|dc.description.abstract||The literature on the vice principalship characterizes the position as one
filled with clerical record keeping and student discipline and paints a picture of role
conflict and general discontent. Research suggests that vice principals desire to
take on a more significant role, specifically a role in curriculum leadership. Using
open-ended interviews, a focus group interview, document analysis, and my
research journal, I have explored the work ofa group of vice principals who have
taken on the role of curriculum leader in independent Christian elementary schools
When asked to explain their understanding of curriculum, the participants
referred to written programs of study. However, their leadership activities reveal a
broader understanding of curriculum as something that is in fact dynamic in nature.
This leadership is enabled and shaped by their middle position on staff that
combines the authority of an administrator and the credibility of a teacher.
Although this dual identity creates tension, it also provides opportunities for
genuine curriculum leadership.
As middle leaders, the participants in this study often pull together or
connect elements of the curriculum (teachers, principals, and programs) that have
become separated. Such connective leadership is characterized by transformational
(Van Brummelen, 2002) tendencies. This research suggests that the further along
the continuum one goes from the understanding of curriculum as planned (Eisner,
1994) to acknowledging a lived curriculum (Aoki, 1993), the more
transformational one's leadership style becomes.||en_US