{"product_id":"improving-americas-schools-together-how-district-university-partnerships-and-continuous-improvement-can-transform-education-9781538173213","title":"Improving America's Schools Together: How","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eImproving 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword\u003c\/p\u003e\u003cp\u003eAnthony Bryk\u003c\/p\u003e\u003cp\u003eIntroduction: Getting to Mutual-Benefit Partnerships\u003c\/p\u003e\u003cp\u003eNavigating the Tangles of Inter-Organizational Work\u003c\/p\u003e\u003cp\u003e“It Takes a Village” to Redress Inequities\u003c\/p\u003e\u003cp\u003eThe Improvement Leadership Education and Development (iLEAD) Network\u003c\/p\u003e\u003cp\u003eSocial Learning Theory and Culture\u003c\/p\u003e\u003cp\u003eMoving Beyond Transactional Relationships\u003c\/p\u003e\u003cp\u003eTrading Zones and Boundary Objects\u003c\/p\u003e\u003cp\u003eiLEAD’s Developmental Progressions Framework as a Boundary Object\u003c\/p\u003e\u003cp\u003eThe Desiderata to Sustain Trading Zones\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eContinuous Improvement\u003c\/li\u003e\n\u003cli\u003eEquity\u003c\/li\u003e\n\u003cli\u003eCoordination\u003c\/li\u003e\n\u003cli\u003eCapacity Building\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eSection I: Improvement Methods, Equity, and Problems of Practice in Local Context\u003c\/p\u003e\u003cp\u003e1 – Braiding Improvement into the Fabric of District Leadership Preparation and Practice\u003c\/p\u003e\u003cp\u003eUniversity of Virginia and Chesterfield County Public Schools\u003c\/p\u003e\u003cp\u003eDavid Eddy-Spicer, Tinkhani White, and Michelle Beavers\u003c\/p\u003e\u003cp\u003ePartnership Context\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eUniversity of Virginia\u003c\/li\u003e\n\u003cli\u003eChesterfield County Public Schools\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eAn Educational Leadership Preparation Partnership Emerges\u003c\/p\u003e\u003cp\u003eThe “Improvement Sandwich”: Cooperation into Coordination\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCCPS Strand: Focus on Programmatic Equity and School Improvement Planning\u003c\/li\u003e\n\u003cli\u003eUVA Strand: Redesigning the M.Ed. Program\u003cul\u003e\u003cli\u003eField-Based Learning as Boundary Infrastructure\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eSecuring the Braid: Coordination into Collaboration\u003c\/p\u003e\u003cul\u003e\u003cli\u003eDeepening Coordination Across School Levels and With Central Office in CCPS\u003cul\u003e\n\u003cli\u003eCollaborating across School Levels in CCPS\u003c\/li\u003e\n\u003cli\u003eCollaboration in Teaching and Learning at UVA\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eResults: Organizational Practice \u0026amp; Partnership\u003c\/p\u003e\u003cp\u003eConclusions and Lessons Learned\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCCPS Lessons Learned\u003cul\u003e\u003cli\u003eFrom Professional Development to Intrapreneurial Collective Learning\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eUVA Lessons Learned\u003cul\u003e\u003cli\u003eA\u0026amp;S Faculty Collective Learning\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003ePartnership Lessons Learned: Co-Development of Leadership Pedagogies\u003c\/li\u003e\n\u003cli\u003eEssential Lessons of Partnership Work\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences \u003c\/p\u003e\u003cp\u003e2 – A University-School District Collaboration to Improve Equity- and Inquiry-Driven School Leadership\u003c\/p\u003e\u003cp\u003eFordham University and Bronx School Districts 9 \u0026amp; 11\u003c\/p\u003e\u003cp\u003eMargaret Terry Orr, Kris DeFilippis, Meisha Ross Porter, and Elizabeth Leisy Stosich\u003c\/p\u003e\u003cp\u003eContext\u003c\/p\u003e\u003cp\u003eProblem\u003c\/p\u003e\u003cp\u003eChallenges, Solutions and Evidence\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eDevelopment\u003c\/li\u003e\n\u003cli\u003eAdvanced Leadership Preparation\u003cul\u003e\n\u003cli\u003eRedesigning Fordham’s EdD Program\u003c\/li\u003e\n\u003cli\u003eCreating a Bronx EdD Cohort in Equity-Focused Improvement Science\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eLeadership Development\u003cul\u003e\n\u003cli\u003eAssistant Principal Math Networked Improvement Community\u003c\/li\u003e\n\u003cli\u003eCreating Positive Change through the Bronx Academic Response Team Initiative\u003c\/li\u003e\n\u003cli\u003ePrincipal Equity Improvement Networked Improvement Communities\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusions and Lessons Learned\u003c\/p\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e3 – Moving a Partnership from Itinerant to Integral: Using Improvement Science as a Catalyst for Change in Leadership Preparation \u0026amp; Induction\u003c\/p\u003e\u003cp\u003eGeorge Mason University and Fairfax County Public Schools\u003c\/p\u003e\u003cp\u003eSamantha Viano, Farnoosh Shahrokhi, Regina Biggs, Natasha Saunders, Claire Silva, and Paige Whitlock\u003c\/p\u003e\u003cp\u003eContext\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eEDLE Program at GMU\u003c\/li\u003e\n\u003cli\u003eFCPS\u003c\/li\u003e\n\u003cli\u003eFCPS and GMU Partnering Prior to iLEAD\u003c\/li\u003e\n\u003cli\u003eJoining Together as iLEAD Partners\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eProblems\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eStagnant Progress on School Improvement\u003c\/li\u003e\n\u003cli\u003eMismatch Between EDLE Leadership Preparation and FCPS Practice\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChallenges, Solutions, and Evidence\u003c\/p\u003e\u003cul\u003e\u003cli\u003eImprovement Science as Our Catalyzing Agent to Come Together\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eMaking Improvement Science EDLE’s Signature Pedagogy\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eEDLE Faculty’s Introduction to Improvement Science\u003c\/li\u003e\n\u003cli\u003eCommitment to Improvement Science through Curriculum Development\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDiverse Approaches to Supporting the Use of Improvement Science in FCPS\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProfessional Development Opportunities\u003c\/li\u003e\n\u003cli\u003eSchool-Based Leadership Induction\u003c\/li\u003e\n\u003cli\u003eTitle I Comprehensive Needs Assessment\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eOur Partnership Driven Initiative: Piloting an Improvement Science Approach to School Improvement\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePhase 1: Cultivating Cultures of Continuous Improvement, 2019-20 School Year\u003c\/li\u003e\n\u003cli\u003ePhase 2: Redressing Inequities, 2020-21 School Year\u003c\/li\u003e\n\u003cli\u003ePhase 3: Spreading What Works, 2021-22 School Year\u003c\/li\u003e\n\u003cli\u003eShowcasing Our Joint Efforts\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eSynergy between Leadership Preparation and School Improvement\u003c\/p\u003e\u003cp\u003eConclusions and Lessons Learned\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eStarting with a Foundational Relationship to Build upon\u003c\/li\u003e\n\u003cli\u003eGarner Immediate Excitement about Improvement Science\u003c\/li\u003e\n\u003cli\u003eLeverage Eagerness and Capacity to Make Time for Collaboration\u003c\/li\u003e\n\u003cli\u003eConcluding Thoughts\u003c\/li\u003e\n\u003cli\u003eAttending to the Mission of our Partnership Work\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e4 – Improvement Science as a Collaborative Effort for Equity\u003c\/p\u003e\u003cp\u003eHigh Tech High and High Tech High Graduate School of Education\u003c\/p\u003e\u003cp\u003eJulia Jacobsen and Diana Cornejo-Sanchez\u003c\/p\u003e\u003cp\u003eContext\u003c\/p\u003e\u003cul\u003e\u003cli\u003eHigh Tech High \u0026amp; the High Tech High Graduate School of Education\u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003eProblems\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eInduction as a Lever for Teacher Retention\u003c\/li\u003e\n\u003cli\u003eExperimenting with Improvement in Teacher Induction\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChallenges, Solutions and Evidence\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eChallenge #1: Entry Planning that Incorporates Continuous Improvement\u003cul\u003e\n\u003cli\u003eRoot Cause Analysis\u003c\/li\u003e\n\u003cli\u003ePlan-Do-Study-Act Cycles\u003c\/li\u003e\n\u003cli\u003eSharing Learning\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eChallenge #2: Operating in a One-Year Time Frame\u003c\/li\u003e\n\u003cli\u003eChallenge #3: Developing the Capacity of Improvement Coaches\u003cul\u003e\n\u003cli\u003eDeficit Thinking\u003c\/li\u003e\n\u003cli\u003eCompliance Orientation\u003c\/li\u003e\n\u003cli\u003eImproving Coach Development\u003c\/li\u003e\n\u003cli\u003eFacilitating Continuous Improvement for Equity\u003c\/li\u003e\n\u003cli\u003eInduction Improvement Coach Summit\u003c\/li\u003e\n\u003cli\u003eImpact\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusions and Lessons Learned\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCI Can Be an Effective Framework for Adaptive Learning\u003c\/li\u003e\n\u003cli\u003eThe Importance of Improvement Science in our own Program Processes\u003c\/li\u003e\n\u003cli\u003eDeveloping New Organizational Capacity for Continuous Improvement\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eTeachable Moments\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHow Might Improvement Processes Foster Connection and Belonging?\u003c\/li\u003e\n\u003cli\u003eHow Can Both the Process and the Outcome of Improvement Efforts Support Equity?\u003c\/li\u003e\n\u003cli\u003eHow Can We Develop Sustainable Improvement Efforts?\u003cul\u003e\u003cli\u003eHow Can Improvement Science Help Organizations Grow Toward a Common Mission and Develop Concrete Understandings?\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eSection II: A New Kind of Partnership: Continuous Improvement as an Animating Force\u003c\/p\u003e\u003cp\u003e5 –From a Transactional Relationship to a Transformational Partnership\u003c\/p\u003e\u003cp\u003eUniversity of Maryland College Park and Prince George’s County Public Schools\u003c\/p\u003e\u003cp\u003eSegun Eubanks, Jean Snell, Doug Anthony, Charoscar Coleman, Felice Desouza, Kara Miley-Libby, and Christine M. Neumerski\u003c\/p\u003e\u003cp\u003eContext\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eNot Your Father’s MOU\u003c\/li\u003e\n\u003cli\u003eThe Back Story: People Building Trust, Institutions Leading Change\u003cul\u003e\n\u003cli\u003eA Change in Perspective\u003c\/li\u003e\n\u003cli\u003ePGCPS Initiates a Catalyst for Change – the EdD in School System Leadership\u003c\/li\u003e\n\u003cli\u003eUMD Initiates a Catalyst for Change: The Ceii\u003c\/li\u003e\n\u003cli\u003eiLEAD Initiates a Catalyst for Change: Getting to the Work of Improvement\u003c\/li\u003e\n\u003cli\u003eGetting to Work: Our First Problem of Practice\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eProblems\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA Shared Problem of Practice: Putting the “Improvement” in the School Improvement Process\u003c\/li\u003e\n\u003cli\u003eLeveraging the New Strategic Plan\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChallenges, Solutions, and Evidence\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eImprovement Science as a Shared Methodology and “Solution”\u003cul\u003e\u003cli\u003eThe Partnership “Solution” to the Challenge of District Capacity Building with SPPing\u003c\/li\u003e\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eLooking Forward to Future Work: The Launch of 2 Partnership Networked Improvement Communities\u003c\/li\u003e\n\u003cli\u003eShowing Evidence of Partnership Impact\u003cul\u003e\n\u003cli\u003eEvidence of Engagement and Commitment is Strong and Growing\u003c\/li\u003e\n\u003cli\u003eGrowth on the iLEAD Developmental Progressions\u003c\/li\u003e\n\u003cli\u003eEmerging Data of Change in Systems Practice\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eLessons Learned\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eKey Learning #1: Building Strong Relationships is the Starting Point\u003c\/li\u003e\n\u003cli\u003eKey Learning #2: Focus on Problems of Practice and Stay Prepared for Change\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eTeachable Moments\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eYou're Not Really Married if You Don’t Have the Paper\u003c\/li\u003e\n\u003cli\u003eAdapt, Don’t Abandon\u003c\/li\u003e\n\u003cli\u003eShifts Happen\u003c\/li\u003e\n\u003cli\u003eJust Do Something\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e6 – Redesigning School Staffing Models through Team-Based Residencies\u003c\/p\u003e\u003cp\u003eArizona State University and Avondale Elementary School District\u003c\/p\u003e\u003cp\u003eBetsy Hargrove, Christina Flesher, Nicole L. Thompson, and Carole Basile \u003c\/p\u003e\u003cp\u003eThe Next Education Workforce: A Growing Idea\u003c\/p\u003e\u003cp\u003eContext: MLFTC and AESD Partnership\u003c\/p\u003e\u003cp\u003eChallenges, Solutions, and Evidence Based Teacher Preparation\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eChallenges for AESD\u003c\/li\u003e\n\u003cli\u003eChanges and Vision at MLFTC\u003c\/li\u003e\n\u003cli\u003eA Renewed Partnership\u003c\/li\u003e\n\u003cli\u003eSerendipity and Early Models\u003c\/li\u003e\n\u003cli\u003eImprovement Science: Planning, Doing, Studying Acting\u003cul\u003e\n\u003cli\u003eResidents\u003c\/li\u003e\n\u003cli\u003eLead Teachers\u003c\/li\u003e\n\u003cli\u003eSite Lead\u003c\/li\u003e\n\u003cli\u003eInstructional Configurations\u003c\/li\u003e\n\u003cli\u003eStudying the Innovative Approach\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eLessons Learned\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eInvested and Involved Leadership\u003c\/li\u003e\n\u003cli\u003eSystems and Structures\u003c\/li\u003e\n\u003cli\u003eChallenges of Teams\u003c\/li\u003e\n\u003cli\u003eDevelopmental Progressions and Growth in Collaboration\u003c\/li\u003e\n\u003cli\u003eCharacteristics of Successful Teams\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eAfterword: Beyond Teacher Preparation\u003c\/p\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e7 – District-University Partnerships for Continuous Improvement: How Can UM Help? University of Mississippi and Oxford School District \u003c\/p\u003e\u003cp\u003eDenise A. Soares, Mark E. Deschaine, W. Bradley Roberson, David Rock, Marni Harrington, and Brian Harvey\u003c\/p\u003e\u003cp\u003eContext: Beginning the Partnership Work\u003c\/p\u003e\u003cp\u003eThe Achievement Gap Project\u003c\/p\u003e\u003cp\u003eChronic Absenteeism PDSA Cycle\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePlan\u003c\/li\u003e\n\u003cli\u003eDo\u003c\/li\u003e\n\u003cli\u003eStudy\u003c\/li\u003e\n\u003cli\u003eAct\u003c\/li\u003e\n\u003cli\u003eBuilding Capacity\u003c\/li\u003e\n\u003cli\u003eSpread and Scale Progress\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eOSD Improvement Science Problems of Practice\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePassion Professional Development PDSA Cycle\u003cul\u003e\n\u003cli\u003ePlan\u003c\/li\u003e\n\u003cli\u003eDo\u003c\/li\u003e\n\u003cli\u003eStudy\u003c\/li\u003e\n\u003cli\u003eAct\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eYouth Truth Survey PDSA Cycle\u003cul\u003e\n\u003cli\u003ePlan\u003c\/li\u003e\n\u003cli\u003eDo\u003c\/li\u003e\n\u003cli\u003eStudy\u003c\/li\u003e\n\u003cli\u003eAct\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eUM-SOE Improvement Science Problems of Practice\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eGraduate Studies Office PDSA Cycle\u003cul\u003e\n\u003cli\u003ePlan\u003c\/li\u003e\n\u003cli\u003eDo\u003c\/li\u003e\n\u003cli\u003eStudy\u003c\/li\u003e\n\u003cli\u003eAct\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eUM-SOE Dean’s Office Staff PDSA Cycle\u003cul\u003e\n\u003cli\u003ePlan\u003c\/li\u003e\n\u003cli\u003eDo\u003c\/li\u003e\n\u003cli\u003eStudy\u003c\/li\u003e\n\u003cli\u003eAct\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eUM-Developmental Progression\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eThe “How” of Partnerships (Partnership Mechanisms)\u003c\/li\u003e\n\u003cli\u003eExpectations, Sustainability, Norms \u0026amp; Routines\u003c\/li\u003e\n\u003cli\u003eVision for the Future\u003c\/li\u003e\n\u003cli\u003eNCSUP Mission\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eLessons Learned\u003c\/p\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e8 – Equity-Focused Improvement Science\u003c\/p\u003e\u003cp\u003ePortland State University and Portland Public Schools\u003c\/p\u003e\u003cp\u003eSusan P. Carlile, Deborah S. Peterson, and Tania McKey\u003c\/p\u003e\u003cp\u003eKey Leaders\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProfessor of Practice Susan Carlile\u003c\/li\u003e\n\u003cli\u003eAssociate Professor Emerita Dr. Deborah S. Peterson\u003c\/li\u003e\n\u003cli\u003eAssistant Professor and Senior Director of Humanities Dr. Tania McKey\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eContext of the PSU-PPS Partnership\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePortland State University\u003c\/li\u003e\n\u003cli\u003ePortland Public Schools\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChronology of Improvement Science Efforts\u003c\/p\u003e\u003cp\u003eNetworked Improvement Communities\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePartner Districts\u003c\/li\u003e\n\u003cli\u003eNewberg School District (NSD)\u003c\/li\u003e\n\u003cli\u003eChanges in the Partnership with the Newberg School District\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eThe New District Partnership: Portland Public Schools\u003c\/p\u003e\u003cp\u003eChallenges and Solutions\u003c\/p\u003e\u003cp\u003eTools to Identify Next Steps\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProgress (Strengths) at the Partnership Level\u003c\/li\u003e\n\u003cli\u003eProgress (Strengths) at PPS\u003c\/li\u003e\n\u003cli\u003eProgress (Strengths) at the PSU Level\u003c\/li\u003e\n\u003cli\u003eAreas of Focus (Challenges) at the Partnership Level\u003c\/li\u003e\n\u003cli\u003eAreas of Focus (Challenges) in PPS\u003c\/li\u003e\n\u003cli\u003eArea of Focus (Challenge) in PSU\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eContextual Complexities\u003c\/p\u003e\u003cp\u003eTheory of Improvement\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eProgram Redesign\u003c\/li\u003e\n\u003cli\u003eRedesign PPS Practices for Principal Support\u003c\/li\u003e\n\u003cli\u003eHire Scholarly Practitioners as Principal Preparation Cohort Leaders\u003c\/li\u003e\n\u003cli\u003ePPS Hires PSU Principal Licensure Completers\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eLessons Learned\u003c\/p\u003e\u003cp\u003eNext Steps\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eSection III: Partnerships Ain’t Easy: Learning from Short-Term Efforts and Long-Term Sustainability\u003c\/p\u003e\u003cp\u003e9 – Shared Goals, Methods, and Learning: Partnering for Equity-focused, Systems-level Improvement\u003c\/p\u003e\u003cp\u003eUniversity of Denver and Denver Public Schools\u003c\/p\u003e\u003cp\u003eErin Anderson and Sandra Lochhead\u003c\/p\u003e\u003cp\u003eContext\u003c\/p\u003e\u003cp\u003eProblem\u003c\/p\u003e\u003cp\u003eDistrict Context\u003c\/p\u003e\u003cp\u003eSustainable Improvement in the District\u003c\/p\u003e\u003cp\u003eChallenges, Solutions, and Evidence\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eShared Goals: Embedded Process Over External Program\u003cul\u003e\n\u003cli\u003eWhere Did We Start?\u003c\/li\u003e\n\u003cli\u003eWhat Steps Happened Along the Way?\u003c\/li\u003e\n\u003cli\u003eWhere Are We Now?\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eShared Methodology: The Design Improvement for Equity (DI4E) Model\u003cul\u003e\n\u003cli\u003eWhere Did We Start?\u003c\/li\u003e\n\u003cli\u003eWhat Steps Happened Along the Way?\u003c\/li\u003e\n\u003cli\u003eWhere Are We Now?\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eShared Learning: Shared Research Agenda in a Research-Practice Partnership\u003cul\u003e\n\u003cli\u003eWhere Did We Start?\u003c\/li\u003e\n\u003cli\u003eWhat Steps Happened Along the Way?\u003c\/li\u003e\n\u003cli\u003eWhere Are We Now?\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eSummary of Impact\u003c\/p\u003e\u003cp\u003eConclusions and Lessons Learned\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eLesson 1: Be Clear About your “Why”—Your North Star Guides the Way\u003c\/li\u003e\n\u003cli\u003eLesson 2: Create a Shared Theory of Improvement for your Partnership Work and Use It as a Map to Reach your Destination\u003c\/li\u003e\n\u003cli\u003eLesson 3: Interdependence Was Essential to the Partnership and to Increasing Equity in the System\u003c\/li\u003e\n\u003cli\u003eLesson 4: Be Disciplined about a Shared Learning Agenda or Research Plan\u003c\/li\u003e\n\u003cli\u003eLesson 5: Despite Shared Values, Norms, and Goals, There Are Still Organizational Values and Conditions That Will Limit Systems Change\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e10 – Organizational Changes’ Impacts on University-District Partnership Development\u003c\/p\u003e\u003cp\u003eUniversity of South Carolina and K-12 School District in South Carolina\u003c\/p\u003e\u003cp\u003eKathleen M. W. Cunningham, Peter Moyi, and Barnett Berry\u003c\/p\u003e\u003cp\u003eContext\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eUniversity of South Carolina College of Education\u003c\/li\u003e\n\u003cli\u003eThe Partnership Between CoE\/EDLP and MCSD\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDeveloping and Sustaining a District-University Partnership\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eTwo Partnership Frameworks: iLEAD’s Developmental Progressions and the Stage Model\u003cul\u003e\n\u003cli\u003eDevelopmental Progressions (Carnegie Foundation for the Advancement of Teaching, 2020)\u003c\/li\u003e\n\u003cli\u003eStage Model (Trubowitz, 1986)\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003ePartnership Journey\u003cul\u003e\n\u003cli\u003eImprovement Work Begins\u003c\/li\u003e\n\u003cli\u003eEstablishment of a Core Improvement Team\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/li\u003e\n\u003cli\u003eOrganizational Progress: Partnership\u003c\/li\u003e\n\u003cli\u003eOrganizational Progress: UofSC (i.e., CoE and EDLP)\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eChallenges\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eChallenge 1: Multiple, Evolving Goals\u003c\/li\u003e\n\u003cli\u003eChallenge 2: Logistics (Distance, Funding, Time-Competing Priorities)\u003c\/li\u003e\n\u003cli\u003eChallenge 3: Personnel and Leadership Transitions\u003c\/li\u003e\n\u003cli\u003eChallenge 4: COVID-19 Pandemic\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eConclusions and Lessons Learned\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eConsideration 1: Clearly Defined Goals and Expectations\u003c\/li\u003e\n\u003cli\u003eConsideration 2: Core Partnership Team with Consistent Membership, Leadership, and Active Commitment\u003c\/li\u003e\n\u003cli\u003eConsideration 3: Lean on a Continuous Improvement Mindset to Reflect and Learn\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003e11 – Preparing Principals for Urban Schools: The Challenge of Equitable Outcomes at Scale\u003c\/p\u003e\u003cp\u003eUniversity of Illinois Chicago and Chicago Public Schools\u003c\/p\u003e\u003cp\u003eSteve Tozer, Peter Martinez, Cynthia K. Barron, Shelby Cosner, Zipporah Hightower, Janice Jackson, David Mayrowetz, Sam Whalen, and Paul Zavitkovsky\u003c\/p\u003e\u003cp\u003ePartnership Context: Chicago school reform and UIC’s “Urban Mission”\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eChicago School Reform and State Legislation\u003c\/li\u003e\n\u003cli\u003eThe Principal Preparation Program Design and Redesign: 11 Key Components\u003c\/li\u003e\n\u003cli\u003eImpact of Program Design and Redesign\u003c\/li\u003e\n\u003cli\u003e“We Want to Be as Good as People Think We Are”\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eUsing the Development Progressions to Tell the CPS\/UIC Partnership Story\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eFrom MOU to Vendor Contract\u003c\/li\u003e\n\u003cli\u003eA Missing Objective?\u003c\/li\u003e\n\u003cli\u003ePreparation of CPS Principal Supervisors (Network Chiefs) and Central Office Personnel\u003c\/li\u003e\n\u003cli\u003eA Next Edge of Growth\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eDeveloping Capacity as a District Partner: the UIC Ed.D. Program\u003c\/p\u003e\u003cp\u003eElaborations and Qualifications on the IHE Narrative\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eVision, Systems, and Above All, People\u003c\/li\u003e\n\u003cli\u003eOur First Targeted Program Hire\u003c\/li\u003e\n\u003cli\u003eBuilding the Team\u003c\/li\u003e\n\u003cli\u003eLeadership Coaches as Boundary Spanners\u003c\/li\u003e\n\u003cli\u003eCreating “Boundary Objects”\u003c\/li\u003e\n\u003cli\u003eNext Edges of Growth\u003c\/li\u003e\n\u003cli\u003eNeed for New Resources\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eHow Did the District Sustain its Share of the Partnership for 20 Years across 9 CEOs?\u003c\/p\u003e\u003cp\u003eConclusions and Lessons Learned\u003c\/p\u003e\u003cp\u003e1.Equity\u003c\/p\u003e\u003cp\u003e2.Partnership\u003c\/p\u003e\u003cp\u003e3.Leadership Development: Vision, Systems, and People\u003c\/p\u003e\u003cp\u003e4.Continuous Improvement\u003c\/p\u003e\u003cp\u003eQuestions for Discussion\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eConclusion: How Continuous Improvement Partnerships Can Transform Education\u003c\/p\u003e\u003cp\u003eLouis Gomez and Manuelito Biag\u003c\/p\u003e\u003cp\u003eTightly Tethered Mutuality\u003c\/p\u003e\u003cp\u003eAttending to the How of Partnerships\u003c\/p\u003e\u003cp\u003eThe Role of the Carnegie Foundation for the Advancement of Teaching\u003c\/p\u003e\u003cp\u003eBuilding a Strong Field: Infrastructure that Recasts Partnerships\u003c\/p\u003e\u003cp\u003eCreating Social Infrastructure for Collective Action\u003c\/p\u003e\u003cp\u003eLooking Forward: The Sustainability of Mutually Beneficial Partnerships for Leadership and Continuous Improvement\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e\u003cp\u003eAbout the Contributors\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51041242382679,"sku":"9781538173213","price":89.1,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/improving-americas-schools-together-how-district-university-partnerships-and-continuous-improvement-can-transform-education-9781538173213","provider":"Book Curl","version":"1.0","type":"link"}