Lessons for Developing School and District Capacity to Transform Literacy Instruction: A Retrospective Study of the Canterbury Learning Collaborative

Autor/in	Jaquith, Ann
Institution	Stanford Center for Opportunity Policy in Education (SCOPE)
Titel	Lessons for Developing School and District Capacity to Transform Literacy Instruction: A Retrospective Study of the Canterbury Learning Collaborative
Quelle	(2018), (60 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Capacity Building; School Districts; Educational Change; Literacy Education; Communities of Practice; Urban Schools; Neighborhood Schools; Principals; Leadership; Educational Improvement; Concept Mapping; Educational Cooperation; Educational Innovation; Expertise; Administrator Role; Trust (Psychology); Educational Finance; Philanthropic Foundations; Virginia + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bildungsreform; Community; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principal; Schulleiter; Führung; Führungsposition; Teaching improvement; Unterrichtsentwicklung; Concept Map; Education; cooperation; Kooperation; Instructional innovation; Bildungsinnovation; Expert appraisal; Bildungsfonds; Philanthropismus
Abstract	This retrospective study by SCOPE Associate Director, Ann Jaquith, chronicles the progression of the Canterbury Learning Collaborative (CLC), first within the Collaborative and then later within the district in which the CLC resided, and shows how its development has supported instructional change. The story of the CLC provides lessons about how to develop the needed capacity to lead instructional change. There are lessons for central office administrators, school principals, and coaches--as well as for funders interested in supporting school instructional change efforts. The CLC consisted of a small group of educators, mostly principals and teachers, from a cluster of schools located in the Canterbury neighborhood of the Woodgrove Unified School District (WUSD). The WUSD is a medium-sized, urban school district with approximately 50,000 students. Within the WUSD, Canterbury is a poor, working-class neighborhood with large numbers of immigrant families. Students attending schools in this neighborhood had typically performed below the district average. With sustained support from an outside funder, the Goodwork Foundation, educators from schools in the Canterbury neighborhood came together regularly over a period of 10 years (2006-16) to learn with and from one another about how to strengthen their school leadership and literacy instruction. This study describes the 10-year progression of the CLC in four phases: (1) Principals forge relationships; (2) Members lead learning; (3) District learns from the CLC; and (4) District leads learning. The SCOPE Research Brief identifies findings, as well as some of the key lessons learned about leading instructional change at scale and the particular organizational levers that can support the development of instructional capacity in a district system. As part of this project, researchers developed a "concept map" to illustrate the progression of the learning collaborative. The concept map is available in both the report and the brief. (As Provided).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01