{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:979"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:979","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Principals & professional learning : a catalyst for transformational change","abstract":"Elliott, Lisa A. This study investigated how a growth-mindset, professional learning rubric guides and informs principals' leadership actions during transformational change. Drawing parallels between organizational change and chemical reactions, the study posits that principals can act as catalysts for deep, irreversible improvements in their schools when they have a laser-like focus on building the capacity of their professional educators through high-quality, rich, multi-layered professional learning. Six principals from the same district utilized the rubric, and their narratives, gathered through questionnaires and interviews, revealed a central theme: the rubric provided clarity and focus amidst competing demands, aligning with Fullan and Quinn's (2016) concept of coherence. Beyond this overarching theme, five sub-themes emerged: resource allocation, feedback processes to support professional educator practice, instructional design for adult learning, student-centered outcomes, and the strengthening of systems supporting student learning. The principals, operating from diverse leadership frameworks, found the rubric's comprehensive criteria valuable for reflecting on their practices and guiding their decision-making. While limited by a small, homogenous sample, the study suggests the rubric is a versatile tool for promoting purposeful leadership strategies across different leadership styles. Future research could explore its application with larger, more diverse samples with school leaders navigating complex, transformational change.","abstract_html":"Elliott, Lisa A. This study investigated how a growth-mindset, professional learning rubric guides and informs principals' leadership actions during transformational change. Drawing parallels between organizational change and chemical reactions, the study posits that principals can act as catalysts for deep, irreversible improvements in their schools when they have a laser-like focus on building the capacity of their professional educators through high-quality, rich, multi-layered professional learning. Six principals from the same district utilized the rubric, and their narratives, gathered through questionnaires and interviews, revealed a central theme: the rubric provided clarity and focus amidst competing demands, aligning with Fullan and Quinn's (2016) concept of coherence. Beyond this overarching theme, five sub-themes emerged: resource allocation, feedback processes to support professional educator practice, instructional design for adult learning, student-centered outcomes, and the strengthening of systems supporting student learning. The principals, operating from diverse leadership frameworks, found the rubric's comprehensive criteria valuable for reflecting on their practices and guiding their decision-making. While limited by a small, homogenous sample, the study suggests the rubric is a versatile tool for promoting purposeful leadership strategies across different leadership styles. Future research could explore its application with larger, more diverse samples with school leaders navigating complex, transformational change.","abstract_has_math":false,"creators":["Elliott, Lisa A."],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025T","date_published":"2025T","updated_at":"2026-07-27T18:44:43Z","subjects":["School principals","Educational leadership","Transformational leadership","Professional learning","Growth mind-set rubric","Leadership frameworks","Capacity","Building","Principals as catalysts"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/979","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Elliott, Lisa A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025T"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School principals","Educational leadership","Transformational leadership","Professional learning","Growth mind-set rubric","Leadership frameworks","Capacity","Building","Principals as catalysts"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/979"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Elliott, Lisa A. This study investigated how a growth-mindset, professional learning rubric guides and informs principals' leadership actions during transformational change. Drawing parallels between organizational change and chemical reactions, the study posits that principals can act as catalysts for deep, irreversible improvements in their schools when they have a laser-like focus on building the capacity of their professional educators through high-quality, rich, multi-layered professional learning. Six principals from the same district utilized the rubric, and their narratives, gathered through questionnaires and interviews, revealed a central theme: the rubric provided clarity and focus amidst competing demands, aligning with Fullan and Quinn's (2016) concept of coherence. Beyond this overarching theme, five sub-themes emerged: resource allocation, feedback processes to support professional educator practice, instructional design for adult learning, student-centered outcomes, and the strengthening of systems supporting student learning. The principals, operating from diverse leadership frameworks, found the rubric's comprehensive criteria valuable for reflecting on their practices and guiding their decision-making. While limited by a small, homogenous sample, the study suggests the rubric is a versatile tool for promoting purposeful leadership strategies across different leadership styles. Future research could explore its application with larger, more diverse samples with school leaders navigating complex, transformational change."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Principals & professional learning : a catalyst for transformational change"]}]}],"canonical_facts":{"dc:creator":["Elliott, Lisa A."],"dc:date":["2025T"],"dc:description":["Elliott, Lisa A. This study investigated how a growth-mindset, professional learning rubric guides and informs principals' leadership actions during transformational change. Drawing parallels between organizational change and chemical reactions, the study posits that principals can act as catalysts for deep, irreversible improvements in their schools when they have a laser-like focus on building the capacity of their professional educators through high-quality, rich, multi-layered professional learning. Six principals from the same district utilized the rubric, and their narratives, gathered through questionnaires and interviews, revealed a central theme: the rubric provided clarity and focus amidst competing demands, aligning with Fullan and Quinn's (2016) concept of coherence. Beyond this overarching theme, five sub-themes emerged: resource allocation, feedback processes to support professional educator practice, instructional design for adult learning, student-centered outcomes, and the strengthening of systems supporting student learning. The principals, operating from diverse leadership frameworks, found the rubric's comprehensive criteria valuable for reflecting on their practices and guiding their decision-making. While limited by a small, homogenous sample, the study suggests the rubric is a versatile tool for promoting purposeful leadership strategies across different leadership styles. Future research could explore its application with larger, more diverse samples with school leaders navigating complex, transformational change."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/979"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["School principals","Educational leadership","Transformational leadership","Professional learning","Growth mind-set rubric","Leadership frameworks","Capacity","Building","Principals as catalysts"],"dc:title":["Principals & professional learning : a catalyst for transformational change"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:43Z"}