Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

An Artesian Well System in Beaver Crossing, Nebraska- It's Development and Demise

ABSTRACT Nebraska has a veritable wealth of groundwater. The High Plains Aquifer underlies most of the state, and within its sand and gravel deposits, many interconnected aquifers provide fresh water for a variety of uses. One of the most spectacular examples of this resource is the artesian well. Beaver Crossing, Nebraska was once home to one of the most prolific artesian systems in the state before its demise. Founded in the 1880’s, Beaver Crossing soon became known for its many artesian wells, that provided leisure activities and supported profitable business ventures such as small farming, ice production and aquiculture. Eventually these wells would dry up and the town of Beaver Crossing would never see the level of commerce and activity that it saw during its early years. I decided to research this subject because I lived in Beaver Crossing for twelve years. While I lived there I heard stories about the artesian wells, the nationally recognized lily pond, and the large public pool fed by underground water that was plentiful around town. I was interested in knowing what happened to the water, the wells, the pool and businesses. . . And, in the wake of their disappearance, what happened to the town. To research this topic I looked at accounts of the history of Seward County and Beaver Crossing. I also studied the basic geology underlying the Great Plains, as well as local geology and issues pertaining to groundwater levels, such as rainfall amounts, drought and irrigation. As irrigation became a factor in rural Nebraska and through several documented droughts, groundwater levels all over the state declined. At the same time the artesian system in Beaver Crossing all but disappeared.