Wisdom of the Outsiders Within: How Career Technical Education Leaders Can Inform Educational Leadership Preparation

Willis, Chris; LaVenia, Kristina N.; Horner, Christy Galletta

doi:10.1177/19427751231181425

Cited by 1 publication

(1 citation statement)

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“…Recent years have seen an increased focus on CTE at federal, state and local levels, with educational leaders focusing on developing new CTE programs and/or revising or realigning existing programs to meet evolving labor market needs and workforce requirements (Dougherty, 2023; Willis et al. , 2023).…”

Section: Review Of Literaturementioning

confidence: 99%

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: Review Of Literaturementioning

confidence: 99%