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Thursday, November 17 • 4:20pm - 5:30pm
School Turnaround: Myths and Lessons

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Imperfect Lessons: School Culture, Ambitious Instruction, and the Messy Process of Improvement. Jessica G. Rigby, University of Washington; Julie Ray, Federal Way Public Schools; James Crawford, Federal Way Public Schools; Cindy Dracobly, Federal Way Public Schools

School culture is thought of to be at the heart of organizational conditions. Yet, what makes a strong school culture in service of improvement of ambitious instruction? In this study we examine the strategic leadership actions of three principals to create conditions in which their teachers take risks, make their practice public, and persevere through many challenging lessons. The principals tell their stories; systematic qualitative analyses were done in collaboration of the researcher and principals.

Disrupting the Myths of School Turnaround. Ulrich C. (Rick) Reitzug, Kimberly Kappler Hewitt (University of North Carolina at Greensboro)

In this paper, we draw upon our empirical research and extant scholarship on turnaround, leadership, change, and contemporary sociopolitical conditions to present and disrupt four myths about school turnaround. Data from our empirical research on turnaround provide illustrative and clarifying examples. Our purpose in the paper is not simply to deconstruct turnaround, but also to propose how turnaround might be reconstructed in a more moral, feasible, and sustainable fashion.

Five Myths of School Turnaround That Must Be Remedied for Meaningful, Lasting Change. Coby Meyers, University of Virginia; Mark A. Smylie, University of Illinois at Chicago

Despite the intensity of funding and numerous intervention efforts in recent school turnaround initiatives, many perspectives, practices, and policies speci c to school turnaround appear to be at odds with organizational theory. In this paper, we identify
ve myths of school turnaround perpetuated by policy and practice that can often inhibit dramatic positive change in our nation’s lowest-performing schools. We conclude by suggesting alternative ways forward that are better aligned with organization change theory and research.

Clinical Scholarship: Myth of the Super Hero: Developing Muscle Memory for Turnaround Leaders. Doris Candelarie, Susan Korach, Ellen Miller-Brown (University of Denver)

This paper will explore the intersections of university learning, authentic leadership practice, and community engagement the graduates from the University of Denver’s Educational Leadership and Policy Studies (ELPS) department experience. These intersections will be illustrated through vignettes from graduates that detail how they facilitate the necessary magnitude of change and manage the outside pressures to lead their schools to signi cant improvement while holding true to transformative leadership practices that they learned during their preparation program.

Thursday November 17, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Richard A

Attendees (19)