Partner success varies substantially between schools based on teacher and administrator willingness to collaborate¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Partners' accomplishments differ meaningfully across schools within the same network, depending on local educators' receptiveness to working with external agents and implementing their ideas. → Fred M. Newmann 2000

Evidence¶

Fred M. Newmann 2000¶

Fred M. Newmann, Karin Sconzert. (2000). School Improvement with External Partners. Consortium on Chicago School Research. https://ccsr.uchicago.edu/sites/default/files/publications/ExternalPartners.pdf

q2 · i? · qualitative · r2

Finding from the comparative case study of 18 schools across nine networks, where each network included one school selected for high potential to benefit and one with more uncertain potential. Qualitative evidence across schools within the same network showed differential uptake of partner programs.

"Moreover, partners’ success varies substantially between schools, according to teachers’ and administrators’ willingness to work with them and imple- ment their ideas."

Discussion¶

Related Claims¶

• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related
• Improving schools secured external resources aligned with a development agenda and employed them strategically, and cultivated strong distributive leadership with a make-or-break principal role — related
• High-stakes testing pushed some Chicago schools toward test preparation and away from partners' long-term instructional improvement efforts — related
• In selected Chicago schools, external partners sparked documented improvements in instruction, parent involvement, or school climate — related
• Principals in implementation networks reported moderate school improvement from working with external partners and other network schools, attributed largely to teacher collaboration — related
• External partners' influence is necessarily limited by their minor role in schools' attention and activity — related
• Principals in improving schools actively reach out to teachers, parents, and community leaders and coordinate programs strategically — related