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Beyond University-District Partnership: Co-Constructed Program Curriculum

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Abstract:

School leadership is the second most important factor in raising student achievement behind classroom instruction and is even greater in schools that enroll high percentages of low-income students and students of color (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Building on the momentum of an agreement between a large urban district, the union, and the local community to create new innovative public schools, a group of stakeholders next set their sights on cultivating the leadership pipeline for these new schools. Through a collaborative process, stakeholders are designing a school-based apprenticeship program for training and credentialing innovative urban school leaders. Their model is an established program in another city that has been successfully operating for over nine years.

The program partners, which include district, union, community, and university representatives, were united by a belief that the residency model was the right way to nurture a new generation of educational leaders. Rather than exporting the program as is, the organization that runs the existing program (with a university partner) committed to co-constructing the curriculum in partnership. This allowed the new program to be tailored to the specific local needs and context while still meeting the qualities of exemplary principal preparation programs (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007). In this paper, collaborators reflect on this process with particular attention to the value added by the full-partnership of community advocacy organizations. The results include a curriculum framed by the overarching theme of social justice and a community-driven vision for local schools.
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378486_index.html
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MLA Citation:

Anderson, Meg., Bonkovsky, Rachel., Vasquez, Dania., Gagnon, Laurie. and Jones, Albert. "Beyond University-District Partnership: Co-Constructed Program Curriculum" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378486_index.html>

APA Citation:

Anderson, M. , Bonkovsky, R. , Vasquez, D. , Gagnon, L. and Jones, A. "Beyond University-District Partnership: Co-Constructed Program Curriculum" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378486_index.html

Publication Type: Symposium Paper
Abstract: School leadership is the second most important factor in raising student achievement behind classroom instruction and is even greater in schools that enroll high percentages of low-income students and students of color (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Building on the momentum of an agreement between a large urban district, the union, and the local community to create new innovative public schools, a group of stakeholders next set their sights on cultivating the leadership pipeline for these new schools. Through a collaborative process, stakeholders are designing a school-based apprenticeship program for training and credentialing innovative urban school leaders. Their model is an established program in another city that has been successfully operating for over nine years.

The program partners, which include district, union, community, and university representatives, were united by a belief that the residency model was the right way to nurture a new generation of educational leaders. Rather than exporting the program as is, the organization that runs the existing program (with a university partner) committed to co-constructing the curriculum in partnership. This allowed the new program to be tailored to the specific local needs and context while still meeting the qualities of exemplary principal preparation programs (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007). In this paper, collaborators reflect on this process with particular attention to the value added by the full-partnership of community advocacy organizations. The results include a curriculum framed by the overarching theme of social justice and a community-driven vision for local schools.


Similar Titles:
Building University-district Partnerships: A Comprehensive Redesign of the EdD program in a Southwestern state

Building Bridges Between Knowledge and Practice: A Case Study on The Development of a University-School District Leadership Preparation Program Partnership

Collaboratively Preparing Leaders Focused on Quality Experiences: A School District-University Partnership Pilot Internship Program’s Results

Mandated University-District Partnerships: Strategy for Innovative Change or Intentional Dismantling of Programs?

The Micropolitics of University-School District Partnerships: Case Study of an Onsite Graduate Program in a Rural Community of Color


 
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