Improving America's Schools Together

Acknowledgments
Foreword
(Anthony Bryk)
Introduction: Getting to Mutual-Benefit Partnerships
(Louis M. Gomez and Manuelito Biag)
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
Contents
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 Ushe 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 and 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 and 11
(Margaret Terry Orr, Kris DeFilippis, Meisha 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 Using Improvement Science Principles for New-Teacher Support: 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
(Primary authors: Segun Eubanks and Jean Snell; Additional contributors: 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 in 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
Plan Do Study Act Youth Truth Survey PDSA Cycle
Plan Do Study Act UM-SOE Improvement Science Problems of Practice
Graduate Studies Office PDSA Cycle
Plan Do Study Act UM-SOE Dean's Office Staff PDSA Cycle
Plan Do Study Act 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 (co-first authors) 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
Myrtle Creek School District 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: USC (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
11Preparing 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 Re-design: 11 Key Components
Impact of Program Design and Re-design
"We Want to Be as Good as People Think We Are"
Using the Developmental 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 EdD 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 Nine CEOs?
Conclusions and Lessons Learned
1. Equity
2. Partnership
3. Leadership Development: Vision, Systems, and People
4. Continuous Improvement
Questions for Discussion
References
Conclusion:Evolving Tethers that Bind School District to University
(Louis M. 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
Reference
Index
About the Contributors