Learning to lead school improvement: An analysis of rural school leadership development

Andreoli, Parker M.; Klar, Hans W.; Huggins, Kristin Shawn; Buskey, Frederick C.

doi:10.1007/s10833-019-09357-z

Cited by 20 publications

(11 citation statements)

References 33 publications

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“…Principal preparation and PD programs can consider this in two ways. First, they should train principals in initiating, monitoring, and evaluating innovations in their schools (Andreoli et al, 2019). In particular, our results highlight the important role of individual coaching by external consultants (e.g., administrational support by supervisors; Cape Town).…”

Section: Discussionmentioning

confidence: 75%

How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives

Meyer

2022

J Educ Change

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Schools must regularly examine and adapt established practices to address students' and teachers' changing needs (academic, social, emotional, and occupational;Askell-Williams & Koh, 2020). Yet many of the innovations developed to meet these needs fail due to a lack of strategies for implementation (e.g., consistent goal setting), structural prerequisites (e.g., time for planning and implementing innovations), and motivation of school staff (e.g., innovativeness; Cheng & Walker, 2008;Palumbo & Manna, 2019). Theories of organizational change in the school context posit that principals and teachers act as change agents, innovating organizational practices, building collective knowledge around change, and supporting a positive climate for innovations. For this reason, we first assume that teacher collaboration is a key element for organizational change. When teachers collaborate to improve their schools, they can collectively identify the school's needs, develop targeted and effective innovations, and, ultimately, implement innovations. Second, we assume principal leadership is a key supporting factor in teacher collaboration, as principals can ensure that teachers have sufficient time and resources, support in the creation of teacher teams, guide these teams on the process level (e.g., goal-setting), and motivate teachers to achieve the desired organizational changes. Empirical evidence supports this assumption and suggests that principals can involve teachers in decision making relating to the planning and implementation of innovations and can create a caring environment for teachers to change their practices (Fix et al., 2020;Seashore Louis & Murphy, 2017). However, there has been little in-depth research to date on the mechanisms that foster teachers' and principals' collaboration to achieve organizational change. In particular, previous empirical research has not fully investigated the process from planning to implementation of improvement initiatives (Palumbo

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Section: Discussionmentioning

confidence: 75%

How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives

Meyer

2022

J Educ Change

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“…However, developing the education service innovation is not an easy case, but it can be determined by two dimension or factors: i) School strategic collaboration planning refers to the capacity of school to make a strategic planning collaboratively with all of the school personnel to design roadmap, and operational procedure of innovation in education; ii) School strategic collaboration development. Although the school has provided the school planning, but it must be followed by the school strategic collaboration development [31], [32]. It refers to the school personnel collaboration activities to leading school collaborative networks, deliberative learning development, and development of school administration process and teaching activities [33], [34].…”

Section: Research Instrumentsmentioning

confidence: 99%

Developing the strategic collaboration model in basic education

Tahili

Tolla

Ahmad

et al. 2022

IJERE

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<span lang="EN-US">The strategic collaboration approach has recognized widely can overcome the complexities and challenges of teaching and learning programs and achieve sustainable education quality improvement. This study analyzed the development of a strategic collaboration approach in education at local government in Indonesia. The mixed-method analyzed the correlation of the strategic collaboration approach in education. Data gained through the questionnaire for quantitative data and in-depth interview with the key informants for qualitative data. The school collaboration networks, school strategic leadership, teacher strategic alliances capacity, school culture innovation, and school committee collaboration. Besides, the education service innovation as the core objective of the element education strategic collaboration has determined by two factors consist of school collaborative strategic planning and strategic collaboration development in education. Research samples were teachers, school leaders, and school supervisors and also the personnel of the education agency of Banggai Regency, Central Sulawesi, Indonesia. The research samples selected by using a stratified random sampling technique. There were 521 selected respondents and 15 key informants. The questionnaires for quantitative model are scaled on a 6 point-Likert scale ranged from strongly agree to strongly disagree. The strategic collaboration development model viewed as a better approach to achieve education quality improvement, creating a service innovation, and quality control in education.</span>

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“…The RPP investigated in this study involved Cindy, the first-year principal of Stone Creek, two university facilitators and three other members of the school leadership team, which included a STEM coach, instructional coach and school counselor. The study began in the fall of 2017, when the two university facilitators invited Cindy, with whom they had collaborated Becoming the drivers of change on a previous leadership development initiative (Andreoli et al, 2019;Huggins et al, 2020;Klar et al, 2019), to join as their partners in the RISL_NIC. Stone Creek was selected as the site for this study based on the previous collaborative work between the university facilitators and Cindy.…”

Section: Study Contextmentioning

confidence: 99%

“…Leading continuous improvement efforts requires understanding the school as a system and how learning can be enhanced across the system (Andreoli et al , 2019), a perspective referred to as systems school leadership by Shaked and Schechter (2014, 2017). Leading systemic, continuous improvement efforts also requires a planned approach (Park et al , 2013) and subject matter knowledge, that is, knowledge of how to identify problems of practice, develop and test solutions, assess outcomes and implement changes (Langley et al , 2009).…”

Section: Introductionmentioning

confidence: 99%

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Becoming the drivers of change: continuous improvement in a rural research–practice partnership

Andreoli

Klar

2020

JEA

Self Cite

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PurposeThe purpose of this study is to examine how a school leadership team in a rural, high-poverty elementary school learned to lead continuous school improvement in a research–practice partnership.Design/methodology/approachThis case study draws on qualitative research methods, improvement science and Deming's notion of a system of profound knowledge to identify how members of the school leadership team understood and approached their school improvement work differently as a result of engaging in continuous improvement processes in a research–practice partnership.FindingsThe findings illustrate how engaging in continuous improvement processes in the research–practice partnership enhanced the leadership team members' capacities to prioritize and solve problems, incorporate multiple and diverse perspectives in problem-solving efforts and establish a culture of increased risk-taking and ownership of teaching and learning outcomes. In sum, the members of the leadership team became the drivers of their own change processes.Originality/valueThe findings provide insight into how leaders in rural, high-poverty schools can build capacity within their schools to meet the demand for increased student achievement by leading collaborative, continuous improvement processes grounded in improvement science in research–practice partnerships.

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Learning to lead school improvement: An analysis of rural school leadership development

Cited by 20 publications

References 33 publications

How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives

How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives

Developing the strategic collaboration model in basic education

Becoming the drivers of change: continuous improvement in a rural research–practice partnership

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