Purposeful school partnerships, particularly among two or more schools located in the same building, spurred collaboration when leaders were invested in all students in the building¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Establishing purposeful school partnerships, particularly among co-located schools, spurred collaboration when leaders were invested in all students in the building, not just those from their own schools. → Moira McCullough 2015

Evidence¶

Moira McCullough 2015¶

Moira McCullough, Luke Heinkel, Betsy Keating. (2015). Seeking Common Ground: Early Lessons in District-Charter School Collaboration. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/seeking-common-ground-early-lessons-in-districtcharter-school-collaboration

q2 · i? · qualitative · r?

Qualitative implementation analysis based on semistructured interviews with central office administrators and school principals, teacher focus groups, and observations across multiple district-charter collaboration grant sites. The report reports that "spurred collaboration when leaders were invested in all students in the building."

"Establishing purposeful school partnerships, particularly among two or more schools located in the same building, spurred collaboration when leaders were invested in all students in the building, not just those from their own schools."

Discussion¶

Related Claims¶

• School co-locations or partnerships, aspiring-leader programs, and shared Common Core preparation are the most promising avenues for cross-sector collaboration — related
• Cross-sector collaboration is less widespread among school leaders than central office administrators but is particularly strong among participants in grant-funded intensive leadership training or principal residency programs — related
• Relational trust and rapid-response adaptation help research-practice partnerships survive acute disruption — related
• Interviews with 13 education leaders from Kentucky and California, two states with contrasting teacher-evaluation approaches, provided the data for the collaborative grounded theory analysis — related
• State administrators stress building trust with schools and districts as a foundation for supportive school improvement relationships — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related
• Cross-sector education partnerships that overcome common challenges are characterized by shared goals, mutually reinforcing activities, and effective communication — a broader claim this one bears on