School Leaders’ Role in Strengthening Multi-Tiered Systems of Support to Promote Student Success

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

<p><b>This comparative project explored educational leaders’ views, practices, and experiences in relation to school culture, climate, leadership, and student success in three international contexts: New Zealand, Finland, and Ghana. Taking an interpretive methodological stance, the study used policy documents, observations, artefacts, and interviews as data sources. A total of twenty-seven participants (school leaders, university experts, and Ministry officials) took part; nine from each of the three countries. </b></p><p>Key insights from the study include identifying positive aspects from each of the three countries. Generally, each of the cases showed positive relationships between students’ success and teacher-teacher, teacher-students, teacher-principal, shared leadership, teamwork, school-based guidance and counselling, and more. Specifically, for New Zealand, positive impetus for students’ success included, respect for teaching, use of local curriculum, a clear and relevant Education Act, and free tuition. For Finland, the positive variables included respect for teaching, local-based curriculum, school-based psychologists, and free tuition and school meals. For Ghana, these included school-based Christian Chaplains and Imams, a free boarding system which included tuition and meals, and a relevant quota system to encourage minority inclusion in education. </p><p>While partially confirming the relevant literature on effective school leadership and students’ success, the study argues for a deeper understanding of the subject to include issues of global socio-cultural, socio-political, and socio-economic undercurrents and trends; symbolic capital; and hierarchical decision-making models’. </p><p>It is these sociological variables, forms and relationships, and dimensions of a complex education subsystem which act as catalysts for the daily practices of school leadership that influence students’ success. </p><p>The study offers (a) a theoretical framework for analysing school leadership and students’ success and (b) key recommendations for Ministries of Education and school administration and leaders. </p>

Over the past 20 years, the theory of emotional intelligence (EI) has become increasingly commonplace. Many proponents generally define this concept as a system of competencies that determine how effectively we understand and express ourselves, understand others, and relate to/with others to facilitate thinking, guide decision-making, and cope professionally. Similarly, a growing body of global research on educational leadership concludes that EI is linked to the practice of school leadership and management, in particular for mid-career school leaders. School leaders and mid-career leaders specifically are expected to perform within the parameters of established standards for school improvement, and some of these standards undoubtedly encompass elements of EI. Increasingly, it is a prerequisite for school leaders to possess skills beyond management and leadership. Like other educational leaders, mid-career school managers and leaders work closely with stakeholders which requires them to demonstrate various features of EI. The work of school leaders can be stressful and challenging, particularly for mid-career individuals with little to no formal training or pre-leadership preparation within the demands and anticipated requirements that fall within the realm of their roles, responsibilities, and praxis. This chapter explores the relationship between EI and school leadership through a detailed examination of the global literature and analyzes different perspectives on EI and its links to school leadership within the context of K-12 schools. Emphasis is placed on mid-career educational leaders, the challenges they face, and the trajectories anticipated for their capacity building. There are clear links between mid-career educational leaders’ EI and school improvement implications such as enhancing student outcomes, developing school support systems, overall leadership effectiveness, building capacities, and predicting affective and performance-related outcomes, among other systemic needs.

School leaders’ experiences and perceptions of students’ domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders’ perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders’ recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students’ exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence.

Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable systems change. Throughout the following discussion, the authors argue that the school-wide programs most commonly utilized in schools lack the explicit organizational structures for integrating culturally responsive practice, leadership development, and collaborative community building processes that are essential to sustainable implementation. Therefore, this conceptual paper aims to explore the possibilities for practical applications of the Integral Perspective of Peace Leadership (IPPL; McIntyre Miller and Green, 2015) within school systems change efforts by shifting focus from direct student skill development toward a more integrated and systems-oriented approach aimed at strengthening culture and capacity within communities of educational leaders. The IPPL can “connect the dots” and provide a strong foundation through which school-wide change is possible and more sustainable. By challenging individuals, schools, communities, and organizations to examine and include Innerwork; theories, behaviors and practices, or Knowledge building; Communities of practice; and Environment work, such as systems and global thinking (McIntyre Miller and Green, 2015), the implementation of the IPPL may “challenge issues of violence and aggression and build positive, inclusive social systems and structures” (McIntyre Miller, 2016, p.223). The purpose of this paper is twofold. First, there is a discussion of how the elements of the IPPL connect to school culture and system change. Second, specific examples, such as character development, mindfulness, school-wide positive behavior supports, social-emotional learning, professional learning communities, home-school connection, systems thinking, and distributed leadership, will demonstrate how school leaders might engage, using consultants and an implementation team, in the work to create positive, equitable school cultures.

A multi-tiered system of supports (MTSS), including Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), has been embedded in many public schools for the last decade. Specifically, these data-driven frameworks promote positive student academic and behavioral outcomes, as well as safe and favorable school climates (Ockerman, Mason, & Hollenbeck, 2012; Sugai & Horner, 2009). School counselors design and implement comprehensive school counseling programs that promote students' academic, career, social, and emotional success as well as equitable student outcomes and systemic changes (American School Counselor Association [ASCA], 2012). As school leaders, school counselors should understand MTSS and play a leadership role in the development and implementation of such frameworks (ASCA, 2014; Goodman-Scott, 2014; Goodman-Scott, Betters-Bubon, & Donohue, 2016).In a 2014 position statement on MTSS, ASCA described school counselors as important stakeholders in its implementation plan, stating professional school counselors align their work with MTSS through the implementation of a comprehensive school counseling program designed to improve student achievement and (p. 38). Several scholars have discussed the alignment of RTI and comprehensive school counseling programs (Gruman & Hoelzen, 2011; Ockerman et al., 2012; Ryan, Kaffenberger, & Carroll, 2011; Ziomek-Daigle & Heckman, under review) as well as PBIS and comprehensive school counseling programs (Donohue, 2014; Goodman-Scott, 2014; Goodman-Scott et al., 2016; Shepard, Shahidullah, & Carlson, 2013), including school counselors' roles in both. However, there remains a need to examine MTSS as an overarching construct and its overlap with comprehensive school counseling programs. In this article, we present information on MTSS, including RTI and PBIS, discuss comprehensive school counseling programs and the overlap of the two frameworks, and culminate with a case study illustrating the role of school counselors as interveners, facilitators, and supporters integrating MTSS and comprehensive school counseling programs in a middle school.Multi-Tiered System of SupportsThe use of MTSS offers school counselors opportunities to have a lasting impact on student academic success and behavior development while integrating these frameworks with comprehensive school counseling programs. MTSS, often used as an overarching construct for PBIS and RTI, is a schoolwide, three-tiered approach for providing academic, behavioral and social supports to all students based on their needs and skills (Cook, Lyon, Kubergovic, Wright, & Zhang, 2015; Harlacher, Sakelaris, & Kattelman, 2014; Sugai & Horner, 2009; Sugai & Simonsen, 2012). Harlacher et al. (2014) described six key tenets of the MTSS framework: (a) all students are capable of grade-level learning with adequate support; (b) MTSS is rooted in proactivity and prevention; (c) the system utilizes evidence-based practices; (d) decisions and procedures are driven by school and student data; (e) the degree of support given to each student is based on their needs; and (f) implementation occurs schoolwide and requires stakeholder collaboration.MTSS consists of a continuum of three tiers of prevention: primary, secondary, and tertiary (Harlacher et al., 2014; Sugai & Horner, 2009). In Tier 1, or primary prevention, all students receive academic and behavioral support (Harlacher et al., 2014). Approximately 80% of students in a school are successful while receiving only primary prevention, or the general education academic and behavioral curriculum for all students. Examples include teaching expected behaviors schoolwide and the use of evidence-based academic strategies and curriculums. Students with elevated needs receive more specialized secondary and tertiary prevention, typically 15% and 5% of students, respectively (Harlacher et al., 2014; Sugai & Horner, 2009). …

This study explores, compares and contrasts coping strategies used by school leaders in Lebanon and Uganda against risks of burnout. Typically, school leaders’ work is stressful as it is characterised by multiple, undefined and often conflicting roles and expectations despite time, funding and staffing constraints; insufficient preparation; institutional interference; and lack of supports systems. These lead to emotional exhaustion, depersonalisation and job dissatisfaction. Yet there are hardly any empirical and theoretical studies in Lebanon and Uganda that address burnout in school leaders. This study adopted a grounded theory approach to gauge coping strategies used by 16 school leaders selected using purposive and theoretical sampling. Data collection and analysis were simultaneously conducted, with data analysis determining what data to collect next until saturation was reached. Findings revealed few differences in coping strategies at the national context. However, personal and school contexts contributed to variations in coping strategies. Common coping strategies used by school leaders in both Lebanon and Uganda included: sharing leadership responsibilities, understanding school culture, adaptability, balancing work and personal life, building support and collaboration, time management, expertise and professional development. A coping strategy unique to few participants in Lebanon was building a culture of trust, and operating with a leadership team. In Uganda, schools had a leadership structure in which the school leader had two deputies. The leadership structure also gave some responsibilities to student leaders. The study recommends that school leaders adopt leadership styles and school culture that promote shared responsibility to offset stress, strain and possible burnout.

The Multi-Tier System of Supports (MTSS) is an evolutionary educational method recently introduced to schools in Kansas. As part of an ongoing investigation into the deployment and effectiveness of the MTSS system, this pilot study established initial participation rates in the program. This project sought to define the incidence rate among males and females in MTSS tiers in the study region. The study also sought initial teacher satisfaction with support for their development and training into the new MTSS system. A survey consisting of 13 items was sent to 600 randomly selected elementary public school teachers in the Kansas First Congressional District. As expected, students placed in Benchmark constituted the highest number of participants. Students across MTSS tiers in Central and Western Kansas schools are distributed according to MTSS guidelines and are gender neutral. An implication of this study is that it is vital for effective instruction in reading and mathematics to approach instruction based on students’ assessment results which are gained by frequent progress monitoring and assessment. A second implication is the need for leaders in school districts to provide teachers with MTSS professional development during their first through third year of teaching.

Dedication Foreword by Dan Domenech Preface Acknowledgments About the Authors Introduction: Why American Schools Must Move Toward Common Core State Standards Section I. Designing Competitive Curriculum for a Global Economy 1. Common Core State Standards: What Are They? Common Core State Standards: More Than Standards With an International Flavor A Quick Trip Around the World Moving Forward 2. The School Leader's Role in Making the Common Core State Standards Work Creating Guiding Ideas to Implement the Common Core State Standards Guiding Ideas and Evidence Getting to How: Operationalizing Your Guiding Ideas Identifying the Innovation Teaching the Change The Social and Emotional Literacy Components of the Common Core State Standards School Leaders and Teachers Partner to Help Students Inspiring Trust, Creativity, Transparency, and Success: A Framework for Loose Versus Tight Leadership Part I: Building Understanding About the Issue and Its Impact on Your Organization Part II: Moving From Understanding to Action Section II. Helping Communities Create a New Future 3. Designing Local Curriculum to Absorb the Common Core State Standards in English Real-World Applications Grades K-2, Phonological Awareness (One Topic) Grades K-2: Key Ideas and Details and Craft and Structure Grades 3-4: Fluency (One Topic) Grade 5: Reading With Fluency and Accuracy Grades 6-8: Key Ideas and Details (One Topic) Grades 9-10: English Language Arts Curriculum Grades 11-12: Reading and Writing 4. Designing Local Curriculum to Absorb the Common Core State Standards in Mathematics Comparison of State and Common Core State Math Standard Emphasis Common Core State Math Standards Kindergarten Common Core State Standard and Local Curriculum Math Standards Grade 1 Common Core State Standard and Local Curriculum Math Standards Grade 2 Common Core State Standard and Local Curriculum Math Standards Grade 5 Common Core State Standard and Local Curriculum Math Standards Six Domains of Instructional Strategies for All Students Purpose of the Math Common Core Grade 7 Common Core State Math Standards: Ratios and Proportional Relationships Grades 9-10 Common Core State Math Standards: The Real Number System Grade 10 Common Core State Math Standards for Geometry: Congruence Grade 12 Common Core State Math Standards for Statistics: Using Probability to Make Decisions 5. Challenges to the Implementation of Rigorous Common Core State Standards Testing Policies Do Not Improve Schools The Common Core State Standards: Opportunities for Equity and Excellence Section III. Helping Teachers Redefine Their Profession 6. How to Assess Mastery of the Common Core Curriculum State Standards Direct Instruction The Power of Formative Assessments Formative Assessment Examples From Real Schools Building Successful Schools Special Education and General Education 7. The Leadership Challenge: Creating Common Understandings of the Common Core State Standards The Role of School Leaders Envisioning Excellence We Get the Results We Design Schools to Achieve Vision or Nightmare? Enter the Common Core State Standards 8. Dialogue: Providing Opportunity So Facts Influence Opinions Creating Context for the Common Core State Standards Teachers Need Deep Understanding of the Common Core State Standards Identifying Gaps: Current Versus Desired Reality Section IV. Creating Systems That Accelerate Learning for All 9. Multicultural Issues That Teachers and School Leaders Must Face Beyond the Common Core State Standards Common Core State Standards Lift Us Beyond Difference What All Teachers and School Leaders Need to Know About Multiculturalism Grouping and Labeling Students Building a Multicultural Learning Community 10. An Effective Intervention in Schools That Improves Instruction and Learning Creating Sustainable Change in Struggling Schools Leaders Create the Context and Design for Change to Succeed Homework Student Work and Deficit Assumptions Focus Groups School Leaders Parent Involvement Students Changing Public Mental Models About School Reform 11. Public Policy: Helpful and Harmful References Index

Saudi Arabia’s Vision 2030 emphasizes educational reform as a critical pathway for national development, highlighting the role of educators in fostering student success. The Smou program, a professional development initiative, seeks to enhance the instructional and leadership capacities of school leaders and teachers in elementary public schools. This study explores how school leaders navigate their role in supporting teachers’ application of Smou program strategies and how teachers perceive their preparation for implementing these strategies in their instructional practices. Using an explanatory multiple case study approach, the research explores two elementary schools in the Mecca region—one high-performing and one low-performing—selected based on their performances in the Smou program. Data collection methods included 21 semi-structured interviews with school leaders and teachers. The study employs professional capital theory (Hargreaves & Fullan, 2012) as an analytical lens, focusing on human, social, and decisional capital to explore educators’ preparedness, collaboration, and instructional decision-making. Findings revealed differences in how school leaders invested in their human capital (HC) and how this, in turn, influenced social capital (SC) and decisional capital (DC) in both schools. In the high-performing school, school leaders actively engaged in professional development, mentoring, and collaborative decision-making, and fostering a culture of shared learning (SC). This collaborative environment enabled teachers to exchange best practices, increasing their ability to make informed instructional decisions (DC). In contrast, the low-performing school experienced frequent turnover in leadership, leading to a gap in institutional knowledge and weak investment in leaders’ human capital. As a result, teachers in this school reported challenges in applying Smou strategies, limited collaboration, and a lack of sustained support. These differences highlighted how variations in school leaders’ human capital influence teachers’ capacity to integrate new instructional approaches. This study contributes to the discourse on professional development and educational leadership in Saudi Arabia by offering insights into how capacity-building initiatives can be optimized to support teachers and school leaders in driving instructional improvement. The findings have implications for policymakers, educational practitioners, and stakeholders seeking to reform public education and refine professional development programs within the framework of Vision 2030.

This study explores, compares and contrasts coping strategies used by school leaders in Lebanon and Uganda against risks of burnout. Typically, school leaders’ work is stressful as it is characterised by multiple, undefined and often conflicting roles and expectations despite time, funding and staffing constraints; insufficient preparation; institutional interference; and lack of supports systems. These lead to emotional exhaustion, depersonalisation and job dissatisfaction. Yet there are hardly any empirical and theoretical studies in Lebanon and Uganda that address burnout in school leaders. This study adopted a grounded theory approach to gauge coping strategies used by 16 school leaders selected using purposive and theoretical sampling. Data collection and analysis were simultaneously conducted, with data analysis determining what data to collect next until saturation was reached. Findings revealed few differences in coping strategies at the national context. However, personal and school contexts contributed to variations in coping strategies. Common coping strategies used by school leaders in both Lebanon and Uganda included: sharing leadership responsibilities, understanding school culture, adaptability, balancing work and personal life, building support and collaboration, time management, expertise and professional development. A coping strategy unique to few participants in Lebanon was building a culture of trust, and operating with a leadership team. In Uganda, schools had a leadership structure in which the school leader had two deputies. The leadership structure also gave some responsibilities to student leaders. The study recommends that school leaders adopt leadership styles and school culture that promote shared responsibility to offset stress, strain and possible burnout.

"Schools and school leaders are experiencing a growing pressure to consistently deliver high quality education. Religious Education Coordinators (RECs) aim to encourage and support religion teachers within the school context to deliver this goal. As a means of achieving improved quality, the importance of continuous teacher learning and the influence of teaching on student outcomes has become increasingly apparent. An investment in the ongoing professional learning of religious educators is gaining prominence as a necessary vehicle for enhancing student outcomes, however it has not proved to be a panacea. Whilst continuous professional learning should be at the core of religious education teacher professionalism, in some instances this is not so. At a time when accountability has never been higher, there is growing recognition that new kinds of leadership must be centred on successful student and teacher learning. This has prompted my exploration into how RECs can lead professional learning to enhance staff and student learning. This research seeks to better understand the potential of the leadership role of the REC in professional learning. The proposed study is located within a constructivist paradigm and is informed by the theoretical perspective of symbolic interactionism. It draws on grounded theory to explore the perceptions, expectations and experiences of leading professional learning and the opportunities for this in the context of Catholic primary schools. Through surveys, focus groups and unstructured interviews with key stakeholders in religious education, this study seeks to provide deeper understandings of the leadership role of the REC in professional learning and to generate theory to support leadership of religious educators in student learning. Although the genre of professional learning and leadership is well established in educational literature, there has been limited empirical research in this field which focuses on the role of the REC. This investigation may have implications for what is provided as professional learning for religious educators, how it is provided and how it is supported. The findings may be particularly useful for all key stakeholders concerned with the quality of religious education who seek to implement and evaluate religious education professional learning and thus continue to improve the quality of the subject in the Catholic primary school."

Given the significance of school leaders and leadership to teaching, learning, and student success, research on school principal leadership has expanded from its foundations in Western Anglo-American nations to international, diverse, and historically marginalized contexts. However, an enduring critique and limitation of the educational leadership and management (EDLM) knowledge base is that it is inherently Western-centric and complicit in the Western colonial project, being dominated by Western scholars, paradigms of knowledge, education models, leadership theories, and methodologies which tend to marginalize, distort, and negate the worldviews, voices, knowledge systems, lived experiences, leadership understandings, and spaces of postcolonial Indigenous (PCI) peoples and communities. This study aimed to redress these issues by exploring and learning from the leadership experiences, perspectives, and practices of school principals in The Bahamas. In addition to being absent from mainstream EDLM scholarship, The Bahamas’ colonial past and postcolonial present provided the chance to explore the conditions, worldviews, experiences, perspectives, and approaches to learning and leadership Indigenous to school leaders in PCI spaces. A relational PCI paradigm of research knowledge and Indigenous Decolonizing School Leadership (IDSL) framework (Khalifa et al., 2019) informed the study’s integrative qualitative research design consisting of traditional storytelling and conversational methods to generate and analyze eight Bahamian school principals’ leadership narratives focusing on how and in what ways they describe their experiences prioritizing and integrating culturally relevant Indigenous knowledge systems and practices in their schools and communities, and their experiences cultivating school-community relationships that empower students and families. Beyond shedding light on principals’ backgrounds and school-community contexts, the findings from their narratives reveal their experiences prioritizing and integrating culturally relevant Bahamian knowledge systems and practices in their schools and communities through two strands and five domains of IDSL practice, including 1) promoting the co-construction of knowledge among school-community stakeholders, 2) developing curriculum and pedagogy influenced by Bahamian knowledge systems, 3) recognizing and integrating Bahamian knowledge and culture in learning, 4) engaging in tasks that are of value to individuals and the community, and 5) engaging critical consciousness and resisting dominant narratives and practices. The findings also reveal principals’ experiences cultivating school-community relationships that empower students and families through three strands and eight domains of IDSL practice, including 1) fostering school-community stakeholder relationships and support, 2) fostering social justice among school-community stakeholders, 3) learning from the expertise of school-community stakeholders, 4) embracing students’ spirituality, 5) embodying a sense of altruism and servant-based leadership, 6) engaging in mutual dialogue and decision-making with students, 7) supporting collective decision-making and consensus, and 8) integrating learning through storytelling. The findings from this study constitute an emerging Bahamian-specific IDSL framework, have theoretical and practical implications, and inform recommendations for school leadership research and practice.