A logic model for coaching experienced rural leaders: lessons from year one of a pilot program

Lindle, Jane Clark; Sala, Matthew R. Della; Reese, Kenyae L.; Klar, Hans W.; Knoeppel, Robert C.; Buskey, Frederick C.

doi:10.1080/19415257.2015.1037927

Cited by 9 publications

(9 citation statements)

References 42 publications

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“…Rural school leaders require context-specific professional learning opportunities to meet the dynamic nature of leading school improvement in their challenging circumstances. A significant obstacle faced by rural school leaders is the limited opportunity for professional development-for their faculty as well as for themselves (Lindle et al, 2017).…”

Section: Mountain Certificate Program and Rural Researchmentioning

confidence: 99%

Interdependence and Reciprocity: Partnership Ethos at the University of Denver

Korach

Anderson

Hesbol

et al. 2018

Journal of Research on Leadership Education

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Research indicates that preparation programs featuring partnerships between universities and districts have a greater impact on career advancement of graduates than more conventional university-based programs. The University of Denver's (DU) Ritchie Program for School Leaders has been identified as a "model" of universitydistrict collaboration. This partnership program between DU and Denver Public Schools to develop transformative and courageous leaders launched a partnership ethos that defines the Educational Leadership and Policy Studies (ELPS) department. Since that time, ELPS partnerships have expanded and evolved. In this article, we share the complex and dynamic nature of ELPS' partnership ethos.

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Section: Mountain Certificate Program and Rural Researchmentioning

confidence: 99%

Interdependence and Reciprocity: Partnership Ethos at the University of Denver

Korach

Anderson

Hesbol

et al. 2018

Journal of Research on Leadership Education

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“…For example, research suggests that coaching improves teacher capacity (Joyce and Showers, 1981). Research also indicates that coaching is beneficial in various forms of leadership development, particularly for school principals (Lindle, 2016; Lindle et al , 2017; Lochmiller, 2018; Silver et al , 2009). Coaching has thus become an essential component of many educational improvement activities (Devine et al , 2013).…”

Section: Prior Research: What Do We Know?mentioning

confidence: 99%

Guest editorial: Coaching for improvement in education: new insights and enduring questions

Lochmiller

2021

IJMCE

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“…This design research type of RPP (Coburn et al, 2013) was comprised of a university-based educational leadership program and a 12-district consortium of predominantly rural, high-poverty school districts called the Southern State Educational Consortium[1] (SSEC). In an effort to overcome the SSEC's challenges developing and supporting school and district leaders, in 2012, the partners piloted a two-part leadership development initiative called Leadership 2.0 and Leadership 3.0 (Della Sala et al, 2013;Lindle et al, 2017;Reese et al, 2015) hereafter referred to as "the Pilot." Leadership 2.0 focused on developing nine principals, while Leadership 3.0 focused on developing seven coaches to support these principals.…”

Section: Study Contextmentioning

confidence: 99%

Developing social capital for collaboration in a research-practice partnership

Klar

Huggins

Buskey

et al. 2018

Journal of Professional Capital and Community

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Purpose -The ever-increasing pressure for school improvement has led to a related increase in research-practice partnerships (RPPs) that address problems of practice. Yet, little research has centered on how the myriad challenges to such partnerships can be overcome, such as bridging the cultural divide between universities and their school-based partners. Thus, the purpose of this paper is to examine how social capital was developed among the members of a steering committee in a RPP between a university and a 12-district consortium of predominantly rural, high-poverty school districts to develop and implement a professional development initiative for rural school leaders. Design/methodology/approach -Data for this phenomenological single case study were collected over a one-year period through participant observations, document analysis and semi-structured interviews with ten steering committee members. Data were inductively and deductively coded through multiple rounds of analysis, which drew on the structural and cognitive elements of social capital (Uphoff, 2000). Findings were triangulated and member checked for trustworthiness. Findings -The analysis of the data revealed three key ways in which social capital was developed among members of the steering committee to overcome the cultural challenges of RPPs to develop and implement a professional development initiative for rural school leaders: providing an open but focused structure, ensuring inclusive and respectful discussion and negotiating roles and ideas. Originality/value -The findings provide a fine-grained illustration of how intentional efforts to develop social capital among members in a co-design team can assist in bridging the cultural boundaries often encountered in RPPs.

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A logic model for coaching experienced rural leaders: lessons from year one of a pilot program

Cited by 9 publications

References 42 publications

Interdependence and Reciprocity: Partnership Ethos at the University of Denver

Interdependence and Reciprocity: Partnership Ethos at the University of Denver

Guest editorial: Coaching for improvement in education: new insights and enduring questions

Developing social capital for collaboration in a research-practice partnership

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