Description
Book SynopsisImproving America's Schools Together: How District-University Partnerships and Continuous ImprovementCan Transform Education is the first definitive text on continuous improvement in school district-university partnerships, covering improvement methods, theory, research, and real cases across the country with practical improvement tools that can be adapted to any setting. Through an array of in-depth stories of district-university partnerships, the book aims to demonstrate how improvement science—as a shared method—can guide institutions of higher education and their local education agency partners to enact the types of infrastructures that foster leaders and educators capable of enhancing students’ learning outcomes and opportunity structures. Among other topics, readers will benefit from reading about how these partnerships developed course and program offerings for aspiring urban school leaders centered on local problems of practice; strengthened improvement capabilities within districts and schools; leveraged improvement science to transform how teachers are professionally supported; and spanned institutional boundaries through shared tools, frameworks, and practices. Through rich stories and detailed artifacts, including protocols, MOUs, and other practical tools, the authors provide deep insight and practical guidance on the mechanics of place-based, problem-focused, and improvement-minded district-university partnerships. Readers can assess their readiness and ability to work in such ways; identify the constraining and enabling conditions in their locales; and recognize the kinds of tools, resources, and strategies that allow for mutually-beneficial collaborations.
Table of ContentsForeword
Anthony Bryk
Introduction: Getting to Mutual-Benefit Partnerships
Navigating the Tangles of Inter-Organizational Work
“It Takes a Village” to Redress Inequities
The Improvement Leadership Education and Development (iLEAD) Network
Social Learning Theory and Culture
Moving Beyond Transactional Relationships
Trading Zones and Boundary Objects
iLEAD’s Developmental Progressions Framework as a Boundary Object
The Desiderata to Sustain Trading Zones
- Continuous Improvement
- Equity
- Coordination
- Capacity Building
Conclusion
References
Section I: Improvement Methods, Equity, and Problems of Practice in Local Context
1 – Braiding Improvement into the Fabric of District Leadership Preparation and Practice
University of Virginia and Chesterfield County Public Schools
David Eddy-Spicer, Tinkhani White, and Michelle Beavers
Partnership Context
- University of Virginia
- Chesterfield County Public Schools
An Educational Leadership Preparation Partnership Emerges
The “Improvement Sandwich”: Cooperation into Coordination
- CCPS Strand: Focus on Programmatic Equity and School Improvement Planning
- UVA Strand: Redesigning the M.Ed. Program
- Field-Based Learning as Boundary Infrastructure
Securing the Braid: Coordination into Collaboration
- Deepening Coordination Across School Levels and With Central Office in CCPS
- Collaborating across School Levels in CCPS
- Collaboration in Teaching and Learning at UVA
Results: Organizational Practice & Partnership
Conclusions and Lessons Learned
- CCPS Lessons Learned
- From Professional Development to Intrapreneurial Collective Learning
- UVA Lessons Learned
- A&S Faculty Collective Learning
- Partnership Lessons Learned: Co-Development of Leadership Pedagogies
- Essential Lessons of Partnership Work
Questions for Discussion
References
2 – A University-School District Collaboration to Improve Equity- and Inquiry-Driven School Leadership
Fordham University and Bronx School Districts 9 & 11
Margaret Terry Orr, Kris DeFilippis, Meisha Ross Porter, and Elizabeth Leisy Stosich
Context
Problem
Challenges, Solutions and Evidence
- Development
- Advanced Leadership Preparation
- Redesigning Fordham’s EdD Program
- Creating a Bronx EdD Cohort in Equity-Focused Improvement Science
- Leadership Development
- Assistant Principal Math Networked Improvement Community
- Creating Positive Change through the Bronx Academic Response Team Initiative
- Principal Equity Improvement Networked Improvement Communities
Conclusions and Lessons Learned
Questions for Discussion
References
3 – Moving a Partnership from Itinerant to Integral: Using Improvement Science as a Catalyst for Change in Leadership Preparation & Induction
George Mason University and Fairfax County Public Schools
Samantha Viano, Farnoosh Shahrokhi, Regina Biggs, Natasha Saunders, Claire Silva, and Paige Whitlock
Context
- EDLE Program at GMU
- FCPS
- FCPS and GMU Partnering Prior to iLEAD
- Joining Together as iLEAD Partners
Problems
- Stagnant Progress on School Improvement
- Mismatch Between EDLE Leadership Preparation and FCPS Practice
Challenges, Solutions, and Evidence
- Improvement Science as Our Catalyzing Agent to Come Together
Making Improvement Science EDLE’s Signature Pedagogy
- EDLE Faculty’s Introduction to Improvement Science
- Commitment to Improvement Science through Curriculum Development
Diverse Approaches to Supporting the Use of Improvement Science in FCPS
- Professional Development Opportunities
- School-Based Leadership Induction
- Title I Comprehensive Needs Assessment
Our Partnership Driven Initiative: Piloting an Improvement Science Approach to School Improvement
- Phase 1: Cultivating Cultures of Continuous Improvement, 2019-20 School Year
- Phase 2: Redressing Inequities, 2020-21 School Year
- Phase 3: Spreading What Works, 2021-22 School Year
- Showcasing Our Joint Efforts
Synergy between Leadership Preparation and School Improvement
Conclusions and Lessons Learned
- Starting with a Foundational Relationship to Build upon
- Garner Immediate Excitement about Improvement Science
- Leverage Eagerness and Capacity to Make Time for Collaboration
- Concluding Thoughts
- Attending to the Mission of our Partnership Work
Questions for Discussion
References
4 – Improvement Science as a Collaborative Effort for Equity
High Tech High and High Tech High Graduate School of Education
Julia Jacobsen and Diana Cornejo-Sanchez
Context
- High Tech High & the High Tech High Graduate School of Education
Problems
- Induction as a Lever for Teacher Retention
- Experimenting with Improvement in Teacher Induction
Challenges, Solutions and Evidence
- Challenge #1: Entry Planning that Incorporates Continuous Improvement
- Root Cause Analysis
- Plan-Do-Study-Act Cycles
- Sharing Learning
- Challenge #2: Operating in a One-Year Time Frame
- Challenge #3: Developing the Capacity of Improvement Coaches
- Deficit Thinking
- Compliance Orientation
- Improving Coach Development
- Facilitating Continuous Improvement for Equity
- Induction Improvement Coach Summit
- Impact
Conclusions and Lessons Learned
- CI Can Be an Effective Framework for Adaptive Learning
- The Importance of Improvement Science in our own Program Processes
- Developing New Organizational Capacity for Continuous Improvement
Teachable Moments
- How Might Improvement Processes Foster Connection and Belonging?
- How Can Both the Process and the Outcome of Improvement Efforts Support Equity?
- How Can We Develop Sustainable Improvement Efforts?
- How Can Improvement Science Help Organizations Grow Toward a Common Mission and Develop Concrete Understandings?
Questions for Discussion
References
Section II: A New Kind of Partnership: Continuous Improvement as an Animating Force
5 –From a Transactional Relationship to a Transformational Partnership
University of Maryland College Park and Prince George’s County Public Schools
Segun Eubanks, Jean Snell, Doug Anthony, Charoscar Coleman, Felice Desouza, Kara Miley-Libby, and Christine M. Neumerski
Context
- Not Your Father’s MOU
- The Back Story: People Building Trust, Institutions Leading Change
- A Change in Perspective
- PGCPS Initiates a Catalyst for Change – the EdD in School System Leadership
- UMD Initiates a Catalyst for Change: The Ceii
- iLEAD Initiates a Catalyst for Change: Getting to the Work of Improvement
- Getting to Work: Our First Problem of Practice
Problems
- A Shared Problem of Practice: Putting the “Improvement” in the School Improvement Process
- Leveraging the New Strategic Plan
Challenges, Solutions, and Evidence
- Improvement Science as a Shared Methodology and “Solution”
- The Partnership “Solution” to the Challenge of District Capacity Building with SPPing
- Looking Forward to Future Work: The Launch of 2 Partnership Networked Improvement Communities
- Showing Evidence of Partnership Impact
- Evidence of Engagement and Commitment is Strong and Growing
- Growth on the iLEAD Developmental Progressions
- Emerging Data of Change in Systems Practice
Lessons Learned
- Key Learning #1: Building Strong Relationships is the Starting Point
- Key Learning #2: Focus on Problems of Practice and Stay Prepared for Change
Teachable Moments
- You're Not Really Married if You Don’t Have the Paper
- Adapt, Don’t Abandon
- Shifts Happen
- Just Do Something
References
6 – Redesigning School Staffing Models through Team-Based Residencies
Arizona State University and Avondale Elementary School District
Betsy Hargrove, Christina Flesher, Nicole L. Thompson, and Carole Basile
The Next Education Workforce: A Growing Idea
Context: MLFTC and AESD Partnership
Challenges, Solutions, and Evidence Based Teacher Preparation
- Challenges for AESD
- Changes and Vision at MLFTC
- A Renewed Partnership
- Serendipity and Early Models
- Improvement Science: Planning, Doing, Studying Acting
- Residents
- Lead Teachers
- Site Lead
- Instructional Configurations
- Studying the Innovative Approach
Lessons Learned
- Invested and Involved Leadership
- Systems and Structures
- Challenges of Teams
- Developmental Progressions and Growth in Collaboration
- Characteristics of Successful Teams
Conclusion
Afterword: Beyond Teacher Preparation
Questions for Discussion
References
7 – District-University Partnerships for Continuous Improvement: How Can UM Help? University of Mississippi and Oxford School District
Denise A. Soares, Mark E. Deschaine, W. Bradley Roberson, David Rock, Marni Harrington, and Brian Harvey
Context: Beginning the Partnership Work
The Achievement Gap Project
Chronic Absenteeism PDSA Cycle
- Plan
- Do
- Study
- Act
- Building Capacity
- Spread and Scale Progress
OSD Improvement Science Problems of Practice
- Passion Professional Development PDSA Cycle
- Youth Truth Survey PDSA Cycle
UM-SOE Improvement Science Problems of Practice
- Graduate Studies Office PDSA Cycle
- UM-SOE Dean’s Office Staff PDSA Cycle
UM-Developmental Progression
- The “How” of Partnerships (Partnership Mechanisms)
- Expectations, Sustainability, Norms & Routines
- Vision for the Future
- NCSUP Mission
Lessons Learned
Questions for Discussion
References
8 – Equity-Focused Improvement Science
Portland State University and Portland Public Schools
Susan P. Carlile, Deborah S. Peterson, and Tania McKey
Key Leaders
- Professor of Practice Susan Carlile
- Associate Professor Emerita Dr. Deborah S. Peterson
- Assistant Professor and Senior Director of Humanities Dr. Tania McKey
Context of the PSU-PPS Partnership
- Portland State University
- Portland Public Schools
Chronology of Improvement Science Efforts
Networked Improvement Communities
- Partner Districts
- Newberg School District (NSD)
- Changes in the Partnership with the Newberg School District
The New District Partnership: Portland Public Schools
Challenges and Solutions
Tools to Identify Next Steps
- Progress (Strengths) at the Partnership Level
- Progress (Strengths) at PPS
- Progress (Strengths) at the PSU Level
- Areas of Focus (Challenges) at the Partnership Level
- Areas of Focus (Challenges) in PPS
- Area of Focus (Challenge) in PSU
Contextual Complexities
Theory of Improvement
- Program Redesign
- Redesign PPS Practices for Principal Support
- Hire Scholarly Practitioners as Principal Preparation Cohort Leaders
- PPS Hires PSU Principal Licensure Completers
Lessons Learned
Next Steps
Conclusion
Questions for Discussion
References
Section III: Partnerships Ain’t Easy: Learning from Short-Term Efforts and Long-Term Sustainability
9 – Shared Goals, Methods, and Learning: Partnering for Equity-focused, Systems-level Improvement
University of Denver and Denver Public Schools
Erin Anderson and Sandra Lochhead
Context
Problem
District Context
Sustainable Improvement in the District
Challenges, Solutions, and Evidence
- Shared Goals: Embedded Process Over External Program
- Where Did We Start?
- What Steps Happened Along the Way?
- Where Are We Now?
- Shared Methodology: The Design Improvement for Equity (DI4E) Model
- Where Did We Start?
- What Steps Happened Along the Way?
- Where Are We Now?
- Shared Learning: Shared Research Agenda in a Research-Practice Partnership
- Where Did We Start?
- What Steps Happened Along the Way?
- Where Are We Now?
Summary of Impact
Conclusions and Lessons Learned
- Lesson 1: Be Clear About your “Why”—Your North Star Guides the Way
- Lesson 2: Create a Shared Theory of Improvement for your Partnership Work and Use It as a Map to Reach your Destination
- Lesson 3: Interdependence Was Essential to the Partnership and to Increasing Equity in the System
- Lesson 4: Be Disciplined about a Shared Learning Agenda or Research Plan
- Lesson 5: Despite Shared Values, Norms, and Goals, There Are Still Organizational Values and Conditions That Will Limit Systems Change
Questions for Discussion
References
10 – Organizational Changes’ Impacts on University-District Partnership Development
University of South Carolina and K-12 School District in South Carolina
Kathleen M. W. Cunningham, Peter Moyi, and Barnett Berry
Context
- University of South Carolina College of Education
- The Partnership Between CoE/EDLP and MCSD
Developing and Sustaining a District-University Partnership
- Two Partnership Frameworks: iLEAD’s Developmental Progressions and the Stage Model
- Developmental Progressions (Carnegie Foundation for the Advancement of Teaching, 2020)
- Stage Model (Trubowitz, 1986)
- Partnership Journey
- Improvement Work Begins
- Establishment of a Core Improvement Team
- Organizational Progress: Partnership
- Organizational Progress: UofSC (i.e., CoE and EDLP)
Challenges
- Challenge 1: Multiple, Evolving Goals
- Challenge 2: Logistics (Distance, Funding, Time-Competing Priorities)
- Challenge 3: Personnel and Leadership Transitions
- Challenge 4: COVID-19 Pandemic
Conclusions and Lessons Learned
- Consideration 1: Clearly Defined Goals and Expectations
- Consideration 2: Core Partnership Team with Consistent Membership, Leadership, and Active Commitment
- Consideration 3: Lean on a Continuous Improvement Mindset to Reflect and Learn
Questions for Discussion
References
11 – Preparing Principals for Urban Schools: The Challenge of Equitable Outcomes at Scale
University of Illinois Chicago and Chicago Public Schools
Steve Tozer, Peter Martinez, Cynthia K. Barron, Shelby Cosner, Zipporah Hightower, Janice Jackson, David Mayrowetz, Sam Whalen, and Paul Zavitkovsky
Partnership Context: Chicago school reform and UIC’s “Urban Mission”
- Chicago School Reform and State Legislation
- The Principal Preparation Program Design and Redesign: 11 Key Components
- Impact of Program Design and Redesign
- “We Want to Be as Good as People Think We Are”
Using the Development Progressions to Tell the CPS/UIC Partnership Story
- From MOU to Vendor Contract
- A Missing Objective?
- Preparation of CPS Principal Supervisors (Network Chiefs) and Central Office Personnel
- A Next Edge of Growth
Developing Capacity as a District Partner: the UIC Ed.D. Program
Elaborations and Qualifications on the IHE Narrative
- Vision, Systems, and Above All, People
- Our First Targeted Program Hire
- Building the Team
- Leadership Coaches as Boundary Spanners
- Creating “Boundary Objects”
- Next Edges of Growth
- Need for New Resources
How Did the District Sustain its Share of the Partnership for 20 Years across 9 CEOs?
Conclusions and Lessons Learned
1.Equity
2.Partnership
3.Leadership Development: Vision, Systems, and People
4.Continuous Improvement
Questions for Discussion
References
Conclusion: How Continuous Improvement Partnerships Can Transform Education
Louis Gomez and Manuelito Biag
Tightly Tethered Mutuality
Attending to the How of Partnerships
The Role of the Carnegie Foundation for the Advancement of Teaching
Building a Strong Field: Infrastructure that Recasts Partnerships
Creating Social Infrastructure for Collective Action
Looking Forward: The Sustainability of Mutually Beneficial Partnerships for Leadership and Continuous Improvement
References
References
Index
About the Contributors
