Interdependence and Reciprocity: Partnership Ethos at the University of Denver

Abstract

Research indicates that preparation programs featuring partnerships between universities and districts have a greater impact on career advancement of graduates than more conventional university-based programs. The University of Denver's (DU) Ritchie Program for School Leaders has been identified as a "model" of universitydistrict collaboration. This partnership program between DU and Denver Public Schools to develop transformative and courageous leaders launched a partnership ethos that defines the Educational Leadership and Policy Studies (ELPS) department. Since that time, ELPS partnerships have expanded and evolved. In this article, we share the complex and dynamic nature of ELPS' partnership ethos.

A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships

“…Although governed by state licensure and national mandates, district-university partnerships are typically situated at different levels of the education system with their own structures of power and authority (Woulfin & Kruse, 2018). The work of partnerships in the field is typically characterized by the expertise of the partners and their natural predilection to frame problems and seek solutions in collaboration with one another (Elmore, 2004;Korach et al, 2019). Leithwood et al (2020) further warrant the importance of sustaining collaborative relationships in preparing aspiring candidates for the contextually specific demands of the principalship.…”

“…Data were analyzed to derive themes, their implications, and lessons learned. Data analysis involved coding of themes (e.g., Creswell & Poth, 2017) using deductive codes derived from the research questions and the literature from existing district-university partnerships (e.g., Korach et al, 2019;Sanzo, 2014) and inductive codes arising from transcript analysis, as checked for agreement among the raters. For example, the deductive coding related to how district-university partnerships can be sustained over time, why they survive, and how the preparation of qualified principals can happen on a large scale.…”

“…Trust and collaboration matter in the ongoing work of PPPs. Considerable evidence exists as to why this is so (e.g., Chapman & Fullan, 2007;Connelly et al, 2018;Korach et al, 2019;Tschannen-Moran, 2014;Reid, 2020). However, knowing when and how to develop a culture of trust and collaboration tended to challenge the work of the partnership, particularly at the initiation of the PPP.…”

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

“…For example, Orr and Barber's (2007) study showed that urban and rural programs implementing university-district partnerships had both greater preprogram and postprogram levels of commitment. These findings are further reinforced by Korach et al (2019) who argue that university-district partnerships form a "shared vision of preparing leaders to disrupt the status quo and the authority to create the structures and systems to support [this] vision . .…”

“….” (p. 46). By coconstructing, leadership districts share current practice and build contextual understanding while universities ensure “theoretical and conceptual anchors” to promote critical thinking (Korach et al, 2019, p. 2). Finally, Cosner et al (2015) demonstrate that, over time, a quality leadership pipeline can be built by providing a uniquely prepared workforce.…”