Staff and students in three California schools describe collaboration among leaders, teachers and students as improving buy-in and creating student leadership opportunities¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Data-use processes designed to include teacher and student perspectives fostered investment in climate improvement and developed student leadership. → Klevan 2024

Evidence¶

Klevan 2024¶

Klevan, S., Leung-Gagné, M., & Nakajima, T. M. (2024). Using data to improve school climate: Insights from three California schools. Learning Policy Institute. https://doi.org/10.54300/918.411

q2 · i? · qualitative · r?

Cross-case qualitative finding from interviews and focus groups with staff and students across the three schools. The report states these processes "sends a clear message to educators and students that their perspectives matter to school leadership."

"Collaboration among school leaders, teachers, and students improved buy-in, demonstrated administrator interest in educator and student perspectives, and created leadership opportunities for students. In addition to the explicit purpose of making data-informed decisions, many of the processes that schools used to engage with their data are designed to include teacher and student perspectives."

Discussion¶

Related Claims¶

• Four implementation themes emerged from UK process evaluations: intervention format, policy consistency, staff buy-in, and perceived effectiveness — 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
• The FACE Collaborative fostered collaborative leadership behaviors including mutual support, resource sharing, expert learning, and partnership building — related
• Improvement teams with representation from teachers, principals, and district leadership gained broader buy-in than teams missing any level — a broader claim this one bears on
• The value of the student-staff collaboration was explored from student, staff, and institutional perspectives, with benefits, limitations, and recommendations presented — related