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Evidence-Based School Development in Changing Demographic Contexts

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This Open Access book features a school development model (Arizona Initiative for Leadership Development and Research – AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find:

·       -  Active, reflective activities

·        -  Case studies illustrating each concept

·        - The research base supporting each concept

·        -  Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden)

·        -  Thoughts about next steps for contextually sensitive and multi-level school development

·       -   Suggestions for cross-national dialogue and research within the Zone of Uncertainty

Use this ideal source to guide school leadership teams in creating productive schools that continually grow!

 

Author(s): Rose M. Ylimaki, Lynnette A. Brunderman
Series: Studies in Educational Leadership, 24
Publisher: Springer
Year: 2021

Language: English
Pages: 184
City: Cham

Foreword
Acknowledgements
Contents
Part I: Changing Context for School Development and Description of the Model
Chapter 1: School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach
Evidence-Based Policy Trends
Research Trends
Education and Humanistic Values
Changing Demographics
Strengths and Limitations of School Development: Research and Popular Models
Global Interest in School Improvement
Recent U.S. Leadership and School Improvement Programs
References
Chapter 2: A New Approach to School Development
Description of the Arizona School Development Project
Methods
Results
Survey Results
Improved School Letter Grades
Qualitative Interview Results
References
Part II: Lessons from the Arizona School Development Model
Chapter 3: Values, Culture and Context
Culture Defined in School Development
Application
Lessons Learned
Case A: Smithson High School
Case B: Ruth Bennett Middle School
Final Thoughts
References
Chapter 4: Building and Sustaining School Leadership Capacity
Leadership Capacity Defined for School Development
Application
Lessons Learned
Case A: Venture Inc.
Case B: Alexander High School
Final Thoughts
References
Chapter 5: Using Data as a Source of Reflection in a Feedback Loop
Application
Lessons Learned
Case A: Sylvester Middle School
Case B: Mary Miller Elementary School
Final Thoughts
References
Chapter 6: Going Deeper into Curriculum and Pedagogical Activity
Application
Lessons Learned
Case A: Sun City Elementary School
Case B: Smithson High School Revisited
Final Thoughts
References
Chapter 7: Strength-Based Approaches to Meeting Culturally Diverse Student Needs
Application
Lessons Learned
Case A: Santo Domingo Mission School
Final Thoughts
References
Part III: Extending the Process to Other Contexts
Chapter 8: School Development in South Carolina - Building Leadership Capacity for Evidence-Based School Development in South Carolina Schools
Introduction to the Chapter’s Purpose
South Carolina Policy Context
Limitations in Research Priorities: Accountability and the Role of Research and Evidence
Aim of the Two Initiatives: LEI and SITIS
Conceptual Model for the School Development Projects in South Carolina
Leadership and School Development Project 1: Lowcountry Educators Initiative (LEI)
LEI Participants
Implementation of the LEI
Findings: Participant Projects and Application of Place-Based Education
Leadership and School Development Project 2: School Improvement Through Improvement Science (SITIS)
SITIS Participants
Implementation of the SITIS
Recommendations for Practice
Leadership Support
Using the Local Context in Improving Practice
Valuing of Data
Recommendations for Policy
References
Chapter 9: The Swedish Context Bringing Support Structures to Scale: The Role of the State and School Districts
Introduction: Cooperation for Better Schools
The Policy Problem – According to the Government
The Government’s CBS Resolution as a Response
The Government’s “Theory of Action”: A Deliberative Response
In the Beginning: The Results of the Document Analyses
The Swedish Schools Inspectorate’s Oversight of the Schools
Summarizing Reflections
References
Chapter 10: The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia
Introduction
National Level School Improvement – The IDEAS and PALL Projects
IDEAS (Innovative Designs for Enhancing Achievements in Schools)
Principals as Literacy Leaders (PALL)
State/Regional Level School Improvement – MGSE Teacher Training and School Improvement Initiatives
Melbourne Graduate School of Education’s Master of Teaching
Science of Learning Partnership Schools Initiative
School Level Improvement: Evidence-Based Improvement in Two Schools
Hume Central Secondary College
Building Leadership Capacity
Redesigning the Organisation
Building Teacher Capacity to Improve Teaching
Support from External Experts and Agencies
Establishing a Performance and Development Culture
School Performance
Scoresby Secondary College
School Improvement Strategy
Setting New Direction
Teaching and Learning
Leadership and Professional Capacity Building
Focus on Student Needs
Findings
Discussion
References
Chapter 11: The German Context: School Turnaround in Ten Schools in Difficult Circumstances: The Need for Adaptive and Contextualized Approaches to Development and Change
Introduction
International Research on Key Characteristics and Initiatives to Improve Schools in Difficult Circumstances
The German Education Context
Adapting a School Turnaround Approach in the German Context
Theoretical and Methodological Approaches
Presentation of Findings
Leadership as a Key to Improvement
Development Requires Time
Development Requires Support
Improvement of the School’s Organisation and Student Outcomes
Discussion and Conclusion
References
Part IV: Conclusions and Looking Ahead
Chapter 12: Concluding Comments and Looking Ahead
References