Improving 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.
Contributors Erin Anderson, Douglas W. Anthony, Cynthia K. Barron, Carole Basile, Michelle M. Beavers, Barnett Berry, Manuelito Biag, Regina Biggs, Anthony S. Bryk, Susan Carlile, Charoscar Coleman, Diana Cornejo-Sanchez, Shelby Cosner, Kathleen M.W. Cunningham, Kris DeFilippis, Mark E. Deschaine, Felice Desouza, David Eddy-Spicer, Segun Eubanks, Christina Flesher, Louis Gomez, Betsy Hargrove, Marni Herrington, Brian Harvey, Zipporah Hightower, Randy Hitz, David Imig, Janice Jackson, Julia Jacobsen, Kara Libby, Sandra Lochhead, Peter Martinez, David Mayrowetz, Tania McKey, Peter Moyi, Christine M. Neumerski, Margaret Terry Orr, Deborah S. Peterson, Meisha Porter, Bradley Roberson, David Rock, Natasha Saunders, Farnoosh Shahrokhi, Claire Silva, Denise A. Soares, Jean Snell, Elizabeth Leisy Stosich, Steve Tozer, Samantha Viano, Sam Whalen, Tinkhani Ushe White, Paige Whitlock, Paul Zavitkovsky About the Editors Louis Gomez is professor of education (and of information studies) at the University of California, Los Angeles. Gomez has served since 2008 as a senior fellow at the Carnegie Foundation for the Advancement of Teaching, where he leads the Network Development work. Beginning in 2009, he held the Helen S. Faison Chair in Urban Education at the University of Pittsburgh, where he was also director of the Center for Urban Education and a senior scientist at the Learning Research and Development Center. From 2001 to 2008, he held several faculty appointments at Northwestern University, including the Aon Chair in the Learning Sciences at the School of Education and Social Policy. Prior to joining academia, he spent fourteen years working in cognitive science and person-computer systems and interactions at Bell Laboratories, Bell Communications Research Inc., and Bellcore. His research interests have encompassed the application of computing and networking technology to teaching and learning, applied cognitive science, human-computer interactions, and other areas. Manuelito Biag currently serves as the managing director of the Carnegie Foundation's Center for Postsecondary Innovation. His interests include design thinking, research-practice partnerships, educational leadership, and networked improvement science. Manuelito comes to Carnegie from Stanford University, where he served as senior researcher at the John W. Gardner Center for Youth and their Communities at the Graduate School of Education. His work, which has been presented in community forums, professional conferences, and published in academic journals, policy briefs, and edited volumes, examines the organizational structures, policies, and programs that influence students' learning and overall development-particularly those from vulnerable and historically-marginalized backgrounds. David Imig holds emeritus status from the Teaching and Learning, Policy and Leadership program at the University of Maryland, College Park. He studies and writes in the area of school leader preparation and teacher education policy and practice. He served as president and chief executive officer of the American Association of Colleges for Teacher Education (AACTE) from 1980-2005. He is past chair of the National Policy Board for Educational Administration, the National Council for the Accreditation of Teacher Education's Executive Committee and the National Society for the Study of Education. He was a senior associate for the National Network for Educational Renewal and helped to establish the Carnegie Project on the Education Doctorate (CPED), serving as chair of the Board of Directors from 2010-2020. He has taught and directed dissertations in the cohort EdD program at Maryland for aspiring school leaders. He serves as a senior fellow for the Carnegie Foundation for the Advancement of Teaching and is co-leader of the Improvement Leadership Education for the Advancement of Teaching (iLEAD). He is the recipient of a Lifetime Achievement Award from the Universities Council for the Education of Teachers in the UK. Dr. Randy Hitz is Dean Emeritus of the Graduate School of Education at Portland State University. His higher education administrative experience spans three decades and includes positions at Portland State, the University of Hawaii at Manoa, and Montana State University. He also served in the Oregon Department of Education as the Early Childhood Education Specialist where he led the effort to create Oregon's State Prekindergarten Program. His teaching experience ranges from preschool to graduate school. Dr. Hitz' publications focus primarily on educational policy and curriculum and he has addressed policy matters directly through serving on and leading a variety of state and national boards and committees, including the teacher licensing boards of Montana and Hawaii, the Board of Directors of the National Council for the Accreditation of Teacher Education (NCATE), and the Board of the American Association for Colleges of Teacher Education where he served a term as Chair. He was chair of the Unit Accreditation Board for NCATE and he chaired the Council for Accreditation of Education Professionals (CAEP) Commission as well as participating on CAEP's Board of Directors. After retiring from full-time work at Portland State University he was appointed to a Senior Fellow position with the Carnegie Foundation for the Advancement of Teaching. In that role he has worked primarily with the iLEAD project dedicating his time to working with school/university partnerships to create and support educational leaders who can lead continuous improvement efforts to improve education for all students and redress longstanding educational inequities. Steve Tozer is professor emeritus and past university scholar in educational policy studies at the University of Illinois Chicago (UIC), where he was founding director of the UIC Center for Urban Education Leadership. Steve previously chaired the Department of Curriculum and Instruction at University of Illinois Urbana-Champaign; the Department of Educational Policy Studies at UIC; the Governor's Council on Educator Quality in Illinois; and a State Legislative Task Force that resulted in a new state school leader certificate. His collaborations with colleagues from UIC and Chicago Public Schools were continuously funded for eighteen years by the U.S. Department of Education and numerous foundations. He is lead author of a textbook, School and Society: Historical and Contemporary Perspectives, 8th Edition (McGraw-Hill, 2020), and lead editor of The Handbook of Research in Social Foundations of Education (Routledge, 2011). Steve is a fellow of the George W. Bush Institute and currently works with Chicago Public Schools and other districts on research-practice partnerships for continuous improvement of school leadership.
Foreword 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 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, 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
