Diagnosis and Design for School Improvement: Using a Distributed Perspective to Lead and Manage Change

Spillane, James P.; Coldren, Amy Franz

doi:10.12698/cpre.diagnosisanddesignbk

Cited by 58 publications

(64 citation statements)

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“…Another way to consider this is that accountability policies expect schools, or school leaders, to be able to diagnose the nature or cause of problems within their local conditions and to make a prognosis that includes setting goals and developing strategies for remedying problems that have been identified (Benford & Snow, 2000;Spillane & Coldren, 2011).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…As a result, the work of diagnosing problems related to student learning or school performance may not be straightforward (Peurach, 2011;Spillane & Coldren, 2011). Further, "problems do not exist as social fact awaiting discovery" (Coburn, 2006, p. 343).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Rather, problems are constructed by school leaders and support providers charged with helping schools improve. Constructing problems, or as policy scholars have referred to it as problem framing happens as school leaders and support providers interpret and attend to certain aspects of their social world, while they ignore others (Coburn, 2006;Spillane & Coldren, 2011;Spillane & Miele, 2007;Weiss, 1989). The process of framing a problem assigns responsibility and creates a rationale for certain strategies over others (Coburn, 2006).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…One explanation for this is that the policies expect all schools to meet the same standards for school performance without really translating what capabilities must be developed or what kinds of changes to organizational conditions would be necessary in order to satisfy what policies demand (Finnigan and Daly, 2012;Massell & Goertz, 2005;O'Day, 2002). This leaves the work of diagnosing problems and designing solutions to those working in and with schools (Spillane & Coldren, 2011). Much of the research was based on economic methods and concluded that there was variability in outcomes, but the studies did not investigate practice, or the interactions among educators as they constructed problems and created solutions (Coburn, 2006), which meant it was difficult to discern how practices varied within schools and what mechanisms promoted or inhibited changes in educators' practices.…”

Section: Introductionmentioning

confidence: 99%

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Relations between accountability and improvement strategies in New York City’s Children First Networks

McMahon¹

2017

EPAA

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Federal school accountability policies like No Child Left Behind were based on a logic that measuring school performance and making the results public through tools like school report cards would incentivize educators to create strategies for improving school quality. Yet, most schools needed more than incentives to be able to design improvement strategies that would lead to all students becoming proficient in standard subjects like math and ELA. As a result, states and school districts implemented an infrastructure of supports. To date, there is little research that considers how support providers use accountability tools to diagnose problems and design targeted improvement strategies. Without better knowledge of how schools and providers commit to particular improvement strategies, it is difficult to determine whether we need better school report cards or strategies, or both to improve school quality. This study aims to address this gap by examining how four Children First Networks in New York City used accountability metrics to develop targeted improvement strategies, which led to distinctly different improvement strategies. The article closes with implications for policy. Keywords: Accountability; improvement; school support Relaciones entre la rendición de cuentas y las prácticas para mejorar las escuelas en Children First Networks de Nueva YorkEducation Policy Analysis Archives Vol. 25 No. 122 2 Resumen: En el Child Left Behind se basó en la lógica que midió el rendimiento de la escuela y haciendo los resultados publicados a través de herramientas como las tarjetas de presentación de la escuela, animaría a los educadores a crear estrategias para la escuela de la calidad de la escuela. Además, las estaciones necesarias más de los incentivos para ser capaces de diseñar las mejoras de las estrategias que se espera a todos los estudiantes que se aprueban en el estándar como una clase. Los resultados, los estados y la escuela destructiva se han implementado en una infraestructura de apoyo. Para la fecha, hay poca investigación que considera cómo los proveedores de servicios utilizan las herramientas de responsabilidad para los diagnósticos de problemas y el diseño de las mejoras de las necesidades. Si no se sabe mejor cómo las escuelas y los proveedores de un compromiso para las mejoras de rendimiento especiales, es difícil determinar si necesitamos una mejor escolaridad de las tarjetas o las estrategias, o bien a la escuela de calidad. Este estudio se centra en la dirección de esta brecha por el examen de cuatro Children First Networks de Nueva York utilizado para medir las respuestas de rendimiento de las ciudades, que le permiten diferenciar diferencias de mejora. El artículo de los alrededores con las consecuencias para la política. Keywords: Accountability; mejoras; escuelas; Nueva York Relacionamentos entre prestação de contas e práticas para melhorar as escolas da Children First Networks em Nova York Resumo: As políticas federais de prestação de contas da escola, como No Child Left Behind, f...

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Relations between accountability and improvement strategies in New York City’s Children First Networks

McMahon¹

2017

EPAA

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“…Consider by way of example the Writing Folder Review Routine at Hillside Elementary in Chicago [55,56]. This organizational routine, designed to improve the quality of writing instruction at Hillside, involved a monthly review of students' writing folders.…”

Section: Administrative Practice and Instructional Practice Relationsmentioning

confidence: 99%

Leadership and Learning: Conceptualizing Relations between School Administrative Practice and Instructional Practice

Spillane

2015

Societies

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Abstract:In this paper I argue that one problem we face in understanding relations between school leadership and student learning is that core constructs in our work are often variably and weakly defined. Loose constructs pose problems because they contribute to fuzzy research, especially if constructs such as school leadership, management, or even instruction are weakly (or never explicitly) defined and operationalized. Fuzzy conceptualization makes comparing across studies, essential to the development of a robust empirical knowledge base, difficult if not impossible. Arguing that a critical but often overlooked challenge in studying relations between school administration and student learning is conceptual in nature, I begin by conceptualizing school administration and instruction from what I refer to as a distributed perspective, using theoretical work in distributed and situated cognition, activity theory, and micro sociology. I show how conceptualizing phenomena under study in particular ways shapes how we might frame and hypothesize relations among these phenomena. I contrast a distributed conceptualization with more conventional, individually focused conceptualizations of both phenomena. I then consider the entailments of my conceptualization of the two core phenomena for framing relations between them.

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Leading With Consistency

Hargreaves¹,

Lowenhaupt²

2017

The Wiley International Handbook of Educational Leadership

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Diagnosis and Design for School Improvement: Using a Distributed Perspective to Lead and Manage Change

Cited by 58 publications

References 0 publications

Relations between accountability and improvement strategies in New York City’s Children First Networks

Relations between accountability and improvement strategies in New York City’s Children First Networks

Leadership and Learning: Conceptualizing Relations between School Administrative Practice and Instructional Practice

Leading With Consistency

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