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Teacher Perceptions of Leadership and Change in a Networked

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Ian Kelly

on 17 October 2016

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Transcript of Teacher Perceptions of Leadership and Change in a Networked

Teacher Perceptions of Leadership and Change in a Networked Improvement Community
Problem of Practice
Opportunity to Learn for Transient Student Population
Theory of Action
Winthrop Public Schools
Chelsea Public Schools
Malden Public Schools
Revere Public Schools
6831 Students
11 Schools
~ $90 million OB
$13,277 per pupil
6118 Students
9 Schools
~ $82 million OB
$13,533 per pupil
6535 Students
7 Schools
~ $90 million OB
$12,153 per pupil
1993 Students
4 Schools
~ $23 million OB
$11,569 per pupil
Networked Improvement Communities (Bryk, 2011)
So what?
Why is this relevant and worthy of inquiry?
Focused on a well-specified common aim;
Guided by a deep understanding of the problem, the system that produces it, and a shared working theory to improve it;
Disciplined by the methods of improvement research to develop, test, and refine interventions; and
Organized to accelerate interventions into the field and to effectively integrate them into varied educational contexts.
Across the five districts:
The 5 District Partnership (5DP)
How do administrators portray themselves as leaders?
What leadership behaviors do they enact and to what extent do they reflect their self-perceptions of leadership?
How do teachers perceive building/district leadership?
To what extent do teachers report understanding and implementation of 5DP goals and objectives?
To what extent do leadership behaviors reflect the self-perceptions of leaders and to what extent do these behaviors impact teacher reports of implementing the 5DP reform agenda?
Everett Public Schools
6,906 students
9 schools
$86.7 mill. OB
$12,261 per pupil
A United District Partnership

Research Team

Clear and consistent procedures for teamwork and research
Awareness of and check and balance system for bias
Accuracy and integrity in data collection, analysis, and reporting
Conceptual Framework
Networked Improvement Communities
Improvement Science
Organizational Learning
of Human Learning
Professional Learning Communities
Educational Leadership
“School clusters will become the driving force of progress and innovation.” (Massachusetts Business Alliance, 2014)
According to Bryk, Gomez and Grunow (2011), “Networks enable individuals from many different contexts to participate according to their interests and expertise while sustaining collective attention on progress toward common goals” (p. 6).
A PLC is “an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.”
- All Things PLC, 2014
DOI theory divides a group of potential adopters of an innovation into five different subgroups based on the likelihood that they will adopt the new innovation, and “researchers have found that people who adopt an innovation early have different characteristics than people who adopt and innovation later”
- BU School of Public Health, 2013).
Diffusion of Innovations
Using a framework similar to that of the W. Edwards Deming’s Plan-Do-Study-Act (PDSA) cycle (W. Edwards Deming Institute, 2014), Bryk (2009) suggests an “entrepreneurial approach to education R& D” and offers the Design, Educational Engineering, and Development (D-EE-D) infrastructure for attending to issues of evaluating new or innovative practices (p. 597).
Senge (2006) offers five basic disciplines to “building organizations that can truly ‘learn,’ that can continually enhance their capacity to realize their highest aspirations”
personal mastery
mental models
building a shared vision
team learning
and a fifth discipline – systems thinking.
It is this fifth discipline that Senge describes as the one that “continually reminds us that the whole can exceed the sum of its parts”

"Clearly, then, when we reject the traditional view of professional knowledge, recognizing that practitioners may become reflective practitioners in situations of uncertainty, instability, uniqueness, and conflict, we have recast the relationship between research and practice. For on this perspective, research is an activity of practitioners. It is triggered by features of the practice situation, undertaken on the spot, and immediately linked to action."
- Schon, 1983
"If you are going to reach large numbers, and if there is going to be any
of building in sustainability, you have to reach and empower peers."
- Fullan, 2011
Mixed Methods
in person interviews with district and building administrators
survey of teaching staff to gauge perceptions of leadership and change
Boston: ~ 54k
5DP: ~28k
Springfield: ~26k
Worcester: ~24k
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