Transformation of School Leaders' Understandings and Practices of Change Leadership, Deeper Learning and Equity through Participation in a Leadership Academy
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| Title: | Transformation of School Leaders' Understandings and Practices of Change Leadership, Deeper Learning and Equity through Participation in a Leadership Academy |
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| Language: | English |
| Authors: | Regina R. Umpstead (ORCID |
| Source: | Journal of Educational Administration. 2024 62(1):57-72. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | 21st Century Skills, Public Schools, Elementary Secondary Education, Professional Development, Leadership Training, Equal Education, Teacher Leadership, Principals, Educational Improvement, Holistic Approach, Educational Cooperation |
| DOI: | 10.1108/JEA-03-2023-0050 |
| ISSN: | 0957-8234 1758-7395 |
| Abstract: | Purpose: The authors of this study examined how four leadership teams participating in a year-long deeper learning leadership academy understood and adapted key practices for change leadership, deeper learning and equity in their PK-12 schools. Design/methodology/approach: This multiple-site case study used interviews, observations and documents to investigate how four school leadership teams developed deeper learning initiatives in their schools. Findings: This study highlights how participants recast the leadership academy's three pillars (change leadership, deeper learning and equity) as they engaged in educational reform for ambitious teaching and learning in their own contexts. Three themes emerged: transforming the culture, teaching the whole child and restructuring for collaboration. Overall, the authors found that district leaders must be fully committed to deeper learning for the culture to truly be transformed in schools under their purview. Originality/value: This article contributes to the literature on supporting school leaders to enact equity-centered deeper learning initiatives using robust professional development. It is useful for understanding key deeper learning strategies and designing future training. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405647 |
| Database: | ERIC |
| Abstract: | Purpose: The authors of this study examined how four leadership teams participating in a year-long deeper learning leadership academy understood and adapted key practices for change leadership, deeper learning and equity in their PK-12 schools. Design/methodology/approach: This multiple-site case study used interviews, observations and documents to investigate how four school leadership teams developed deeper learning initiatives in their schools. Findings: This study highlights how participants recast the leadership academy's three pillars (change leadership, deeper learning and equity) as they engaged in educational reform for ambitious teaching and learning in their own contexts. Three themes emerged: transforming the culture, teaching the whole child and restructuring for collaboration. Overall, the authors found that district leaders must be fully committed to deeper learning for the culture to truly be transformed in schools under their purview. Originality/value: This article contributes to the literature on supporting school leaders to enact equity-centered deeper learning initiatives using robust professional development. It is useful for understanding key deeper learning strategies and designing future training. |
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| ISSN: | 0957-8234 1758-7395 |
| DOI: | 10.1108/JEA-03-2023-0050 |
