Leadership for Deeper Learning

Richardson, Jayson W.; Bathon, Justin; McLeod, Scott

doi:10.4324/9780429324796

Cited by 13 publications

(41 citation statements)

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“…We concur with and follow others (e.g. Richardson et al, 2021;Zeiser et al, 2014), who assert that much can be learned from studying such schools, which perhaps can "light the path" for others to follow (Mehta and Fine, 2019, p. 8). Accordingly, the present study examines an innovative school (Butler Tech, in Southwest Ohio, USA) that has been widely recognized for fostering an excellent, vibrant learning environment for its students (see Richardson et al, 2021).…”

Section: Deeper Learning At Secondary Cte Center 23supporting

confidence: 88%

“…Similarly, the National Research Council (2012) defined deeper learning as fostering "cognitive, intrapersonal, and interpersonal" competencies (p. 143). Also, although the term deeper learning is relatively new, it is consistent with longstanding educational philosophies and aspirations such as those of Freire, Dewey and Piaget (see Mehta and Fine, 2019;Richardson et al, 2021). Mehta and Fine (2019), building upon these foundations, conceptualized deeper learning as "arcs of learning that develop over time," occurring as a part of "powerful learning experiences," where "[m]astery, identity, and creativity intersect" (p. 16).…”

Section: Conceptualizing Deeper Learningsupporting

confidence: 56%

“…Richardson et al, 2021;Zeiser et al, 2014), who assert that much can be learned from studying such schools, which perhaps can "light the path" for others to follow (Mehta and Fine, 2019, p. 8). Accordingly, the present study examines an innovative school (Butler Tech, in Southwest Ohio, USA) that has been widely recognized for fostering an excellent, vibrant learning environment for its students (see Richardson et al, 2021). We examine leadership and culture at Butler Tech, which operates primarily in the career and technical education (CTE) space and serves both secondary students and adult learners.…”

Section: Deeper Learning At Secondary Cte Center 23mentioning

confidence: 99%

“…This section, accordingly, is primarily focused upon what can be learned from three major, recent studies of sets of deeper learning schools: Mehta and Fine (2019), Richardson et al (2021), andZeiser et al (2014). We attend, especially to what these studies can/cannot tell us about the nature of leadership and whether and how distinctive cultures are discernible in such schools.…”

Section: Career and Technical Education And Deeper Learningmentioning

confidence: 99%

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Culture–leadership intersections in support of deeper learning at a career and technical education center

Malin,

Poetter,

Graft

et al. 2023

JEA

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PurposeAlthough much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to elucidate key leadership and cultural characteristics. Moreover, there has been limited attention toward deeper learning within schools that focus on career and technical education (CTE), a major omission given the potentially elevated potential for deeper learning in these contexts. This study aims to partially rectify these issues by examining the intersections of leadership and culture at an innovative school that has demonstrated excellence whilst providing a curriculum centered on CTE.Design/methodology/approachThis instrumental, insider, single-case study is focused on how leadership–cultural interactions have fostered and shaped students' opportunities to experience deeper learning. The authors take the perspective that it is largely through these leadership–cultural intersections that an organization and the work that happens within it takes on a particular meaning, direction and value. This study applies ethnographic methods, drawing upon formally and informally collected data over the past three years – e.g. from field notes, from leadership meetings and site visits; focus group interviews with students, parents, teachers, partners and school leaders; and additional artifacts.FindingsThe authors detail three interrelated features at this school, noting that it is: (1) driven by moral purpose; (2) open, collaborative and trusting; and (3) ambitious and entrepreneurial. The authors explain how/why such a culture has developed and to what effects, especially in relation to facilitating deeper learning.Originality/valueStudy findings meaningfully add to the literature regarding leadership for deeper learning, broadly and in relation to career and technical education and yield recommendations for educational leaders and policymakers.

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Section: Deeper Learning At Secondary Cte Center 23supporting

confidence: 88%

Section: Conceptualizing Deeper Learningsupporting

confidence: 56%

Section: Deeper Learning At Secondary Cte Center 23mentioning

confidence: 99%

Section: Career and Technical Education And Deeper Learningmentioning

confidence: 99%

See 2 more Smart Citations

Culture–leadership intersections in support of deeper learning at a career and technical education center

Malin,

Poetter,

Graft

et al. 2023

JEA

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mentioning

confidence: 99%

Guest editorial: Leading for deeper learning: moving from niche to norm

Richardson,

Bathon

2024

JEA

Self Cite

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This special issue is dedicated to the topic of leading schools for deeper learning. We open this special issue with a commentary from Bathon and Richardson about how they understood better what is happening around leading for deeper learning (see Richardson et al., 2021). In this issue, we present school-based approaches, network-based approaches, and university-based approaches. Each study highlights the power of doing school differently and the various ways that school leaders are learning about, enacting, and engaging in deeper learning to improve the schooling experiences for students. The research in this special issue show how leading for deeper learning means putting kids first and designing learning spaces for their needs. We hope this special issue informs the field about the role leaders play in redesigning teaching and learning towards deeper learning. The special issue concludes with a commentary from Mehta, the author of In Search of Deeper Learning: The Quest to Remake the American High School.

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Commentary: Leading for deeper learning: why a human vision of schooling demands a human vision of leadership

Mehta

2024

JEA

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This issue marks a heartening development in educational scholarship. It brings together research on deeper learning with work on educational leadership, offering us new and detailed empirical evidence about what it takes to transform an industrial era school system, featuring mostly rote and disengaged learning, into modern schools that create passion and purpose for both students and adults. Building on earlier work on the importance of symmetry (Mehta and Fine, 2019;Roberts, 2012), I argue here that birthing this new vision of schooling requires a similarly transformed vision of leadership.We should not underestimate the magnitude of leadership that is needed to create this transformation. As has been amply documented in the scholarly literature, modern schooling was born in the early 20th century during a period of industrialization in which the goals of schooling were to sort and batch-process students, assimilate them to American values, and reproduce inequalities of race and class. The ambitions of contemporary reformersto build a system in which students see meaning and purpose in their learning, to challenge longstanding hierarchies in schools and in society, and to change the grammar of schooling in ways that would make learning more fluid, dynamic and connected to the worldare not things which the industrial era public school system was created to do.Leaders face what organizational scholars call third order changenot simply changing the settings on the dial, but rather significantly rethinking the purposes of the system itself, which, in turn, requires changes to both the mindsets and the structures which permeate educational institutions. Particularly challenging is that this transformation is necessarily distributedit will need to be held and led by many teachers, principals and other adults in schools. At the same time, most of these people have never experienced the kind of schooling that we are trying to generate, and, in fact, have considerable experience in the traditional system that we are seeking to hospice. Thus leaders have to negotiate a paradox: the work needs to be led by many people who have not themselves experienced what they are trying to create.More challenging still, schools sit in an ecosystem of parent, community, district, state, federal and college expectations, all of which, on the whole, tend toward an institutionally conservative vision of schooling. State tests, district pacing guides, advanced placement exams, college admission standards and parental concerns about their children's prospects all work against significant change. As our wise mentor David Cohen said to Sarah Fine and me midway through our study of deeper learning in American high schools: "Well? Have you found any yet? There are no incentives for it."Thus while this issue mostly focuses on school-level leadership, in the longer run, change at scale will require leadership across all levels of the system. Provinces and states can change the competencies that guide the system, moving away from detailed subject...

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Leadership for Deeper Learning

Cited by 13 publications

References 0 publications

Culture–leadership intersections in support of deeper learning at a career and technical education center

Culture–leadership intersections in support of deeper learning at a career and technical education center

Guest editorial: Leading for deeper learning: moving from niche to norm

Commentary: Leading for deeper learning: why a human vision of schooling demands a human vision of leadership

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