals theoretically have the most challenging job in education (Bellamy, Murphy,
Fulmer & Muth, 2007). A broad research base has dealt with multiple aspects of the principal
position from both urban and universal perspectives. Principals are the “difference agents” in
productive schools (Carlin, 1992) and their actions have the power to transform organizational
cultures (Hart, Conklin & Allen, 2008; Lehtimaki, Kujala & Thatchenkery, 2013; Bushe, 2011).
The author researched existing literature that discusses the principal’s role in leading urban
schools. Research topics also included environmental factors, instructional leadership, school
safety, and financial responsibility. This research further addressed the limitations pertaining to
the distinctive circumstances of the school system and the principals being observed.
The Principal’s Role
Milli Pierce and Deborah Stapleton investigated the changing roles of the 21st century
principal. Their study explored the growing demands on active principals coupled with the
limited physical and economic resources at their disposal. They analyzed the increased
accountability and expectations for academic gains that all principals must embrace (Barber &
Dann, 1996; Cooke, 2006; Fulmer, Murphy & Muth, 2007). Also, they took a realistic view of
the increased level of stress among principals and the present trend of attaching compensation
incentives to academic achievement. Pierce and Stapleton stated that taking up the responsibility
of being a 21st century principal is more challenging and less favorable due to the rising demands
of the role (2003).
Theodore Kowalski researched the visionary leadership and management traits of
effective principals in view of the progressing demands of the profession. Visionary leaders
have the ability to reframe the current situation and inspire positive change (Cooperrider,
Whitney & Stavros, 2008; Hart, Conklin & Allen, 2008; Thatchenkery, 2009; Whitney, 2010).

20

Educators striving to become building leaders need to understand how to balance the developing
expectations for school leadership and the continuous social demands for excellence (Kowalski,
2010).
The increased accountability and probability of a reduction in compensation based on
building performance is a constant barrier endured by all principals. Some of a principal’s
responsibilities are not understood by teachers, parents, students, and staff (Kowalski, 2010;
Haberman, 1999). Sharon Pristash researched the routine responsibilities of the principal and
highlighted the necessity of the school principal to be in total control of all factors of the school.
The principal is the key decision maker in the school, provides a safety net and direction, and
holds each person accountable for their actions (Pristash, 2002). Some urban principals must
accept these unlimited duties while balancing the possible financial limitations faced by their
district (Lipman, 2013; Kang, 2015).
Gwendolyn Cooke researched the success factors of the different roles taken by urban
principals. Principals must realize the need to lead as a leader with compassion, and have high
levels of expectation, support, and content (Cooke, 2006). Urban principals must set high
standards for all other stakeholders in their buildings to face the circumstances in the district
without limiting the success of their students. Fiscal obstacles and a lack of human capital are
constant challenges for principals within poor districts who are fighting to enhance their
students’ academic achievement (Carlin, 1992; Cooke, 2006; Payne, 2008). Prince and Stapleton
also pinpointed the moral and ethical obligations of principals to enhance academic achievement
regardless of the obstacles within the system. An important part of a principal’s job is to
guarantee that each child is regarded as having a promising and bright future (Pierce &
Stapleton, 2003).

21

Effective principals are considered “resolution creators” due to their willingness to
challenge difficult topics and their understanding of how to help staff, students, and parents
discover complications. Along with this, they also focus on pondering probable solutions
(McEwan, 2003). Principals within some urban environments are constantly encountering new
challenges that prohibit the attainment of higher academic achievement (Burns, 2014; Lewis,
2015; Yisrael, 2012). Elaine McEwan researched the ten traits of highly effective principals and
highlighted the importance an ability to analyze the current situation and make frequent
adaptations to increase opportunities for success. Highly effective principals continually monitor
and adjust their leadership styles to accommodate the various challenges related to schools,
faculties, and communities (McEwan, 2003).
Principals must adjust to the changing dynamics of a new generation of teachers,
students, and parents. These dynamics may include dissimilarities based on race, economics,
culture, stereotypes, and political views (McEwan, 2003; Pierce & Stapleton, 2003; Ricken,
2006; Seyfarth, 1999). Principals with inclusive leadership personalities contest stereotypes and
conservative understanding with their teachers and staff (Gardiner & Enomoto, 2006). Leaders
in urban districts may have to successfully manage schools that are composed of individuals
from diverse backgrounds. However, communicating effectively and understanding individual
differences while also connecting across social, racial, cultural, as well as political lines is a
difficult and complex task (Delpit, 2006).
Lisa Delpit explored the concept of communication across diversities from a classroom
instructional standpoint and found it to be relevant to an urban principal’s perspective as well.
The priority area of a principal’s job description is to be a productive communicator to students,
teachers, parents, and staff while also ensuring that the communication is relevant, supportive,

22

and productive (McEwan, 2003). These elements work together to pose a new challenge to
fostering academic achievement in some urban schools (Haberman, 1999; Jackson, Turner, &
Battle, 2015; Yisrael, 2012). A majority of principals hold the notion that relationships,
especially with educators and parents, are more crucial in the present scenario than ever before
(Kowalski, 2010).
School staff may be successful because productive principals create an environment that
fuels success through multiple avenues including positive communication (Haberman, 1999;
Bushe, 2011). Research has shown that successful principals are perceived to be visible and
highly involved in all the dimensions of the school (Cooke, 2006; McEwan, 2003; Seyfarth,
1999; Stafford & Hill-Jackson, 2016). This perception manifests itself in the daily interactions
of a school leader with parents, staff members, community partners, and the local media. This
indicates that the urban school principal’s obligation goes much beyond the immediate students
and teachers (Cooke, 2006).
The expectation for principals is to “lead by example” and consistently act as a positive
spokesperson for the school and district (Oplatka, 2007; Ricken, 2006). Parents appreciate
visible and active principals (Pristash, 2002). In addition, some urban principals must develop
meaningful relationships with local business stakeholders to create a beneficial learning
opportunity for students within a potentially explosive system. Principals also must work to
leverage external business partnerships that benefit their school (Haberman, 1999). Due to the
economic limitations of some districts, it has become essential for principals to successfully
solicit financial assistance from outside agencies to enhance academic achievements in their
schools.

23

Limitations in the Literature: The Principal’s Role
The job of the principal requires a range of skillsets necessary to handle diverse
circumstances (Seyfarth, 1999). John Seyfarth researched the new challenges faced by principals
in the new millennium. Seyfarth rightly argued that the principal’s job demanded more than
what was simply written in his or her job description. A substantial proportion of research
conducted on the role of principals stresses the complexity and unpredictability associated with
the job (Pristash, 2002). Effectively playing the role of a principal in schools is a difficult and
exhausting task. However, the overwhelming majority of the literature does not cover the
additional challenges faced by districts under decades of state control. Also, the literature does
not cover the role of a principal under state appointed Emergency Managers. Within some urban
school districts, longstanding dysfunction, money mismanagement, corruption, departure of
students, and political gymnastics have created a unique situation for principals aiming at
productive learning environments. Political and economic interests have also made audacious
statements that only the market can salvage underperforming public schools (Lipman, 2013).
Seyfarth regards the principal’s role as fluctuating because of associated political, societal, and
monetary conditions (1999). The role of an urban principal is unique based on the added
responsibilities that these leaders must accept to create productive learning environments.
Fluctuating social conditions are a challenging task in themselves, even without considering
student learning goals (Bellamy et al., 2007). Leaders are required to be pillars of stability in
many unstable districts. The literature did not provide an opportunity to research the current role
of Detroit Public School principals, nor did it provide insights into how principals in Detroit
Public Schools are overcoming the current conditions of the district to create productive learning
environments.

24

Environmental Factors
Martin Haberman researched the actions of successful principals serving in schools
composed of students in poverty. His research highlighted the impact that violence and
environmental factors of poverty have on principal’s routine responsibilities in producing
academic achievement. He noted that potentially urban principals must deal with student
violence on a regular basis (Christensen, 2007; Haberman, 1999; Dickinson & Williams, 2016;
Burns, 2014). Principals must be proactive to combat the potential for violence within their
school buildings. When students enter the threshold of the school building, they bring with them
the burdens from their home life and the code of the community where they reside (Yisrael,
2013). Successful urban principals have a strong understanding of the environmental factors that
influence their schools.
Prince and Stapleton have also provided a realistic description of the environmental
factors that impact students’ ability to function and grow positively within a school setting. If
children come from abusive home environments or have broken homes (such as divorced parents
or other home life issues), their approach to education may not be as desired (Pierce & Stapleton,
2003). Drug abuse, sexual abuse, poverty, and homelessness are all obstacles that principals
must overcome to create adequate learning environments for their students (Haberman, 1999;
Lipman, 2013; Noguera, 2003). Gwendolyn Cooke explored the additional resources that urban
principals must use to maintain higher levels of academic achievement for students who lack
assets owing to their poverty. Urban principals face the challenge of performing outside the
norm to provide support to such students by way of cultivating partnerships to bring additional
programs to the school, such as nourishment programs, afterschool tutoring, health programs,
and other support services (Cooke, 2006).

25

Limitations in the Literature: Environmental Factors
In the practice of everyday life, negative representations of the inner city are challenged
(Lipman, 2013). The author selected literature so as to cover the universal environmental factors
that affect schools, especially from an urban standpoint. Children from middle-class homes tend
to perform better in school because the school environment culturally represents the philosophy
of those in power (Delpit, 2006). Nevertheless, the literature failed to conceptualize some of the
unique environmental factors that impact those urban areas of the country where these issues are
most severely pronounced. Communities that contain large groups of poorly educated
individuals living in elevated levels of poverty may have a devastating influence on productive
learning environments.
Several urban cities have been ranked as the most dangerous cities in the nation owing to
their high levels of violent crime, homicide, and murder rates. The violence in the community
often travels to the school. Discipline issues with students is one of the most discussed issues in
urban education (Yisrael, 2013). Some parents enter the school building with disdain and
attempt to have confrontations with educators (Jackson et al., 2015). Principals in violent
communities must possess a calm personality to ameliorate such hostile environments.
The standardized test scores for several predominately poor and minority urban districts
rank among the bottom percentile for large cities throughout the nation (Lewis, 2015). Principals
in these areas must be equipped to adapt to increasing responsibilities. Principals are expected to
have diverse experiences in many areas: law, personnel relations, curriculum, finance, and
special education (Stevens, 2001). A substantial proportion of the students rely on school for
their basic health, nutritional, and clothing needs, which their impoverished families are unable
to fulfill. The health of a child and his or her academic performance are related (Jackson et al.,

26

2015). All these unique factors add to the environmental challenges which must be curbed by
DPS principals to increase academic achievement. Principals in DPS must first create avenues
for meeting students’ basic needs before addressing their academic achievements. Principals in
DPS must successfully compete with longstanding city issues of disenfranchisement and a lack
of basic resources for some residents that expand well beyond the reach of the school system.
These factors deserve additional research dedicated to the impact of the extreme environmental,
political, racial, and economic aspects exclusive to Detroit Public Schools.
Instructional Leadership
As the principalship began shifting from the classroom to the main office, despite having
less connection with the routine actions of the classroom, the primary responsibility of student
learning became assigned to the building leader (Rousmaniere, 2013). Standardized test scores
are commonly used by the media as a measuring tool for determining the academic success and
effectiveness of principals, schools, and school systems. Gaffney, Hesbol, and Corso (2005)
assessed the impact of standardized test scores on the principal’s ability to be an instructional
leader and claimed that the compiled data provides a host of details that potentially impact
classroom instruction. Principals must balance the non-instructional expectations of the position
with the highly publicized low standardized test scores (Bellamy et al., 2007; Lewis, 2015;
Nelson & Sassi, 2005). These leaders must also make daily instructional decisions for students
and staff that may not be quantifiable in standardized tests scores and semester grades. In order
to work efficiently with teachers, astute principals often use a mix of both formal and informal
observations as well as formative and summative evaluation practices (Zepeda, 2012).
Successful principals must have the ability to disaggregate data and then use that data to
drive academic instruction (Barber & Dann, 1996; Carlin, 1992; Cooke, 2006; Gaffney, Hesbol

27

& Corso, 2005). Principals are faced with the challenge to simultaneously overcome barriers to
productivity and improve student achievement in the wake of resource limitations and political
agendas (Bellamy et al., 2007). The barriers to learning for students in impoverished school
environments are heightened due to the documented poor facilities that students and staff inhabit
from preschool to high school. Some urban principals must firstly overcome these non-academic
elements that challenge their capacity to improve student achievement.
Instructional leadership is often understood as the tasks associated with administrators’
roles (Nelson and Sassi, 2005). Larry Stevens researched the difficulty faced by principals in
balancing the non-academic responsibilities of the position with the expectations for academic
success. Ensuring the effective and efficient functioning of a public school building is a
daunting and time-consuming task which frustrates the principals’ efforts towards effective
leadership in instruction and curriculum (Stevens, 2001). Thus, principals within many urban
schools must juggle the tremendous non-academic obstacles that derail academic success
(Gardiner & Enomoto, 2006; Mayer & LeChasseur, 2013; Zepeda, 2012).
Mustafa Yavuz and Gokhan Bas researched teachers’ perception of the role of the
principal as an instructional leader. Their research highlights several aspects of the principal’s
role in improving academic achievement. Instructional leadership behavior is a key operational
component that aids school principals in managing schools effectively (Yavuz & Bas, 2010). As
previously noted, a great deal of principals’ time is spent dealing with issues that are nonacademic (Jackson et al., 2015; Rousmaniere, 2013; Stevens, 2001). This trend has resulted in a
majority of the teachers viewing the principal as a manager of the building rather than an
instructional leader. Steering the efforts of the teachers towards curriculum development and
providing adequate opportunities is a dynamic obligation expected of the principal (Yavuz &

28

Bas, 2010). However, the instructional leader role of the principal is severely challenged in the
absence of adequate instructional personnel to provide student instruction.
The significance of a principal’s position presents a direct route to enforcing school
reforms and justifies the distinct consideration assigned to school principals for such matters
(Carlin, 1992). Philip Carlin researched the role of urban principals in school reforms which
have been identified as an urgent need for several urban schools. Federal accountability
mandates such as No Child Left Behind (NCLB) and Race to The Top (RTT) have escalated the
need for principals to locate tools to aid in student learning and teacher directed instruction
(Damiani, 2014). The federal accountability mandates may have changed by name over the past
decade, but the need for all principals to continue to adhere to similar regulations for funding
remains (Cooke, 2006; Huang et al., 2012; Kowalski, 2010; Zepeda, 2012). Urban principals are
in a constant fight to balance the responsibilities of federal mandates with the growing challenges
on academic instruction.
Limitations in the Literature: Instructional Leadership
Sally Zepeda also researched the principal’s role as instructional leader and claimed that
the principal must prioritize time in the classroom (Zepeda, 2012). Several researchers including
Sally Zepeda have highlighted the common responsibilities that need to be fulfilled by the
principal to succeed in the role of an instructional leader of the building. Highly effective
principals often challenge teachers’ beliefs about educating students by fostering relationships
and discussions about policies affecting schools (McEwan, 2003). However, the literature failed
to consider some of the insurmountable complications that urban principals face in acting as
instructional leaders.

29

There is increasing concern regarding the need for administrators to focus their attention
on improving instruction and learning (Nelson and Sassi, 2005). Some urban and non-urban
districts are experiencing a teacher shortage which results in unattended classrooms and the daily
absence of basic necessities (Preston, Jakubiec & Kooymans, 2013; Walters & Pickands, 2000).
Long-term substitutes have filled a large number of vacancies in classrooms in comparison to
full-time teachers (Jackson et al., 2015). Some classrooms are filled to capacity with 30 to 60
students in each class. A well-acknowledged solution to such issues that can enhance student
academic achievement is to decrease the student-to-teacher ratio in classrooms (Barber and
Dann, 1996).
In addition, there is a severe shortage of substitute teachers to fill the vacancies for
educators when teachers are absent. Some substitutes refuse to work in extreme urban
environments. In some of the worst urban schools, students may attend school without a teacher
for core subjects like math, reading, science, and/or social studies for an entire academic year
(Lewis, 2015). Teachers in inner city schools frequently transfer between these schools (Jackson
et al., 2015). Unfortunately, principals are forced to spend a significant portion of their day
devising plans to divide these academically deprived students into another classroom regardless
of the grade level.
Having a severe shortage of instructional staff maximizes the difficulties of the principals
in Detroit Public Schools to truly act as the productive instructional leader described in the
literature (Zaniewski, 2014). It seems rather peculiar that the schools that require the most help
with special needs children as well as academically and behaviorally challenged students get the
least equipped teachers (Jackson et al., 2015). These obstacles may result in principals
constantly reevaluating their goals and redefining productivity within the current system. Most

30

enterprising principals do not settle for average standards for their school (Seyfarth, 1999).
Problems with the staffing and attendance of instructional staff are compounded with the
possibility of lacking adequate textbooks and materials (Foster, 2016). The unique and abundant
academic obstacles of Detroit Public School principals are largely unaddressed in the current
literature. Further studies on this topic can be used as a learning tool for principals who are
struggling to create productive learning environments within the present unproductive systems.
School Safety
Schools have two core responsibilities: helping students learn and keeping them safe
(Kowalski, 2010). Unfortunately, it is safe to assume that no school in the United States is clear
of concerns for safety and discipline (Christensen, 2007). Jon Christensen researched school
safety within public schools and charter schools wherein the Principals are held accountable for
school safety both in the presence and absence of security officers. The provision of a safe
learning environment for students is of utmost importance to parents, teachers, and staff
(Christensen, 2007). Unfortunately, a great deal of schools within urban districts encounter
elevated numbers of fights, discipline referrals, suspensions and undesirable incidents
(Haberman, 1999; Yisreal, 2012; Yisreal, 2013). Therefore, effective principals should cultivate
relationships with local law enforcement (Ricken, 2006), which can prevent minor disturbances
from becoming major incidents and affecting student learning in urban schools.
Some urban principals must deal with the possibility of having limited staff members within a
building along with a possible reduction in security staffing. A staffing concern can increase the
responsibilities of the principal to maintain building safety in some urban districts. Robert
Ricken researched mastering the balance required of principals. Creating a safe learning
environment for students and staff is a goal of all principals (Ricken, 2006; Christensen, 2007;

31

Cooke, 2006; Yisreal, 2012). Within the study, he focused on the fact that all principals want to
have safe schools; however, all principals are not skilled in creating safe schools.
Limitations in the Literature: School Safety
The literature did not thoroughly examine the magnitude of school safety from the
perspective of principals in school systems where violence has emerged as a way of life within
the school community. The literature also did not explore the differing ideologies held by the
school and the neighborhoods that surround the school; the value systems between the two are
often diametrically opposite. Schools located in the most poverty-stricken and crime-infested
neighborhoods often have a large number of poor children enrolled (Jackson et al., 2015), and an
absence of school safety in such areas can severely disrupt their academic achievement. In order
for a school to be considered productive it must first educate (Barber and Dann, 1996).
However, it is extremely difficult to educate when the students and staff have safety concerns.
Issues of conflict can lead to potential breaches in safety and security. Parents can also
be caught in the middle between inadequate teachers, negative press in the media, and parentstaff relationships within the school. Principals should understand that parents have
preconceived notions about their role because of good and bad past experiences (Pristash, 2002).
The current climate in some urban districts of low staff morale, alleged corruption, inhumane
working conditions, job uncertainty, and working in violent neighborhoods with high
unemployment rates create a perfect recipe for safety concerns.
The instability of classroom teachers often results in increased classroom disturbances
and fights due to a lack of consistent leadership for the students. Such instability can also lead to
severe verbal and physical confrontations between co-workers, parents and staff, parents and
other parents, and instructional staff and students. In such a scenario, the role of the school

32

becomes paramount. The lack of highly qualified and experienced instructional staff continues
to have a dramatic impact on student achievement. In order to be successful, principals must be
creative leaders who aid their school communities in accomplishing results for student learning
(Bellamy et al., 2007).
Principals in urban districts must constantly be on high alert for potential problems from
the neighborhood to spill into the school. These leaders must be able to communicate with
diverse people including parents, the media, and other educators to defuse potentially deadly
situations that can cripple a productive learning environment. Higher academic achievement is
directly correlated to parental participation (Jackson et al., 2015). DPS principals, therefore,
must be able to understand and communicate with the residents of the neighborhood in a more
common language while also having the professionalism to successfully communicate with the
media and corporate sponsors. This innate ability to galvanize distinctively diverse individuals
to enhance student achievement deserves further research and literature to focus on this currently
undiscovered area.
Financial Responsibilities/Legal Responsibilities
The primary ethical and legal representative of the school is the principal (Stevens,
2001). Corruption scandals have shaken several large urban districts and eroded trust in district
leaders. Financial and legal responsibilities are paramount roles of principals; principals in many
districts work to solicit aid from the public in supporting public schools (Pierce & Stapleton,
2003). Larry Stevens researched the topic of principals following legal protocol from the
perspective of an elementary school principal. The school principal, district, or school board can
potentially face legal implications because of a lack of attention to legal details (Stevens, 2001).
These legal and financial responsibilities are increased in middle school and high school settings.

33

Principals are given the jurisdiction to produce regulations to comply with policies in the
public school sector (Kowalski, 2010). Principals are responsible for enforcing the district rules
and regulations. These leaders must attempt to create positive and longstanding change in
districts that have become notorious for negative circumstances. To grasp the political economy
of urban education, a principal must understand how education, ideologies, and political and
economic structures are intermixed in actual cities (Lipman, 2013). The financial responsibilities
of urban principals are another unique situation. Holding the position of a principal in schools
necessarily implies continual navigation of the decision-making process of how to overcome
obstacles (Pierce & Stapleton, 2003).
Limitations in the Literature: Financial Responsibilities/Legal Responsibilities
The literature does not address the financial and legal dynamic from the current
perspective of urban principals who are working to build productive learning environments while
under heightened scrutiny. Many urban principals seek additional resources and support from
outside sources to meet the basic needs of their students. This creates another dimension to the
role of the principal. These leaders must seek additional services to fulfill needs that cannot be
adequately met by their district and the parents of the students. The disparities among the fiscal
challenges of big cities and local property tax valuation are fundamental restrictions of funding
available to some city schools (Barber and Dann, 1996).
Financial shortages have resulted in an increase in the number of outsourced employees
in some school districts. The DPS principal is responsible for managing the legal and ethical
actions of outsourced employees such as maintenance, food service, security, landscaping,
building engineers, and bus drivers. However, none of these individuals are directly employed
by the school district. This complexity of moral contexts and political structures in urban

34

schools means that the school leader role is very important (Crow and Scribner, 2014).
Furthermore, the principal is responsible for balancing the school’s general funds, Title budgets,
donations and grants. Lastly, the literature fails to analyze this dynamic from the perspective of
principals who have witnessed colleagues and/or superiors being sentenced to Federal prison
terms due to corruption scandals (Baldas, Stafford, Gary, and Zaniewski, 2016). All of these
responsibilities are highly scrutinized while the principal is also expected to increase student
achievement and create productive learning environments. This condition deserves additional
research and literature related to the financial and legal responsibilities of urban principals.

35

CHAPTER 3
DESIGN OF THE STUDY
Chapter 3 outlines the research methodology and design of the study. It includes a
review of the research questions guiding the project, the rationale for a qualitative approach to
the research design, and a brief discussion of the use of case study design in this research. This
chapter includes a discussion of the setting and context for the project in Detroit Public Schools
in Detroit, Michigan, along with a description of the selection and recruitment of the research
participants. Data collection methods will be discussed, followed by the methods of data
analysis. Chapter 3 closes with a discussion of the researcher’s trustworthiness and positionality.
To review, the research questions that guide this project are the following:
1. How does a Detroit Public Schools principal within the study currently define
productive learning environments based on the current state of the district?
2. What are the obstacles that prevent principals within the study from achieving
productive learning environments?
3. What are the characteristics of a Detroit Public School principal within the study who
maintains a productive learning environment in the current system?
Rationale for a Qualitative Research Approach
The researcher found a qualitative approach to be appropriate for this research project
because the conditions that exist in DPS have not yet been viewed through a scholarly lens.
Using qualitative research such as interviews, data collection, and observations allowed the
researcher to gain a deeper understanding of the current state of DPS (Creswell, 2012). The
researcher spent a great deal of time with each principal; through these interactions, the
researcher was able to investigate perceived problems and confront longstanding issues of using

36

the qualitative research approach (Bloomberg & Volpe, 2015). The qualitative data provided
insights into the characteristics of productive principals and the unique functions of their
respective schools (Schram, 2006). A qualitative approach to this research project allowed the
researcher to deeply discuss the nuances that school principals conquest daily to produce
productive learning environments.
Case Study Design
While the overall approach adopted for the project was qualitative, the specific study
design followed the case study methodology. A case study approach allowed the researcher to
interview and observe three principals within their normal school environments for an extended
period, enabling a better comprehension of the complexities of their learning environments
(Maxwell, 2012; Schram, 2006). The researcher used interviews, observations, and artifacts as
the primary data collection tools for the case study (Creswell, 2012). The case study method also
provided an in-depth analysis of current situation from the perspective of a DPS principal while
granting the researcher exclusive access to the foundations of their productive learning
environments.
Research Setting and Context
Chapter one of this dissertation presented a synopsis of the existing conditions of the city
of Detroit and the Detroit Public Schools (DPS) to achieve a chronological perspective of the
current situation. The chapter provided a brief summary of the major points by way of a
historical timeline to present additional context to the methodological choices made in this
project. The city of Detroit became the largest U.S. city to ever file for bankruptcy in 2013.
Detroit Public Schools have been under state control since 1999 and under an Emergency

37

Manager since 2009. In turn, this has placed Detroit Public Schools in a downward spiral in
finances, politics, and public perception.
There has also been tremendous inconsistency in DPS leadership for over a decade. The
district has had five Emergency Managers since 2009. A new Transitional Manager was
appointed in February 2016. This leader was responsible for leading the school district until
December 31, 2016. In addition, the district recently appointed an Interim Superintendent after a
gap of nearly a year. The Interim Superintendent, Alycia Meriweather, is only responsible for
handling the academic aspects of the district with no additional authority beyond academics.
The final 2015-2016 DPS website demographic data estimated the district ended the year
with 49,628 students, with 24,583 females and 25,045 males. Further, 40,872 of the students are
African American, 6,689 are Hispanic, 850 are Caucasian, 744 are Asian, 355 are Arab
American, 100 are Native American, and 38 students are Pacific Islander. There are 8,479
disabled students in the district. Also, the district has 5,883 English Language Learners. Lastly,
34,644 of the total 49,628 are considered economically disadvantaged, i.e., nearly 70% of the
students in the district live in poverty.
DPS has a total of 104 principals in the district, of which 73 are female and 31 are male;
over 70% of the principals in the district are female. Currently, there are 104 schools placed in
97 buildings in the district. The schools range from traditional K-5 elementary settings, early
learner schools for pre-kindergarten students, traditional middle schools, K-8 buildings,
alternative schools, vocational technical schools, traditional high schools, special education
schools, and adult education schools.
70 schools have a pre-kindergarten program and 70 schools have an elementary program,
however most of these schools are in the kindergarten – 8th grade configuration. 55 schools have

38

a middle school program. 25 schools have a high school program. 6 schools exist in the district
as full-service schools for special needs students. 4 schools are specialty schools for early
learners and provide Head Start programs. The district includes 5 career and technical schools, 3
adult education schools, and 2 alternative education schools. Lastly, DPS is also an authorizer of
charter schools. The district has 13 charter schools that are not counted in the 49,628 students or
the 104 schools.
Participants
The study population consisted of three principals currently heading Detroit Public
Schools. The principals were all elementary principals even though a vast majority of school
buildings in DPS have a K-8 structure. The selection criteria for the principals included the
following:
1. Principals who had been in a particular school building for three or more years.
2. Principals who had a track record of success that could be measured by standardized
tests, community partnerships, wrap around services for students, parental involvement,
Student Code of Conduct violations, and student overall academic growth.
3. Principals were neither selected nor rejected due to their sex, race, ethnicity, and/or
sexual orientation.
The principals were individuals who have been able to produce productive learning
environments in the wake of the numerous leadership changes and fiscal challenges of the
district. The district provided a list of all principals, their contact information, the grade
configuration of their school, and a link to the school website. The principal list was a useful
tool in the recruitment process since it helped to compile a list of the principals whose data met
the selection criteria. The researcher then contacted these principals via email to inform them of

39

the study and gauge their interest in participating. Of much help was the fact that all principals
are required to attend a district wide and/or network meeting twice a month. The researcher was
able to use these meetings as an additional opportunity to talk with principals who met the
selection criteria of the research project during designated break periods. In addition, the
researcher met with the principals before and after work related meetings. The participants
selected for the study were a random purposeful sample of the first three principals who
indicated their willingness to participate and met the selection criteria for the project.
The three participants selected were all African American women in their 50s, which is
representative of the majority of elementary, middle school, and high school principals in the
district. All three principals were native to Detroit and each had over twenty-five years of
service in the district. The principals were from schools in three diverse sections of the city that
served students with measurable similarities.
Data Collection
The researcher secured IRB approval to conduct research with human subjects. The
researcher began interviewing participants during the summer school session in DPS, with an
official start date of July 2016 while DPS was transitioning to begin the 2016 – 2017 school year
as DPSCD. The researcher interviewed each principal four times over the course of the project
to achieve data saturation. It was necessary to have this prolonged contact in order to establish a
rapport with each principal due to the political nature of the topic.
Also, the researcher needed an extended time to discuss all of the nuances of each
principals’ experiences in the district. Each interview lasted for 1-2 hours and took place at a
location that was comfortable for the participants, with the interview locations ranging from the

40

principal’s buildings, district principal meeting locations, and neighborhood cafes. Initial
interviews were audio recorded (with participant consent) and transcribed for analysis.
Observations
To supplement the interviews, the researcher chose the observational method: observing
each principal twice in their school buildings. The observations lasted 1 – 2 hours. Observations
are an essential component of case study research (Maxwell, 2012; Marshall & Rossman, 2011).
The observations allowed the researcher to witness how the participants operated in their school
setting, which provided additional context for the interviews conducted. Visual factors could not
be accurately measured by surveys, student achievement data, and/or interviews (Maxwell, 2012;
Creswell, 2013). The sights and sounds of the school building acted as an additional indicator of
the mechanisms of a productive learning environment.
The observations allowed the researcher to witness how each principal interacted with
students, staff, parents, and members of the local community. The researcher also used the
observations to examine each principal’s demeanor, tone, and body language during these
interactions with the school community. The researcher allowed the principals to complete their
normal activities during the observation periods in order to capture the most authentic actions
and interactions. The goal was to examine measurable impact of each principal’s overall
presence and influence within the school community based on their actions within the
observational period.
A majority of the extended observations took place during the summer school session of
2016. The summer school session provided a relaxed atmosphere for principals due to a massive
reduction in their workloads. The principals were willing to participate and spend a greater

41

amount of time in the observation sessions without the intensified demands of the regular school
session.
Documents and Artifacts
The data consist of standardized test scores, handbooks, and other relevant documents
that the researcher found on school websites and during observations. The standardized test data
are a valuable component of the research. The standardized test data were used to examine the
relationship between student achievement, safety, and productive learning environments.
Furthermore, the standardized test data acted as a comparison tool that could be measured.
Data Analysis
The official data analysis began once the data collection process started. Furthermore,
after the interviews were completed, the data analysis phase intensified. Total data analysis
consisted of seven major components.
The first component of the data analysis consisted of organizing and preparing the data
(Marshall & Rossman, 2011; Maxwell, 2012). The researcher spent a considerable amount of
time reading field notes, interview highlights, and notable occurrences during the observation.
The researcher arranged the interviews, observations, and field notes during this component;
also, the researcher transcribed and rigorously reviewed the recorded interviews.
The second component consisted of immersing in the data. The immersion phase was an
ongoing review and analysis of the data gathered in the first stage (Maxwell, 2012). This process
generated stronger questions to ask the principals during additional interviews. The questions
also guided the direction of additional observations.
The third step consisted of coding the data (Bloomberg & Volpe, 2015). The researcher
based the coding on parallels found in the data collection as well as outliers that posed significant

42

importance to the research. The researcher based the created codes on the key words, phrases,
and characteristics that frequently appeared in the data. The information was useful in further
investigations during the later interviews and enhanced the overall understanding of the
principals’ perspectives.
The fourth step consisted of generating descriptions for the categories and themes for
analysis (Maxwell, 2012) based on similarities between the three principals. The interviews and
observations provided a baseline for analyzing the distinctive features of any data containing
reoccurring themes and/or categories.
In the fifth step, the researcher advanced the representation of the descriptions and/or
themes in the qualitative case study. This step allowed the researcher to gather deeper insights
into the data and have a stronger understanding of the findings. The repeated questioning and
observations of the principals helped to develop this stronger understanding (Maxwell, 2012).
The sixth component consisted of searching for alternate understandings. The researcher
was able to achieve an alternate interpretation of some aspects of the data through prolonged data
collection, analysis, and conversations. This process helped the researcher to clarify,
conceptualize, and eliminate preconceived ideas (Creswell, 2012).
The seventh and final step involved presenting interpretations of the findings and results
of the case study. The saturation of the data was useful in accomplishing this process. Extended
periods of contact with the principals and consistent review and analysis of the data both guided
the interpretations of the findings. The conceptual framework was included in the interpretations
of the data (Maxwell, 2012).

43

Trustworthiness
Given the political nature of this project and the continuing challenges facing the district,
issues of trustworthiness became particularly important. The project required the researcher to
repeatedly analyze the data and reconsider previous interpretations. The research used several
techniques, such as member checking, peer debriefing, and triangulation, to ensure the
trustworthiness of the research findings (Bloomberg & Volpe, 2015).
Member Checking
Member checking was the first trustworthiness technique used by the researcher
(Bloomberg & Volpe, 2015). As the researcher conducted the interviews and reviewed the
transcripts, the researcher also shared the data with the participants. The researcher discussed
some of the preliminary findings to grant the participants an opportunity to ensure that their
perspectives were being represented accurately. Due to the negative and sometimes inaccurate
portrayal of DPS principals, the participants appreciated an opportunity to share their
perspectives in their own words. The documentation of their perspectives enhanced the research
project and attended to the trustworthiness of the data.
Peer Debriefing
The researcher also had a series of conversations with individuals who were not
immediately part of the research project. The researcher discussed emergent analysis and
findings to ensure that the researcher was drawing appropriate interpretations from the data. The
peer debriefing granted the researcher an additional opportunity to analyze the findings from an
outside and neutral perspective (Bloomberg & Volpe, 2015) and also provided added resources
to detect some overemphasized as well as underemphasized points. In addition, it potentially

44

helped to detect inherent researcher bias errors in the data. The use of peer debriefing assisted
the overall trustworthiness of the research findings.
Triangulation
Finally, employing multiple data collection methods (interviews, observations, and
document/artifacts) allowed the researcher to learn about the issues that emerged from the study
from multiple perspectives. Studying the issue from multiple perspectives added to the overall
authenticity of the research. This use of triangulation also aided the overall precision of research
(Bloomberg & Volpe, 2015).
Positionality
The researcher began his career as a DPS classroom teacher in 2000 and is currently a 4th
year principal who has developed respectful relationships with other principals in the district.
The district has 104 schools in 97 school buildings. The researcher had an opportunity to select
three principals from the current roster of principals. The cordial relationships maintained by the
researcher with other principals benefited the ability to secure principals for the study.
The researcher’s current role as a DPS principal gave the positionality of an insider in the
district and not an outsider with limited understanding of the obstacles that exist within the
system. This insider positionality allowed the researcher to have a greater likelihood to obtain
unfiltered and accurate interviews from principals in the district. This positionality also
increased the level of trust among the selected principals. In addition, this potentially allowed
the researcher to document a perspective from the principals that has not been covered in any
previous research.
As a principal in the district, the researcher has engaged in similar experiences that have
altered the overall understanding of urban education as well as the environmental obstacles that

45

impact academic achievement for the students, staff, and parents. The researcher has spent
between $2,000.00 and $5,000.00 yearly out of their $86,000.00 pre-taxed salary to supply basic
needs for students, purchase emergency building supplies, and pay for academic-based
celebrations for the students and staff to increase morale. Low staff morale has taken a toll on
staff attendance and academic instruction. Previously, the researcher led a staff that accumulated
over 100 total days of absences during the 2015-2016 school year. There were only 37 days in
that school year that the entire teaching staff was present for instruction in the building. 143
days out the total 180-day school year involved dividing students for instruction without
substitutes in other classes or assisting the limited number of substitutes in the absence of the
contractual teacher.
In March of 2016, the school building tested positive for elevated levels of lead in the
water. As a result of contaminated water, the researcher now facilitates the daily distribution of
bottled water to students and staff. In addition, the building is over 90 years old and the
researcher is constantly working with the facilities team to repair recurring leaks, structural
damage, and plumbing issues. Numerous complaints have been received from parents and staff
regarding the deteriorating conditions in the building. Buckets in the middle of classes, buckled
floors from water damage, frequent power outages, malfunctioning heating systems, and falling
ceiling tiles all create a challenging atmosphere for teaching and learning.
The researcher has proactively worked in close liaison with law enforcement to
apprehend potential pedophiles in the school neighborhood who were exposing themselves to the
students. The researcher stepped directly in front of a gun brandishing individual to protect an
elementary bus load of students from possible harm during his first official month as a principal.
The researcher has also taken up the role of the security force, maintenance supervisor,

46

classroom teacher, social worker, nurse, therapist, secretary, conflict resolution specialist, and
athletic coach in the building to provide the best environment possible for the students. These
experiences indicate that the researcher has a thorough understanding of the obstacles facing
principals in the district and the multiple roles productive principals must accept to create
productive learning environments.
Understandably, the researcher’s position as a current DPS principal created some
potential biases in the research and data interpretation. Due to being a veteran DPS principal,
there was potential to have partisanship to the challenges that building leaders face within the
current system. This partisanship could have potentially impacted the objectivity and
subjectivity of the research. However, to counteract the probability for biases, the researcher
utilized the peer review team to maintain an adequate balance in the findings and negate any
potential predisposed representation of the data.

47

CHAPTER 4
PRESENTATION OF FINDINGS
The schools in the study have each been given a code name to disguise the actual
identities of the school community. The codes names are School A, School B, and School C.
The A, B, and C format simply denotes the order in which the schools were observed. In
addition, the researcher also gave the principals in the study a code to protect their actual
identities. The principals are referred to as Principal Angelou, Principal Bethune, and Principal
Chisholm, and are respectively the principals of School A, School B, and School C. Concealing
the identities of the schools and principals increased the willingness of the participants to be
candid during the interviews and observations.
Principal Angelou is a business-minded leader who acts as a mentor to other principals in
the district. Multiple Emergency Managers have appointed her to take part in various
improvement and evaluation teams in the district. Principal Angelou is highly respected for her
organizational skills, growth mindset, and ability to transform failing schools into some of the
highest performing schools in the city. She is a fashionable African American woman in her 50s.
Principal Bethune is an African American female in her 50s possessing great passion and
expertise for curriculum development in her building. She continues to serve on DPSCD district
leadership approved committees for improving curriculum. Principal Bethune also leads
professional development opportunities for other principals in the district. She is known as a nononsense leader who has successfully changed the environments of several schools during her
tenure.
Principal Chisholm is a building leader known for her ability to foster partnerships with
community organizations and business leaders. She has successfully led multiple buildings in

48

her tenure devoting her time throughout the weekdays and weekends. She is an energetic
African American female in her 50s. Routinely attending community events as well as inviting
increased community engagement within her building are testimonies to her caring and
incredibly supportive character.
Principal Angelou and School A
School A is a Title I elementary school located in Northwest Detroit. School A received
an A grade from the Mackinaw Center of Public Policy in 2015 and has been consistently ranked
as a top school by Excellent Schools Detroit. School A is a traditional neighborhood school
which does not require an application for enrollment. School A has 462 elementary students and
a total of 513 students including special needs and pre-kindergarten programs with an 85%
schoolwide attendance rate. Both district and state targets for attendance are 95%.
School A serves grades pre-kindergarten through 4th. School A has multiple classes for
each grade level. According to the Detroit Public Schools website, 507 of the students are
African American, 3 are Latino, 2 are Arab, 1 is Native American, while none of the students are
Asian or Caucasian. Further, 287 students are male while 226 students are female. Other
student categories are: 82 students receive special education services, 1 student is a limited
English speaking student, and 441 students are considered economically disadvantaged.
School A is housed in an extremely clean and new facility. The building has clear signage to
inform students, parents, and staff members about the expectations, rules, regulations, and daily
procedures of the school. All staff members receive written expectations regarding their
performance to begin the school year. During the observations, the building was extremely quiet
and the hallways were covered in bright artwork and selections of student academic work. The
staff displayed a willingness to work as a collaborative team and the parents acted as partners in

49

the learning process for the students embodying the four cycles of the Appreciative Inquiry
Theory. Figure 4.1 provides a visual aid to the racial mixture of students attending School A.
FIGURE 4.1 SCHOOL A STUDENT MIX

600

513

507

500
400
300
200
3

100

2

1

0
1
Total Students

African American

Latino

Arab

Native American

School A has a veteran African American female principal who usually spends 9 to 12
hours a day in her building and nearly 60 to 72 hours a week completing school-related work.
Principal Angelou is a native of Detroit and a product of the Detroit Public Schools system. She
stated, “I was born and raised in Detroit Public Schools.” She has been a principal in the district
for 10 years and at School A for 6 years. Principal Angelou is responsible for turning a former
priority school, which was one of the lowest 5% percent performing schools in the state of
Michigan, into one of the top schools in the entire city according to Excellent Schools Detroit
and the Mackinaw Center for Public Policy 2015 reports.
Principal Angelou stated that her biggest challenge is not being able to be the
instructional leader in the building because of all the additional tasks that are placed on DPS
principals. She stated, “I can’t be the instructional leader that I would like to be, because of all
the things that we have to do as far as, sending out emails, making time to talk with the parents,
dealing with issues with the parents, dealing with issues with the kids.” The responsibilities of

50

responding to urgent e-mails from district superiors, parents, and school partners consume a
great deal of the school hours. Another time-consuming task is addressing parent complaints and
concerns. She explained how she must devote a considerable amount of time to communicating
with parents to resolve issues of conflict between students, staff members, and neighborhood
influences.
Issues of student violence, conflicts, and student discipline are another major component
of her typical school day. Principal Angelou said, “We are everything to our kids.” School A
had 195 suspensions for Student Code of Conduct violations. Figure 4.2 provides a visual
example of the percentage of the student population suspended at School A during the year.
According to principal Angelou, these added responsibilities require her to take on the daily role
of a counselor, social worker, parent, nutritionist, and mentor to the students of school A. The
principal stated that only an estimated 10% of her day is devoted to being the instructional leader
or issues related to student achievement. She wished she had additional time to focus on being
the designated instructional leader in the building. As asserted by the principal, “my important
role as a principal is making sure that the students achieve.”
Principal Angelou stated that her primary concerns each day are student achievement and
student safety. She expressed an obligation to protect her staff and their personal belongings and
stated, “when I say protect my staff, I’m just making sure that they are comfortable coming to
work every day.” She explained how a staff member who feels unsafe or who is worrying about
their cars in the parking lot will not be able to focus their absolute attention on student
instruction. She has created a monetary plan for all staff members to pool their financial
resources bi-weekly. The funds are used to pay for a local security officer to protect the cars in
the parking lot during the school day.

51

FIGURE 4.2 SCHOOL A PERCENTAGE OF STUDENT POPULATION SUSPENDED

38%

Principal Angelou must also act as a part-time security officer and bus attendant to
monitor the 13 buses that arrive and depart from the school to service the students. Principal
Angelou is known as an active and visible principal throughout her school community. She must
constantly be out of the office and moving throughout the school campus to ensure the safety and
security of students, parents, and staff. The Principal stated, “you want to be visible for your
parents, your staff, and your students.” She is active and involved in the supervision of all three
lunch periods for her students. She expressed a desire to be less of a school disciplinarian and
more of a hands-on instructional leader in the building to steer additional academic success; she
wishes that she could spend time helping the students’ complete projects, solve academic
problems, and answer questions geared toward academic development.
A major concern expressed by principal Angelou is the lack of substitutes available under
the existing system. According to principal Angelou, the shortage of teachers in the district has
caused a greater depletion of substitutes for all DPS schools. She revealed that when her
teachers are absent there has been a high possibility that the absent teacher’s classrooms will go
unattended. The unfilled classrooms must be covered by teachers who forfeit their preparation

52

periods to provide academic guidance for the students. Principal Angelou said, “because when
the teacher is absent, not only are their kids not getting the instruction for that day that they
would normally get, but the other kids are affected as well, and the other teachers,”. The
students’ academic instruction suffers due to a lack of consistent instructional practices. In
addition, the continual loss of preparation periods weakens the morale of the staff and the
willingness of some staff members to frequently sacrifice their personal time for the betterment
of the students.
Principal Angelou defined a productive learning environment as an environment where
the teachers are not only teaching the required district content, the teachers are also teaching with
rigor. She stated, “they are teaching with rigor, not just doing what the district is telling them to
do.” Rigor includes promoting deeper thinking and questioning to gain an enhanced
understanding of the overall application of the content. The students will experience an
engagement in the lesson that will allow them to improve their understanding of the concept
beyond rote memorization. An organized, clean, and structured classroom in a productive
learning environment is conducive to learning for all students. Student behavior problems are
minimal and all building personnel focus their primary attention on improving student
achievement. The productive learning environment also entails the provisioning of all basic
educational supplies, which are sometimes unavailable in Detroit Public Schools due to the
financial obstacles faced by the district.
Principal Angelou expressed the importance of having an open relationship with both the
teaching and non-instructional staff in the building to utilize the positive attributes of each staff
member personifying Appreciative Intelligence. She said, “I think for the most part we all get
along as a family, while we are here.” The staff is free to approach her with new ideas and

53

present issues of concern. She has mini-meetings with staff members as early as 6:45am and as
late as 6:00pm. Principal Angelou uses key members of every department as consultants to stay
in tune with the needs of the members of the school. This universal communication is a tool to
meet the needs of the employees and reinforce the feeling of full support. She prides herself on
supporting her teachers and the teachers support her in return.
Principal Angelou repeatedly highlighted the importance of protecting her students and
the entire school community. She said, “you got to protect them, you got to protect the kids.”
The issue of protection was a common theme throughout the interviews. Principal Angelou is a
petite female in her 50s; however, she is regarded as the most dependable and authoritative
figure in the building. Principal Angelou symbolizes the Warrior Principal Mentality by having
a plan of execution for multiple unexpected occurrences. She is constantly active and visible
during the arrival, lunch, and dismissal periods of the day when the students are in less structured
environments. There are only two men in the building working in any capacity. Principal
Angelou utilizes clear written mandates and strategic staff placement throughout the school day
to maintain student and staff safety. Staff members are assigned to monitor building locations
throughout key portions of the day to maximize safety.
Principal Angelou claimed that the current economic conditions of the district have a
direct impact on student achievement and the ability to produce productive learning
environments. She said, “so the financial situation really hurts all of us and it really hurts the
kids.” Staff morale is at an all-time low and several staff members have been earning the same
salary over the past decade without any raises. Increases in employee insurance benefit costs and
the reduction of benefit services further decreases staff morale in school A. The sickouts
impacted the school and the school community throughout the previous year. However, the

54

principal expressed her support for the teachers and their fight to improve conditions for staff
and students. She said, “I supported their sickouts because it would be worse, it really would be
worse.” Her visible support for the teachers has assisted in strengthening the partnership
between the principal and the staff, thus epitomizing the theory of Positive Organizational
Scholarship.
The financial limitations faced by the district restrict school A from purchasing goods
and services using school funds because of credit holds placed on the district by vendors. School
A may have to wait for nearly an entire year to receive computers, field trip buses, supplies, and
updated technology due to vendors refusing to honor purchase orders from the district. The
principal asserted, “when it takes you a whole year to get a laptop or a tablet for the kids to be
able to have more technology, that’s sad.” The delay in receiving necessities earmarked from
general funds and title funds increase the challenges for school A to produce a productive
learning environment. The school has created innovative methods for using photocopies,
electronic versions of books, and standards-based lessons without textbooks to overcome the
limited supply of textbooks. School A has achieved a higher level of academic success by
focusing on the academic standards and not allowing the lack of resources to be a reason for
failure.
The 2015 spring MAP Language Usage data for School A indicated that 12% of 2nd
graders, 27% of 3rd graders, and 60 % of 4th graders met the projected growth targets. The 2015
spring MAP Mathematics data for School A displayed that 21% of kindergartners, 18% of 1st
graders, 9 % of 2nd graders, 23% of 3rd graders, and 45% of 4th graders met the projected growth
targets. Moreover, the 2015 spring MAP Reading data for School A revealed that 21% of
kindergartners, 14% of 1st graders, 20 % of 2nd graders, 38% of 3rd graders, and 37% of 4th

55

graders met the projected growth targets. Finally, the 2015 spring MAP Science data for School
A displayed that 32% of 3rd graders, and 34% of 4th graders met the projected growth targets.
There was no 2015 spring MAP Social Studies data. Figures 4.3, 4.4, 4.5, and 4.6 display the
MAP data for Language, Mathematics, Reading, and Science for School A.
FIGURE 4.3 MAP LANGUAGE USAGE DATA SCHOOL A

12%
2nd Graders
3rd Graders
60%

4th Graders

27%

The 2015 M-STEP data for School A displayed that about 43% of the students met the
state proficiency targets for mathematics. The district averages for 3rd, 4th, and 5th grade
mathematics were 10.4%, 7.2%, and 2.5% respectively. According to mischooldata.org, the state
proficiency targets for mathematics were 45.2% in 3rd grade, 44.0% in 4th grade, and 33.8% in 5th
grade.

56

FIGURE 4.4 MAP MATHEMATICS USAGE DATA SCHOOL A

21%

45%
Kindergartners
18%

1st Graders
2nd Graders
3rd Graders

9%
4th Graders
23%

FIGURE 4.5 MAP READING USAGE DATA SCHOOL A

Kindergartners

21%

1st Graders

37%

2nd Graders
14%

3rd Graders
4th Graders

20%
38%

About 33.8% of the students met the state proficiency targets for English Language Arts.
The district average for 3rd grade ELA was 9.9%, 4th grade ELA was 10.9%, and 5th grade ELA
was 12.8%; the state proficiency targets for ELA were 46.0% in 3rd grade, 46.3% in 4th grade,
and 50.6% in 5th grade according to mischooldata.org. 6.8% of the students met the state

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proficiency targets for Science. According to mischooldata.org, the district and state averages
for 4th grade Science were 1.8% and 14.7%, respectively. There was no M-STEP data for Social
Studies based on the current grade level and student configuration for School A.
FIGURE 4.6 MAP SCIENCE USAGE DATA SCHOOL A

3rd Graders
34%

32%
4th Graders

Principal Bethune and School B
School B is a Title I elementary school located in Northeast Detroit in one of the most
impoverished areas of the city. There are numerous abandoned buildings and condemned houses
in the school community. School B is a traditional neighborhood school which does not require
an application for enrollment. School B has 327 elementary students including the special needs
and pre-kindergarten programs with an 84.4% schoolwide attendance rate. Both the district as
well as state targets for attendance are 95%. Figure 4.7 highlights the percentage of the student
population suspended at School B during the year.

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FIGURE 4.7 SCHOOL B PERCENTAGE OF STUDENT POPULATION SUSPENDED

8%

School B serves grades pre-kindergarten through 5th. School B has multiple classes for
each grade level. School B had a total of 35 Student Code of Conduct violations resulting in 35
suspensions for the year. According to the Detroit Public Schools website, 326 of the students
are African American, 1 is Asian, while none of the students are Latino, Arab, Native American,
or Caucasian. 178 students are male and 149 students are female. 55 students receive special
education services, 223 students are considered economically disadvantaged, and none of the
students are limited English speakers. Figure 4.8 provides a visual aid to the racial mixture of
students attending School B.
School B is housed in a clean and considerably older building. The building has clear
signage informing students, parents, and staff members about the expectations, rules, regulations,
and daily procedures for the school. The signage also encourages the students to follow various
daily steps to prevent conflicts. During the observations, the building was extremely quiet and
the hallways were covered in student data and statements of commitment from the employees of
the building. The staff displayed a willingness to work as a collaborative team to take full
ownership of student achievement and behavioral infractions. For example, each member of the

59

team wrote a personal school pledge for the school year that is displayed near the main entrance
of the building. The pledge was used as an instrument to integrate the discovery, dream, design,
and destiny cycles of the Appreciative Inquiry Theory for the team members of School B.
FIGURE 4.8 SCHOOL B STUDENT MIX

327

326

350
300
250
200
150
100

1

50
0

Total Students

African American

Asian

School B has a veteran African American female principal who usually spends 10 to 12
hours a day in her building and nearly 60 to 80 hours a week completing work related to her
school. Principal Bethune devotes a substantial amount of time during the evenings and
weekends researching best practices for curricular development and national academic
achievement statistics. Principal Bethune is a native of Detroit and a product of the Detroit
Public Schools system. She said, “I come from some of the very backgrounds as the students
who I service, so it helps me to understand their level of anxiety when it comes to education.”
She is also an educator who was herself caught in the struggles of poverty while growing up in a
disadvantaged area on the west side of Detroit. She stated, “I was raised in a very impoverished
area in the city of Detroit.”

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Principal Bethune has been a principal in the district for 10 years; she has been a
principal at school B for five years. Principal Bethune has been applauded for transforming a
former priority school, which was one of the lowest 5% percent performing schools in the state
of Michigan, into a school that is now classified as a Turnaround School in the district. She
takes pride while claiming that preparation and organization have been her core focuses
throughout her entire career. As she asserted, “I was always a rebel.” She even revealed that
each staff member in the building receives a written plan to complete the requirements for the
year at the start of the school year.
Principal Bethune has also spent the past five years creating, finalizing, and
implementing a customized curriculum for School B. She said, “I have always been an
instructional leader, even before I heard the term, I was a teaching principal.” She wrote the
entire curriculum for each grade level and core subject areas to establish uniformity and
alignment for all classrooms and grade levels. Principal Bethune also writes the curriculum for
the electives in the school to promote differentiation of instruction and cross curricular
implementation. In addition to this, she also supplies the weekly lesson plans based on the
established school-wide curriculum.
Principal Bethune became a principal because of her commitment to the city of Detroit
and to the public school system that helped her become a veteran educator. She said, “I am
DPS.” She expressed a career long desire to provide children with the best education possible.
She stated that her most difficult obstacle and challenge is working with the constant
misalignment of the district. She said, “it is very difficult to navigate and so in order to navigate
through the chaos and the misalignment, then you have to be a visionary.” Principal Bethune
associated the misalignment with the challenges that are encountered without consistent and

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qualified leadership. Principal Bethune expressed dissatisfaction with the fact that for numerous
years Detroit Public Schools have been under the direct leadership of Emergency Managers
possessing little or no academic background for making curricular decisions.
The lack of a truly academic visionary leader filters into all aspects of the school district
including Human Resources, Procurement, facilities, security, and instruction. She said, “I
believe that whatever you send me, I can improve that teacher better than the way they were
when they walked in.” According to principal Bethune, the district does not have a true
curriculum which further implies that there is no universal academic alignment for schools
across the district. According to principal Bethune, a student should be able to move through
schools across the district and receive the same instruction at the same points of the year. In
addition, multiple academic department leadership positions have gone unfilled for over a year
and other departments are being headed by leaders holding multiple positions in the district.
These factors lead to a misaligned academic focus and sporadic programs being introduced in the
schools with immediate urgency only to be later replaced with new initiatives year to year. As
stated by the principal, “there is no support, it is really non-existent.”
Principal Bethune defined a productive learning environment as one with a calm
atmosphere. Such an environment should be a safe place where the children feel free to ask
questions and have no fear of being wrong. She said, “when you have a calm environment, then
the students, it takes away the threat that students feel when they walk into a school and walk
into a classroom.” According to Principal Bethune, children should be able to enjoy learning in
an environment that will challenge their thinking and retain their engagement in all lessons. At
times, the students may even take over certain aspects of the class because the school has
eliminated the fear of violence, conflict, and emotional harm. A productive learning

62

environment is focused on being team-centered as well as student-centered. The needs of adults
take a backseat to the needs of the children.
Principal Bethune considers herself capable of cultivating a productive learning
environment. According to her, feelings of comfort and contentment with the status quo lead to
underperformance and excuse making. As a teacher, principal Bethune refused to teach from
outdated textbooks and began her career-long mission to create a differentiation of instruction
practices. She asserted, “I refused to teach out of the two textbooks and I informed the principal
that I would differentiate the instructions, so that my students who were at the lower spectrum
and students who were advanced would be taught from the same curriculum, the same materials,
but based on their individual learning styles.” Some of the differentiation of instruction practices
that principal Bethune created decades ago are now standard practice within the district based on
the differing needs of students.
The principal claimed that she has successfully changed the school culture from a toxic
one into one with a prime focus on academics. She further revealed that the process took three
full years and nearly 40% of the teaching staff were replaced over this period at two different
schools. However, based on a schoolwide focus on team-centered instruction, increased
attention was placed on the creation of an environment with few suspensions and limited
disturbances. These schools were once institutions where the employees dreaded coming to
work. The principal presented herself as the teachers’ biggest supporter and cheerleader, hence
exemplifying the traits of Positive Organizational Scholarship. She asserted, “we are only as
strong as our weakest link.” She uses extracurricular activities and post school outings to
strengthen the relationships among the various stakeholders. Some of these activities included

63

painting, exercising, picnics, and talent shows. Positive reinforcement is thus used as a
motivational tool to ensure that employees perform at their best.
Principal Bethune also stated that maintaining high levels of staff morale requires a great
deal of emotional and professional support for the teaching staff. The current economic
conditions and challenges have created a deflating effect on the morale of some employees. In
view of this, Principal Bethune has created a supportive and nurturing relationship with her staff
that enhances their willingness to use a unique curriculum and classroom instruction rotation that
separates School B from all other elementary schools in the district. She claimed, “I still believe
that it is my responsibility to groom that teacher, improve that teacher’s practices.” She further
stated that a strong balance of nurturing, direction, alignment, and strategic planning was
essential for guiding her building to an academic focus.
The principal claimed that an inability to encourage employees to improve the students’
opportunities for achieving academic success can be paralyzing to individual growth. According
to principal Bethune, all staff members, including herself, must be pushed out of their comfort
zone to foster improvements in student achievement. The Principal further claimed that being in
an academic comfort zone stagnates growth for both students and staff.
During the observations, the staff at School B highlighted the open-door policy followed
by principal Bethune. They revealed that she gives to all staff members the freedom to present
ideas and feedback over the academic and social directions of the school; they are encouraged to
express their professional and personal feelings. Principal Bethune incorporates the components
of Appreciative Intelligence to promote the positive attributes of her staff members to produce
positive results. The mentality of the staff appears to be one of intense teamwork and
togetherness under the leadership provided by the principal. Principal Bethune stated her desire

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to consistently focus on the development of her teachers and retain individuals to create a
stronger academic program. She said, “we look at a team-centered approach.” She presented the
view that School B is only as strong as the weakest educator in the building. Threat based
management, bullying, and having any individual in the building operating in fear is
counterproductive to boosting student academics, according to Principal Bethune.
Listening, researching, and unhindered communication are the guiding principles of a
building leader. Principal Bethune stated that she supports her staff and is willing to fight
against the numerous obstacles they may face. The Principal was reported as taking on the
additional role of a teacher in the building for a 60-minute block to relieve a stressed-out teacher
who had 47 students in a 2nd grade class. She said, “I taught science from 2:00pm – 3:00pm.”
The teacher had been forced to take on additional students once her grade level counterpart left
the district to pursue a higher paying position in a new school system. Principal Bethune also
mandated that her AEA (Academic Engagement Administrator) take on a 60-minute block of
instruction to provide the necessary assistance to relieve the overwhelmed teacher with double
the average class size. Principal Bethune epitomizes the Warrior Principal Mentality to confront
tough issues in her building and to create solutions to the barriers that arise during the course of a
school year.
Principal Bethune stated that the district does not provide the necessary support to create
productive learning environments. The inability of Human Resources to fill vacant positions is a
major hindrance to productive learning environments. She said, “my vacancies from last year
were never filled.” In addition, the failure of the district to adequately pay vendors limits the
ability of the schools to spend available Title I, grant, and general funds to purchase materials for
the school. As previously stated, vendors have placed Detroit Public Schools on credit holds due

65

to their past poor payment records. Also, as stated by the principal, the slow turnaround time for
Procurement to approve and process orders leads to difficulties in creating productive learning
environments. Lastly, the lack of security officers also presented another major challenge for
schools to create productive learning environments.
The 2015 spring MAP Language Usage data for School B displayed 28% of 2nd graders,
13% of 3rd graders, 64 % of 4th graders, and 42% of 5th graders meeting the projected growth
targets. The 2015 spring MAP Mathematics data for School B displayed 17% of kindergartners,
13% of 1st graders, 35 % of 2nd graders, 6% of 3rd graders, 21% of 4th graders, and 48% of 5th
graders meeting the projected growth targets. The 2015 spring MAP Reading data for School B
displayed 22% of kindergartners, 16% of 1st graders, 24% of 2nd graders, 17% of 3rd graders,
38% of 4th graders, and 52% of 5th graders meeting the projected growth targets. Finally, the
2015 spring MAP Science data for School B displayed 26% of 3rd graders, 28% of 4th graders,
56% of 5th graders meeting the projected growth targets. There was no 2015 spring MAP Social
Studies data available. Figures 4.9, 4.10, 4.11, and 4.12 display the MAP data for Language,
Mathematics, Reading, and Science for School B.
The 2015 M-STEP data for School B indicated that about 6.5% of the students met the
state proficiency target for mathematics. The district averages for 3rd, 4th, and 5th grade
mathematics were 10.4% ,7.2%, and 2.5%, respectively. Further, according to mischooldata.org,
the state proficiency targets for mathematics were 45.2% in 3rd grade, 44.0% in 4th grade, and
33.8% in 5th grade.
8.3% of the students met the state proficiency targets for English Language Arts. The
district average for 3rd grade ELA was 9.9%, 4th grade ELA was 10.9%, 5th grade ELA was
12.8%; the state proficiency targets for ELA as estimated by mischooldata.org, were 46.0% in 3rd

66

grade, 46.3% in 4th grade, and 50.6% in 5th grade. 0.0% of the students met the state proficiency
target for Science, estimated at 14.7% by mischooldata.org. The district average for 4th grade
Science was 1.8%. 0.0% of the students met the state proficiency target for Social Studies,
estimated at 18.9% by mischooldata.org. The district average for 5th grade Social Studies was
2.8%.
FIGURE 4.9 MAP LANGUAGE USAGE DATA SCHOOL B

28%
42%
2nd Graders
13%

3rd Graders
4th Graders
5th Graders

64%

FIGURE 4.10 MAP MATHEMATICS USAGE DATA SCHOOL B

17%

13%

48%

Kindergartners
1st Graders
2nd Graders
3rd Graders
4th Graders

35%

21%
6%

67

5th Graders

FIGURE 4.11 MAP READING USAGE DATA SCHOOL B

Kindergartners

22%

1st Graders
52%

16%

2nd Graders
3rd Graders
4th Graders

24%

38%

5th Graders

17%

FIGURE 4.12 MAP SCIENCE USAGE DATA SCHOOL B

26%

3rd Graders
56%

4th Graders
5th Graders

28%

Principal Chisholm and School C
School C is a Title I elementary school located in downtown Detroit. School C had 13
suspensions for Student Code of Conduct violations. School C has 182 students, out of which
174 are African American, 7 are Caucasian, 1 is Latino, while none of the students are Asian,
Arabic, or Native American. 11 students receive special education services while 105 are

68

considered economically disadvantaged. 88 of the students are male; 94 of the students are
female. School C has been one of the top performing schools in the entire city for a long time.
Some of the most successful and influential individuals in the city have children studying
in School C; School C has also been highly praised by several authorities. The school secured an
A grade from the Mackinaw Center of Public Policy in 2015, and it was ranked as a top school
by Excellent Schools Detroit. School C is not a traditional neighborhood school and requires an
application for enrollment. There is only one class per grade within School C. School C has a
92.8% schoolwide attendance rate, compared to the district and state targets of 95% attendance.
Although School C is housed in an extremely small and considerably older facility, its
building is clean and well organized. Trophies and artifacts of accomplishments are on display
throughout the building. Parents are actively involved in all aspects of the school day by way of
parent groups that are assigned different duties. These groups work under the supervision of
Principal Chisholm and are actively involved in curbside morning arrival, recess, curbside
dismissal, and extracurricular activities. Figure 4.13 illustrates the racial mixture of students
attending School C.
School C has a veteran African American female principal who usually spends 8 to 14
hours a day in her building and nearly 60 to 80 hours a week completing school-related work.
Principal Chisholm is a native of Detroit. She has been a principal in the district for 14 years,
and has been a principal at school C for five years. Principal Chisholm is responsible for
maintaining the higher academic standards and standardized test performances that have
transformed school C into one of the top-ranking schools in the city.
Principal Chisholm is a petite African American female in her 50s. There are only two
men in the building including the custodian. In the absence of a security officer, she is regarded

69

as the authoritative figure and security force in the building. Therefore, principal Chisholm must
create safety and security plans to maximize protection for all of the school community.
Principal Chisholm stated that maintaining student protection and staff safety are the major tasks
of her daily routine. She repeatedly navigates throughout the building to do safety and security
checks. Principal Chisholm uses her AEA, custodian, and multiple parent groups as an extended
security force.
FIGURE 4.13 SCHOOL C STUDENT MIX

182

174

200
150
100
50

7

1

0
Total Students

African American

Latino

Caucasian

Principal Chisholm must also mobilize her administrative team to stay abreast of building
repairs, as the school does not have an on-site building engineer to maintain the facility. Due to
financial limitations, school C was forced to share an engineer working with neighboring schools
in the district. The principal also must act as a part-time recess supervisor and part-time nurse to
distribute medications to students due to a lack of staffing. She is occasionally responsible for
administering epi-pen injections and breathing treatments for asthmatic students, thus embodying
the Warrior Principal Mentality to provide a solution to the challenges encountered within
School C.

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One of Principal Chisholm’s major obstacles is the lack of available teachers to fill
vacant positions due to the current teacher shortage in the district. She said, “one obstacle that I
face is when a teacher retires and I have to fill the position.” School C has had three teachers
leave the district for better compensation and opportunity in other school systems. Principal C
expressed that she has struggled to find replacement teachers with the same experience,
professionalism, expertise, and passion as the previous teachers in School C. She said, “I think,
right now I am losing sleep about vacancies because I don’t know who is out there.” The
compensation packages of the district and the current conditions have made it difficult for school
C to attract the best available talent in the area.
Principal Chisholm stated that the district’s inconsistency in maintaining academic
programs were an additional obstacle for principals in creating productive learning
environments. She said, “we bring in new programs and it is difficult to get teachers to buy into
it.” According to her, the district frequently implements new academic initiatives and programs
that come and go within years. The inconsistent academic focus and short-lived programs
cannot be used as effective tools for maintaining teacher buy-in and enthusiasm. She stated that
she has had to implement multiple academic programs that did not receive adequate support and
reinforcement from the district. According to principal Chisholm, many teachers feel as though
they do not need to change within any new initiatives because those initiatives will not last long
in the district. Therefore, some teachers continue teaching in the same method through much of
their career without meaningful professional development to spark instructional change.
Principal Chisholm stated that such factors create significant obstacles for the school principals.
Principal Chisholm stated that her most important role as a principal in the district is to
support the staff through developing relationships with each staff member. She said, “I think the

71

most important role is knowing your staff, keeping them abreast of test data, being supportive,
being an instructional leader.” She considers herself the biggest supporter of the staff and takes
pride in claiming that she gives her team positive reinforcement for success, which she refers to
as “warm fuzzies.” These attributes symbolize the elements of Positive Organizational
Scholarship within the daily functions of School C.
According to principal Chisholm, positive relationships are the backbone of a productive
learning environment. She greets each staff member in the morning and has a short conversation
to get a feel for staff morale which demonstrates Principal Chisholm’s utilization of Appreciative
Intelligence. She also pays specific attention to interactions with students. The principal tries to
spend at least ten minutes in each class every morning; she said, “I go into classrooms every
morning.” During the sickouts, many teachers returned to the building as a token of appreciation
for principal Chisholm. The teachers reported the absence on the sub-finder system only to
return to the building to support the principal in explaining the sickout to concerned parents.
Principal Chisholm stated that nearly 70% of the staff returned to the building to support her
during the sickouts of 2015–2016.
Principal Chisholm estimated that she spends 80% of her time being the instructional
leader, but only when all components of her school team work perfectly. She said, “at this
particular school I would say I am able to spend 80% of my time on instruction on most days.”
For example, she is able to spend the necessary time on instruction when every teaching vacancy
is filled. It is uncommon for School C to have a need to divide students or have principal
Chisholm be forced to substitute on a weekly basis. However, there have been certain occasions
that required the principal to take up the role of a teacher due to lack of adequate teacher
coverage. Last year, fortunately, School C did not have a longstanding classroom teacher

72

vacancy. Principal Chisholm has fostered great working relationships with a selection of
substitutes who prefer to only work in School C and two to three other upper echelon schools in
the district. Principal Chisholm believes that the substitutes prefer School C due to the small
school size, smaller class sizes, limited disciplinary infractions, and considerable support from
the active parental groups. Figure 4.14 displays the percentage of the student population
suspended at School C during the year.
As stated before, principal Chisholm has the ability to spend 80% of her time as an
instructional leader only when she has the adequate administrative support staff for nonacademic responsibilities. However, this was not the case for the previous school year when her
AEA was promoted to another position and the vacancy went unfilled for three months. During
this period, she was forced to take on the added responsibilities that would normally be delegated
to the AEA. These added responsibilities limited principal Chisholm’s ability to devote 80% of
her time on instruction for a three-month period. She also reported that her time is also divided
up between responding to district emails, dealing with parent concerns, and meeting the
nutritional and health needs of the students.
Principal Chisholm claimed to have fostered relationships with major organizations in the
city to supply additional resources for the students. The principal expressed, “I feel relationships
are very important.” The positive and productive relationships assist School C in functioning at
an optimal level and encompassing the cycles of the Appreciative Inquiry Theory. The principal
has nurtured partnerships with local banks to supply coats in the winter, professional sports
teams in the city to provide technology upgrades, and downtown businesses to supply additional
food to needy students over the weekends. The parent organizations use their political and
financial clout to increase exposure for the students. These parent groups lead extracurricular

73

activities such as Girl Scouts, sports teams, Academic Games, and the chess team. Parents are
active in the building from the beginning of the school day until the conclusion of afterschool
programs. All of these components assist the principal’s agenda of enhancing student
enrollment, employing teachers, and filling vacant positions with substitutes.
FIGURE 4.14 SCHOOL C PERCENTAGE OF STUDENT POPULATION SUSPENDED

7%

Principal Chisholm defined a productive learning environment as an environment where
all of the students are learning. As she asserted, “in a productive learning environment, teachers
are providing instruction where students can show growth and encouragement to learn.”
Teachers can take responsibility for a child who is not reading and provide adequate instructions
aimed at defeating illiteracy in schools. The environment is safe and the students can have all
their basic needs met through wraparound services provided by the school. Both teachers and
students are growing yearly and classroom size remains at a manageable level. According to
principal Chisholm, having 30 to 40 students in a class restricts the creation of a productive
learning environment. A productive learning environment also has added instructional support
from teacher aides and parent participants that provide enrichment for the students.

74

A productive learning environment is supported by the district’s ability to recruit and
maintain the best talent. The principal stated, “how can I reach a child that is struggling when I
have 30 to maybe 38 students in a classroom?” According to principal Chisholm, schools must
not struggle to fill vacancies or rely on long-term substitutes. A productive learning environment
is also supported by the district’s ability to make adequate repairs and improvements to school
buildings. As the principal further stated, the teachers cannot teach and students cannot learn in
unfit environments. Lastly, a productive learning environment is supported by the district’s
ability to secure a stable academic foundation and sustain an academic plan for an extended
period. She claimed that constant changes in the academic direction of the district are
counterproductive to producing productive learning environments.
The district’s financial crisis has placed School C in a unique situation. As the principal
claimed, “we have a limited Title I budget and the allocation is $77,000.00.” This indicates that
School C cannot afford to pay teachers for an afterschool tutoring program due to the limited
budget. Therefore, students in School C cannot attend teacher instructed afterschool tutoring
during the year, according to principal Chisholm. School C has a population of students who
require additional academic support but cannot receive these necessary services without
afterschool tutoring. Principal Chisholm has constructed partnerships with other organizations to
provide academic support for this population; however, these students are not receiving direct
certified instruction from members of the school teaching staff for afterschool tutoring.
The district’s financial crisis had a similar impact on School C’s ability to support
summer school programs. The principal stated, “I have been unable to have summer school,
which is truly needed because the children experience the brain drain over the summer.” In
previous years, the district provided the necessary funds to run a summer school program at

75

School C, but the current financial crisis has prohibited School C’s ability to have a summer
school program and monitor summer instruction for their students. Small school populations are
characterized by a small general fund budget; school C cannot afford to pay teachers for the
summer school program due to the limited budget, therefore the students in School C who
require additional academic support cannot attend teacher instructed summer school. Instead, the
principal reported, these students from School C had to attend a neighboring school for the
summer program in the previous year.
The 2015 spring MAP Language Usage data for School C displayed that 25% of 2nd
graders, 31% of 3rd graders, 23 % of 4th graders, and 52% of 5th graders met the projected growth
targets. The 2015 spring MAP Mathematics data for School A displayed that 14% of
kindergartners, 4% of 1st graders, 0% of 2nd graders, 3% of 3rd graders, 15% of 4th graders, and
16% of 5th graders met the projected growth targets. The 2015 spring MAP Reading data for
School C displayed that 23% of kindergartners, 4% of 1st graders, 14% of 2nd graders, 24% of 3rd
graders, 23% of 4th graders, and 20% of 5th graders met the projected growth targets. The 2015
spring MAP Science data for School C displayed that 38% of 3rd graders, 19% of 4th graders, and
36% of 5th graders met the projected growth targets. There was no 2015 spring MAP Social
Studies data available. Figures 4.15, 4.16, 4.17, and 4.18 display the MAP data for Language,
Mathematics, Reading, and Science for School C.

76

FIGURE 4.15 MAP LANGUAGE USAGE DATA SCHOOL C

25%
2nd Graders
3rd Graders

52%

4th Graders
5th Graders
31%

23%

FIGURE 4.16 MAP MATHEMATICS USAGE DATA SCHOOL C

Kindergartners
14%

16%

1st Graders
2nd Graders
3rd Graders
4th Graders
4%

0%
3%
15%

77

5th Graders

FIGURE 4.17 MAP READING USAGE DATA SCHOOL C

20%

23%

Kindergartners
1st Graders
2nd Graders
4%

3rd Graders
4th Graders

23%
14%

5th Graders

24%

FIGURE 4.18 MAP SCIENCE USAGE DATA SCHOOL C

36%

38%

3rd Graders
4th Graders
5th Graders

19%

The 2015 M-STEP data for School C revealed that about 30.9% of the students were able
to meet the state proficiency target for mathematics. The district averages for 3rd, 4th, and 5th
grade mathematics were 10.4% ,7.2%, and 2.5%, respectively. Further, according to

78

mischooldata.org, the state proficiency targets for mathematics were 45.2%, 44.0%, and 33.8%
for the three grades, respectively.
About 40.2% of the students met the state proficiency target for English Language Arts.
The district averages for 3rd,4th, and 5th grade ELA were 9.9%, 10.9%, and 12.8%, respectively.
According to mischooldata.org, the state proficiency targets for ELA were 46.0% in 3rd grade,
46.3% in 4th grade, and 50.6% in 5th grade. About 7.7% of the students met the state proficiency
target for Science. The district average for 4th grade Science was 1.8%. The state proficiency
target for Science was 14.7% according to mischooldata.org. 18.5% of the students met the state
proficiency target for Social Studies. The district average for 5th grade Social Studies was 2.8%,
while the state proficiency target was 18.9%, according to mischooldata.org.
Universal Themes Within Findings
During the observations, each school displayed similar attributes regarding cleanliness,
school safety, building tone, and varying degrees of teacher collaboration. The school settings
for each building demonstrated a clean and orderly learning environment. The hallways and
classrooms indicated a building where the entire staff took great pride in the conditions of the
learning environment. Each building was free of odors, graffiti, and visible structural damage
that could obstruct the learning environment.
The three schools exhibited a major emphasis on safety and security. Each building had a
unique plan to ameliorate safety and security concerns in the building and within the adjacent
school community. These security plans incorporated the principal and various members of the
team to maximize school safety. In addition, each school displayed techniques to reassess and
alter safety plans for the advancement of productive learning environments.

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A prominent similarity in each building was the overall verbal and nonverbal tone of the
learning environment. The principals spoke to the students, staff, and parents in a calm,
respectful, and businesslike manner. The teachers spoke to the students, parents, and staff
members in a very similar manner across the three schools. The verbal and nonverbal exchanges
between staff, students, and parents represented a culture of cooperation and teamwork. There
was no evidence of excessive yelling, screaming, and speaking to students in an aggressive tone.
The schools verified a consistent sense of teacher collaboration. The teachers within the
schools displayed the freedom to discuss issues of concern with the principal and other
stakeholders in the school to improve the learning environment. Furthermore, the principals
promoted teamwork and idea sharing within the school community. These qualities helped the
progress of productive learning environments within the three schools.
The three interviewed principals presented similar views on the basic concepts of
productive learning environments. Another universal theme discussed by the principals was
concern about the supply of an adequate number of teachers for academic instruction. Acting as
the instructional leader was another universal theme within the research based on the additional
duties associated with the position in the current system. Each principal detailed that a clean and
orderly school environment was a crucial component of a productive learning environment.
Lastly, all three principals expressed the desire to provide additional wraparound services based
on the financial limitations of the children they service.

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CHAPTER 5
CONCLUSIONS
Chapter 5 provides detailed interpretations of the research findings presented in Chapter
4, as well as a conclusion and final recommendations for future research. This chapter also
provides analysis and discussion of the research findings. The chapter explores contrasting
views presented by the data and conclusions of the study in terms of the implications for
principals in DPS in creating productive learning environments. The chapter concludes with
recommendations for further research.
Definition of a Productive Learning Environment
The researcher noted an increased focus on safety to be the most common theme in the
definition of a productive learning environment. Each principal described safety as a major key
in the development of a productive learning environment. According to the principals, students
must feel safe and comfortable for effective learning to occur. In addition to the students, the
teachers and staff members must also feel safe to be able to produce productive learning
environments.
While a violence free school setting is clearly central to understanding the concept of
safety, it was also reported that safety is a much broader concept. Safety can also be explained
as the willingness of the students to give wrong answers and look at a topic from multiple
perspectives without fear of judgement, failure, and ridicule. Furthermore, the concept of safety
also includes a feeling of security among the teaching staff in expressing ideas, concerns, and
frustrations to the administrators without retaliation from the school principal.
Safety also includes the ability of the teaching staff to collaborate with both each other
and parents within the school community to improve the educational and social outcomes of the

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school. This team-first approach encourages the various stakeholders to sideline their individual
differences and needs for the betterment of the students. The process of parents blaming the
teachers, and vice-versa, is neutralized by the effective development of the teamwork approach.
These claims about safety that the principals put forward can lay a significant foundation for
producing a productive learning environment. By signaling a willingness to defend the safety
and security of the school and inspiring others to embody a spirit of teamwork, all three
principals displayed the attributes of Appreciate Inquiry and the warrior principal mentality.
Figure 5.1 provides a visual aid for a cumulative overview of school suspensions for all three
schools.
FIGURE 5.1 CUMULATIVE SCHOOL SUSPENSIONS

182 Students

School C

13 Suspensions

327 Students

School B

35 Suspensions

513 Students

School A

195 Suspensions

0

100

200

300

400

500

600

Each principal stated a dire necessity for students to have access to excellent teachers to
produce a productive learning environment. The division of students along inappropriate grade
levels and ability levels is detrimental to the production of productive learning environments. As
an emergency procedure to ensure that each student is assigned a teacher, students are shifted to
different grade levels irrespective of their appropriate grade levels. In the worst cases, classes

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are held in the lunch rooms, auditoriums, and gyms for extended periods of time without
instructional guidance. The principals further revealed that the Human Resources department
has struggled to meet the needs of their schools.
Allowing non-certified long-term substitutes to fill vacant positions is detrimental to the
creation of productive learning environments. Therefore, the current teacher shortage in the
district has severely impacted each school and further complicated the ability to create
productive learning environments. However, the three principals have adopted several measures
to curb these challenges, such as combining classes, creating alternative scheduling to limit the
subjects taught by non-certified long-term substitute teachers, producing lesson plans, and
providing personal instructional guidance for struggling teachers. The principals have also taken
a step forward by acting as a teacher themselves in case of the non-availability of teachers.
All three principals stated that they do not have the time to be the instructional leader to
create their desired productive learning environment. Due to the numerous responsibilities of a
principal, they feel that a productive learning environment involves the building leader having
adequate time to devote solely to the school’s academic aspects. However, the three principals
have extended roles beyond the academic arena: they must often play the additional roles of
security agents, maintenance personnel, substitutes, active social workers, nurses, and
nutritionists to ensure the basic health and safety needs of the students.
However, all three principals have generated methods to handle the added responsibilities
of being a DPS principal and ensure productive learning environments. The principals have
developed systems of delegating non-academic assignments, spending 60 to 80 weekly hours for
meeting the needs of the school, researching best practices, and fostering partnerships both inside
and outside of the school. Another effective method the principals have adopted is using positive

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forms of communication and actions of appreciation to encourage the employees in building
productive learning environments. Such actions are a testimony to the principal’s use of
Appreciative Inquiry, Appreciative Intelligence, and positive organizational leadership in their
buildings.
All three principals highlighted the sanitation and structural conditions of the school as a
detrimental factor for the production of a productive learning environment. The issue of
cleanliness is extremely relevant in the wake of the 2015-2016 teacher-led sickouts that protested
against inhumane conditions for staff and students in such buildings. Teachers and students must
have the ability to focus on academics without any distractions from other factors such as leaking
roofs, cold buildings, rodents, black mold and mildew. The principals in the study have
personified the warrior principal mentality to the point where they sometimes perform janitorial
duties within the building to ensure a productive learning environment for their school
community.
The three principals have established a system of checks and balances to maintain
acceptable conditions in their buildings. An important factor for ensuring such acceptable
conditions is the collaborative effort of all other team members to address building issues. All
three principals have empowered their team members through positive leadership, the delegation
of non-academic assignments, and the brokering of strong working relationships between
outsourced companies and the DPS facilities department. Such strong partnerships help to
maintain the productive learning environments that currently exist within the three schools.
Productive schools must be able to fulfill the basic needs of the students, such as
nutritional, emotional, and physical health needs. These basic needs also include the ability of
the school to supply essential academic necessities such as books, technology upgrades, and

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certified teachers. All three principals have contrived creative methods to produce productive
learning environments without requiring the support from the district. Figure 5.2 provides a
visual aid for a cumulative overview of school attendance rates for all three schools.
FIGURE 5.2 SCHOOL ATTENDANCE RATES
95%
92.8%

85%

District & State Target

84%

School A

School B

School C

A striking factor in the principal’s revelations on productive learning environments is the
lack of reference to standardized test scores. All three schools were reported to have displayed
contrasting scores across the board examinations in comparison to the 2015 district and state
average. The researcher found some of the obtained standardized scores to be above the district
and state averages, and some to be far below. However, none of the principals referred to the
standardized test scores while discussing their individual viewpoints. This finding is significant
given the highly-publicized critiques given by the media and SRO about low M-STEP scores
across DPS schools.
All three principals expressed that the state struggled during the first two years after the
initiation of the M-STEP. They deemed such tests to be inadequate indicators of the learning
taking place in such schools. In addition, the principals stated that even the updated online

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versions of the standardized test impose additional infrastructure challenges. These
infrastructural obstacles can include outdated internet connection systems, outdated computers
used for test administration, a lack of sufficient technology to administer the test, and lack of
similarity among the students in using the required technology prior to taking the standardized
tests. However, despite these numerous infrastructure obstacles, the three principals claimed to
have gained a certain level of improvement on standardized tests between the MAP and M-STEP
throughout their tenures within their respective buildings.
The three principals attributed this improvement to their success in regularly providing
the students with simulated test activities to break the cycle of fear related to standardized test
taking. Furthermore, the school leaders have used their partnerships to improve the technology
in the buildings. These improvements in technology allowed the students to become familiar
with using crucial components of online standardized tests such as the keyboard, mouse, and
headphones. The principals claimed this familiarity to be vital for the students since the former
MEAP test was conducted using pencil and paper without any emphasis on the use of
technology. The principals further asserted that the students will continue to show growth with
increased levels of familiarity with the test structure and use of the latest technology in nonentertainment aspects.
Common Obstacles for Productive Learning Environments
All three principals agreed that DPS Human Resources did not have a significant positive
impact on the creation of a productive learning environment. The principals further expressed
their disappointment regarding the inability of the Human Resources to attract, hire, and retain
talent in the district. They mentioned the sluggish methods of processing and placing new hires
in school buildings. Each principal gave accounts of personally recruiting teachers, securing

86

interviews with candidates, and selecting candidates, only to have the candidate take another
position outside of the district due to the delayed process.
Principal Bethune referred to the DPS Human Resources issue as a misalignment in the
district. Human Resources possesses no knowledge about the individual needs of the schools
which further aggravates the problems imposed by the current teacher shortage. The principals
expressed a desire for effective Human Resource and DPS Budget Departments to create robust
compensation packages to entice the most talented educators in the area. Despite the obstacles
imposed by the lack of Human Resources, all three principals reported having devised methods
to withstand staffing deficits.
All three principals agreed that DPS Procurement, which serves as the financial liaison
between a school’s funds and potential vendors, did not have a significant positive impact on the
creation of a productive learning environment. Each principal expressed her frustration with the
timeliness of the mandatory process for approving any vendor contract. The principals reported
that a huge amount of money is wasted due to the delay in getting services approved, processed,
and paid. A majority of the vendors have refused to provide supplemental academic, conflict
resolution, parent resources, extracurricular activities, technology upgrades, extermination
services, and professional development sessions due to the inability of the district to pay them infull and/or on-time. The principals noted that such misalignment was a constant obstacle.
However, the principals have effectively utilized their relationships with local businesses, parent
groups, and current staff members to overcome the inability to spend funds in a timely fashion to
improve their buildings. An effective use of external links and relationships to fulfill the job
responsibilities, as is seen in the present case, is another visible example of the effective use of
Appreciative Intelligence and Appreciative Inquiry.

87

The principals reported parental involvement as having a significant impact on the
creation of a productive learning environment in their buildings. Fostering relationships with
parents has been successful in expanding the academic reach of the schools into the students’
homes. Each principal has enforced unique methods to increase parental involvement and the
reinforcement of school norms outside the school. The principals have created spaces within the
school building to serve as centers for parents, thus allowing them to have a home base within
the school setting.
These parent resource centers within the schools grant the parents an opportunity to
improve upon their personal situations and apply for employment and other forms of assistance
training with the help of technology and materials. The principals encourage parent partnerships
by arranging academic nights for adults, multiple daily roles and responsibilities within the
school premises, and a background check and clearance procedure from the DPS Office of
Parent Engagement and school police department. All three principals have put special attention
on strengthening their relationships with parents to create a productive learning environment.
Such an attitude further demonstrates the principal’s use of Appreciative Inquiry and positive
organizational leadership.
All three principals agreed that the current school board has no impact on the production
of a productive learning environment. As previously stated, the school board has been rendered
powerless due to the appointment of the Emergency Managers. The school board could not
implement any significant policies to influence the decision-making process in the district before
January 1, 2017. In January of 2017, the district returned to local control and the newest school
board, elected on November 8, 2016, has revived the ability to make decisions for DPSCD. All

88

three principals have been able to create productive learning environments without the influence
of a school board.
Another core area which of mutual consensus among the three sampled principals is the
district compensation package. As stated in the research, a majority of the employees in the
district have not received a salary raise over the past decade, which has caused several educators
to leave the district. Furthermore, new employees are reluctant to work in the district due to the
low wages and lack of attractive benefit packages. Such factors have resulted in an acute
shortage of teachers, general employees, and substitute teachers in all three schools.
Lastly, the principals claimed that the insufficient compensation package has saturated
the district with low skilled and unenthusiastic employees. Some employees hold their positions
only because of the district’s willingness to fill critical shortage areas with employees that would
not be hired in other districts. The principals expressed extreme difficulties in improving the test
scores with some low-skilled and unmotivated employees because of the available compensation
package.
The ability of Detroit Public Schools Facilities Department and the outsourced companies
to address building concerns is a crucial factor that impacts all three principals. This can be
supported by the fact that the poor building conditions of the district appeared in national
headlines during the year 2015-2016. All three principals listed the presence of detrimental
factors such as leaking roofs, malfunctioning heating units, mold, and rodents running through
the building during instructional time, all of which significantly impacted the maintenance of a
productive learning environment. The principals were also found to agree with the claim that the
financial conditions of the district negatively impact their ability to create positive learning

89

environments. In addition to the lack of basic supplies, the absence of adequate finances to
supply security to all schools decreases overall safety and morale.
Principal Angelou put forward the desire for certified law enforcement to secure school
buildings. The limited DPS police force was another major concern for all three principals. The
current DPS police force must respond to all DPS schools and the EAA schools under
emergencies. The EAA is classified as another district run by the state which may require urgent
attention of the DPS police force in its various schools, particularly six large high schools that
have been regarded as highly problematic. The insufficient district police force adds to the
anxiety of the three principals regarding safety in their buildings. Remarkably, all three
principals have used their effectively positive communication skills, warrior principal mentality,
and unconventional motivational methods to counteract the negative aspects of recurring safety
concerns to produce productive learning environments in their school buildings.
Universal Characteristics of Productive Principals
The three principals in the research were all African American women in their 50s. Each
possessed a wealth of knowledge and experience as educators in the district. However, the
principals within the study shared some extremely similar characteristics that were not dependent
on their age, race, sex, and years of experience. The universal characteristics of the productive
principals in the study transcend racial, physical, and cultural attributes.
Each principal was the absolute leader in the building. Their authoritative demeanor and
businesslike focus were the symbols of strength and stability within the schools. These
individuals provided a calming presence within the productive learning environments. The
principals had to take on the initiative of acting as the chief of safety and security procedures
based on the needs of the school community. They created a school culture based on flexibility

90

and teamwork which allowed the buildings to withstand unexpected challenges to the productive
learning environments.
Each principal exhibited the ability to successfully and respectfully communicate with
multiple stakeholders to meet the needs of the students. The communication took place in the
form of positive reinforcement, clear and measurable goals, praise, one to one conversations, and
demonstrations of appreciation. The ability to motivate and inspire diverse groups of people
with differing needs was an apparent characteristic of the building leaders across the three
schools. The productive principals were able to foster relationships that worked beyond the
limitations of a contract.
The three principals presented a determination to be the instructional leader in their
respective schools. Each principal was forced to prioritize their time and devote considerable
time to dealing with non-academic concerns. The ability to compartmentalize various tasks to
maintain a focus as the instructional leader was a universal characteristic of the three principals.
The role of the instructional leader took the shape of physically teaching classes, designing
lessons, assisting struggling educators, and formulating alterations to the academic schedules to
withstand the obstacles of a teacher shortage.
Conclusions
The principals’ perspectives studied in the present research indicate that the concept of a
productive learning environment is closely associated to the current conditions that impact the
district. All three sampled principals envision a school with all necessities of education being
provided in a clean, safe, and modern school building. Despite the commonly held notion that
the system works against productivity, the principals must remain positive and proactive. As
described in the research, the severe misalignment of curriculum, facilities, Human Resources,

91

Procurement, district leadership, parent involvement, and safety imposes a set of challenges in
the production of productive learning environments.
The principals sampled for the present research overcome tremendous financial,
environmental, and systematic obstacles to achieve productive learning environments in their
buildings. An innovative and efficient use of the available resources based on the idea of “doing
more with less” was a common strategy adopted by all three leaders. The production of the
productive learning environment contained an extreme overreliance on the principal within the
three schools in the research. The success and failure of the schools place a massive dependence
on the individual building leader.
It may be difficult for future leaders to be expected to perform at such a level for the
duration of their careers. Requiring an unswerving sacrifice of individual health, personal
wellbeing, and enduring constant stress is an unrealistic expectation for the sustainability of
productive principals in the district under the current system. The overall collected averages on
the MAP and M-STEP add to the criticism from adversaries and acts as disconfirming evidence
regarding the existence of productive learning environments within the three schools in the
research. The harsh reality is that the productive learning environment attained in Detroit Public
Schools may not be considered productive in other districts owing to the lack of materials,
programs, and services that must be supplemented by principals like the individuals sampled.
Recommendations for Further Research
The current study showed what productive learning environments look like from the
perspective of three elementary principals. The study also revealed the obstacles faced by the
various schools in the district that have a significant impact on the learning environments. The
researcher analyzed some of the actions of principals who were successful in attaining

92

productive learning environments in their buildings. However, there is a significant need for
additional research to explore the current situations of Detroit Public Schools and the significant
role played by principals within the system.
The largest public school system in the state is in dire need of additional scholarship and
analysis of the district’s current conditions to ensure a productive future for the nearly 50,000
students. According to SRO, almost half of the school buildings in the district (47 out of 97)
have been termed as “failing schools” and are reported to possibly face closure within the next
one to three years. The indispensable role of principals in creating productive learning
environments in early education pre-school buildings, K-8 buildings, middle school buildings,
and high schools is evident. Researchers can also consider the physical, emotional, and mental
pressures imposed on the principals in the district due to the multiple challenges faced in the
position. The longstanding health of building leaders also has some significance to the stability
of productive learning environments.
Furthermore, researchers can examine the actions and characteristics of similar building
leaders to replicate these abilities to produce new generations of urban principals who excel at
operating in the most severe circumstances. If the conditions and challenges of the district do
not change, the next generation of building leaders must be equipped with the necessary
components to overcome the obstacles present in urban districts. The success of urban students
largely depends on the creation of a stronger research base to impact the development and
sustainability of urban principals.
The present research has highlighted the absolute necessity of strong leadership in
schools under DPSCD. Each principal possesses a unique aura that becomes the foundation of
the vibe and energy that emanates from each building. The structure of both the current and

93

former systems place the ultimate responsibility for the achievement of a productive learning
environment on the building leaders. Principals are expected to outperform their contracts and
complete tasks that are not listed in their yearly contract renewal agreements. Productive
principals must use unorthodox methods to achieve higher productivity with limited resources.
Such individuals sacrifice their health, safety, and overall quality of life for the betterment of
their students, staff, and school community. Their persistent sacrifice acts as the emotional,
physical, and academic nourishment that fuels productive learning environments and generates
the essence of hope for a brighter future in the city of Detroit.

94

APPENDICES

95

APPENDIX A
Principal Research Questionnaire
Interview Question Examples
1. Tell the researcher about your background. What did you do before becoming a principal?
2. What compelled you to become a principal in DPS?
3. What are your most difficult obstacles and challenges for success?
4. Tell the researcher about your most important role as a principal.
5. Tell the researcher about your daily job duties and responsibilities.
6. What do you spend the majority of your time doing as a principal within Detroit Public
Schools?
7. What do you wish you had time to complete as a principal in Detroit Public Schools?
8. What are your present major concerns regarding your role and the impact that this role has on
student achievement?
9. How do you define a productive learning environment?
10. Do you consider yourself a principal who has been able to cultivate a productive learning
environment? Why or why not?
11. (If yes to 9): What do you believe you’ve done that separates you from other principals in
DPS who have not been successful at creating a productive learning environment?
12. How does the financial crisis of the district impact your ability to produce productive
learning environments? How so?
13. What future concerns are anticipated in your role as a principal?
14. Is there anything else about your experiences in DPS that you think it is important for the
researcher to know?

96

15. Do you have any questions for me?
Questions for interviews 2-5 emerged based on preliminary analyses from the first interview
with each participant.

97

APPENDIX B
Principal Research Survey
Productive Learning Environment Principal Survey
Scoring Scale
Strongly Agree
1

Strongly Disagree
2

3

4

5

1. The support from Human Resources assists in the execution of a productive learning
environment in your building.
1
1

2
2

3
3

4
4

5
5

2. The support from Procurement and having adequate supplies from all academic
departments assists the execution of a productive learning environment in your building.
1
1

2
2

3
3

4
4

5
5

3. Parental involvement and support of the community assist the execution of a productive
learning environment in your building.
1
1

2
2

3
3

4
4

5
5

4. The support of the school board assists the execution of a productive learning environment
in your building.
1
1

2
2

3
3

4
4

98

5
5

5. District leadership assists the execution of a productive learning environment in your
building.
1
1

2
2

3
3

4
4

5
5

6. The district compensation package and morale of the employees assist the execution of a
productive learning environment.
1
1

2
2

3
3

4
4

5
5

7. Having adequate teacher service and adequate substitutes assist the execution of a
productive learning environment.
1
1

2
2

3
3

4
4

5
5

8. The financial conditions of the district assist the execution of a productive learning
environment in your building.
1
1

2
2

3
3

4
4

5
5

9. The support of facilities and maintenance assist the execution of a productive learning
environment in your building.
1
1

2
2

3
3

4
4

99

5
5

10. Having adequate security and public safety support assist the execution of a productive
learning environment in your building.
1
1

2
2

3
3

4
4

100

5
5

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101

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