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ERIC Number: ED638972
Record Type: Non-Journal
Publication Date: 2023
Pages: 141
Abstractor: As Provided
ISBN: 979-8-3803-0731-4
ISSN: N/A
EISSN: N/A
Available Date: N/A
Implementing School Autonomy in a Medium-Sized Urban School District: The Potential of Principals' Networks for Increasing Capacity and Effectiveness
Melissa A. Spash
ProQuest LLC, Ed.D. Dissertation, Northeastern University
In an environment of increased accountability and autonomy for school leaders, insufficient assistance relationships between school leaders and district staff hinder the ability of principals to utilize autonomy in ways that translate to improved instruction and student performance. This study sought to examine and strengthen the assistance principals receive to ensure they have the capacity to use autonomy effectively when leading schools in a mid-sized urban district in Massachusetts. Participants and data collected in Cycle 1 consisted of interviews with principals and stakeholders to understand their perspectives on school leader autonomy and central office-provided supports. Action steps were designed, implemented, and evaluated in Cycle 2 to determine if collaboration among school leaders was an effective form of assistance for principals in helping them to utilize their autonomies to improve the performance of their schools. Collaborative learning studios were delivered for early childhood and elementary principals and two to three members of their school teams. Sessions were facilitated by an external partner who was well-known and trusted by participants. Studios focused on current challenges leaders were experiencing related to their curriculum and instruction autonomies. Evaluating the results of the Action Research study included a thorough assessment of predefined learning outcomes. Participants, peer stakeholders, and various collaborators provided critical feedback that assisted in the evaluation process. The study concluded that principal networking and collaborative learning are effective ways to increase supports for principals in using their autonomy. Implications for the organization included recommendations to continue and expand collaborative learning studios in the upcoming school year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A
Author Affiliations: N/A