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Saturday, November 19 • 3:20pm - 4:30pm
Developing System-Wide Organizational Capacity

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Participants:

Interorganizational Leadership at Shared School Sites: How Principal Behaviors Mediate Interschool Relationships. Alice Huguet, Northwestern University

School site co-locations are on the rise in urban districts. Across the country, media reports continue to surface that shared facilities generate con ict. However, some district and school leaders tout the potential for co-locations to be collaborative ventures. In this paper, literature on interorganizational leadership guides a multiple case study of three co-located sites, investigating how principal behaviors may in uence school members’ perceptions of interschool relationships. Findings suggest three in uential leadership behaviors.

Re-Envisioning Education Through Collaborative Strategic Planning. Sharon Ann Wilbur, Sharon Gail Dean, Leslie Ann Williams, Linda Atkinson (University of Oklahoma)

This case study examines one school district as it engaged its diverse stakeholders to create a district strategic plan. The study is grounded in the theoretical frameworks of community engagement and strategic planning. Data were collected from 466 community responses from an online survey, 187 responses from seven separate community forums, feedback forms, and interviews. Findings aligned to the Community Involvement Continuum yet provided disparate feelings of trust and power across various stakeholder groups.

Beyond Collaboration: Organizational Learning Effects on a Districtwide Leadership Team.

Yi-Hwa Liou, National Taipei University of Education; Yun-Jia Lo, University of Michigan; Alan J. Daly, University of California, San Diego

This work attempts to re-examine instructional leadership from a peer in uence perspective within a districtwide collaboration network of leaders. This study further investigates the kind of instructional leadership that is shaped by peer perceptions during collaboration among a districtwide leadership team in one large school district implementing CCSS in California. Findings suggest that organizational learning and personal beliefs perceived by peer collaborators are associated with individual leaders’ perceived instructional leadership.

A Developmental School Learning Trajectory: A Conceptual Framework to Support Organizational Learning. Jessica G. Rigby, University of Washington; Anita Lenges, University of Washington; Elham Kazemi, University of Washington; Lynsey Gibbons, Boston University; Stephanie Forman, University of Washington

This conceptual piece outlines a framework for considering a principled approach to schools as learning organizations. To ground the conceptual argument, we examine how elementary school leaders organize the implementation of a professional development model for helping teachers learn how to teach inquiry-based mathematics. We argue that there is a developmental trajectory in three speci c areas: knowledge integration, structural integration, and principled engagement.




Saturday November 19, 2016 3:20pm - 4:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet A

Attendees (8)