Growing Leaders through a Powerful Partnership
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| Title: | Growing Leaders through a Powerful Partnership |
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| Language: | English |
| Authors: | Ben White, Brenda Mendiola, Yvette Bynum, William Bergeron |
| Source: | Alabama Journal of Educational Leadership. 2025 12:64-73. |
| Availability: | Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://www.icpel.org/state-affiliate-journals.html |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | College School Cooperation, Partnerships in Education, Principals, Instructional Leadership, Communities of Practice, Program Evaluation, Program Improvement, Career Pathways, Assistant Principals, Research Universities, Elementary Secondary Education, Leadership Training, Administrator Education |
| Geographic Terms: | Alabama |
| ISSN: | 2473-8115 |
| Abstract: | This study evaluates an enduring university-school district partnership, the Future Instructional Leader Academy (FILA), through the Learning Partnership Communities of Practice (LPCP) model. Initiated in 2017 by an innovative superintendent, FILA was designed to cultivate growth among aspiring leaders, ensuring a robust principal pipeline. This proactive approach to navigating challenges in leadership succession and retention highlights the critical role of strong university-district collaboration. This paper examines how FILA reflects the LPCP model's essential components: relational factors, operational processes, and organizational structures. Findings reveal robust relational factors, including deep trust and open communication between the university and district, which proved pivotal in navigating the unprecedented challenges of the COVID-19 pandemic. Strong operational measures, such as dedicated personnel and strategic resource allocation, have sustained the initiative. While excelling in relational and operational aspects, the partnership demonstrated growth potential. Formalizing structures like a Memorandum of Understanding and creating an advisory council are two opportunities for growth. This reflection underscores how even successful collaborations can continuously evolve and strengthen to ensure long-term sustainability beyond current leadership. The FILA partnership serves as a compelling example of a transformative collaboration, demonstrating mutual benefits for both entities--equipping K-12 systems with highly prepared leaders and enriching university programs with real-world insights, ultimately cultivating systemic growth in leadership and educational outcomes. This research offers valuable insights for others seeking to establish resilient and impactful K-12 university partnerships. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493259 |
| Database: | ERIC |
| Abstract: | This study evaluates an enduring university-school district partnership, the Future Instructional Leader Academy (FILA), through the Learning Partnership Communities of Practice (LPCP) model. Initiated in 2017 by an innovative superintendent, FILA was designed to cultivate growth among aspiring leaders, ensuring a robust principal pipeline. This proactive approach to navigating challenges in leadership succession and retention highlights the critical role of strong university-district collaboration. This paper examines how FILA reflects the LPCP model's essential components: relational factors, operational processes, and organizational structures. Findings reveal robust relational factors, including deep trust and open communication between the university and district, which proved pivotal in navigating the unprecedented challenges of the COVID-19 pandemic. Strong operational measures, such as dedicated personnel and strategic resource allocation, have sustained the initiative. While excelling in relational and operational aspects, the partnership demonstrated growth potential. Formalizing structures like a Memorandum of Understanding and creating an advisory council are two opportunities for growth. This reflection underscores how even successful collaborations can continuously evolve and strengthen to ensure long-term sustainability beyond current leadership. The FILA partnership serves as a compelling example of a transformative collaboration, demonstrating mutual benefits for both entities--equipping K-12 systems with highly prepared leaders and enriching university programs with real-world insights, ultimately cultivating systemic growth in leadership and educational outcomes. This research offers valuable insights for others seeking to establish resilient and impactful K-12 university partnerships. |
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| ISSN: | 2473-8115 |
