Current Research on System-wide Instructional Renewal in School Districts

Here, our work focuses on the dynamics of instructional leadership exercised in and by school districts that are seeking through partnerships with external support organizations to revitalize the quality of teaching and learning across schools within the system. Related theoretical work attempts to define and sharpen the way sociocultural and organizational learning theories help to explain district efforts to guide and support instructional renewal. In the past two years, the Center's investigations of instructional renewal in school districts has concentrated on two strands:

District Instructional Leadership Capacity

Longitudinal investigation of partnerships between three school districts and the Center for Educational Leadership at the University of Washington looks at how school districts can increase their capacity to exercise system-wide instructional leadership to revitalize the quality of teaching and learning across schools within the system. The following publications - also available in the Center for Educational Leadership website - present emerging results from this line of work:


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Theoretical Development: The Relationship between Reform and System Learning

With support from the Spencer Foundation, Center members and collaborating researchers aim to define and sharpen the way sociocultural and organizational learning theories help to explain district efforts to guide and support instructional renewal. The following occasional papers, recently published in revised form in a special issue of the American Journal of Education (August, 2008) capture our work to date.


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