Improving America’s Schools Together

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.

Improving America’s Schools Together: How District-University Partnerships and Continuous Improvement Can 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 United States with practical improvement tools that can be adapted to any setting. Through an array of in-depth stories, this book demonstrates how improvement science—as a shared method—can help universities, districts, and schools foster leaders and educators and enhance students’ learning and opportunities.

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