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Compassionate Leadership: Nurturing Teacher and Student Voice in Urban Schools

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Title: Compassionate Leadership: Nurturing Teacher and Student Voice in Urban Schools
Language: English
Authors: Elizabeth C. Reilly (ORCID 0000-0003-3361-3615)
Source: Impacting Education: Journal on Transforming Professional Practice. 2026 11(1):1-10.
Availability: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Leadership Styles, Teacher Administrator Relationship, Urban Schools, Student Participation, Doctoral Students, Communities of Practice, Education Majors, Educational Improvement, Social Networks, Teacher Participation, Educational Administration, Equal Education, Racism
Geographic Terms: California (Los Angeles)
ISSN: 2472-5889
Abstract: This investigation explored the use of Improvement Science (IS) and Networked Improvement Communities (NICs) with doctoral students enrolled in a CPED-influenced EdD program in a large urban region of the Western United States. The two NICs highlighted in this paper focus on using IS protocols to support educational leaders in cultivating compassionate leadership by nurturing teacher and student voice in their urban schools. Equitable schools require the dedicated and focused efforts of all in the school constellation. IS and NICs invite school leaders and their communities, as well as higher education faculty and their students, to engage together in meaningful ways with challenges in the real world of schools. Improvement Science projects that directly address anti-racism and equity can move us from caring about to caring authentically for our schools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495950
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Impacting+Education%3A+Journal+on+Transforming+Professional+Practice%22"><i>Impacting Education: Journal on Transforming Professional Practice</i></searchLink>. 2026 11(1):1-10.
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  Data: University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
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  Data: This investigation explored the use of Improvement Science (IS) and Networked Improvement Communities (NICs) with doctoral students enrolled in a CPED-influenced EdD program in a large urban region of the Western United States. The two NICs highlighted in this paper focus on using IS protocols to support educational leaders in cultivating compassionate leadership by nurturing teacher and student voice in their urban schools. Equitable schools require the dedicated and focused efforts of all in the school constellation. IS and NICs invite school leaders and their communities, as well as higher education faculty and their students, to engage together in meaningful ways with challenges in the real world of schools. Improvement Science projects that directly address anti-racism and equity can move us from caring about to caring authentically for our schools.
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      – Text: English
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      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Urban Schools
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      – SubjectFull: Student Participation
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Education Majors
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      – SubjectFull: Social Networks
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      – SubjectFull: Teacher Participation
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      – SubjectFull: Educational Administration
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      – SubjectFull: Equal Education
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      – SubjectFull: Racism
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      – SubjectFull: California (Los Angeles)
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