Developing Arizona Turnaround Leaders to Build High-Capacity Schools in the Midst of Accountability Pressures and Changing Demographics

Today's accountability policies and changing demographics have created conditions in which leaders must rapidly build school capacity and improve outcomes in culturally diverse schools. This article presents findings from a mixed-methods evaluation of an Arizona Turnaround Leadership Developmen...

Full description

Saved in:
Bibliographic Details
Published in:Leadership and policy in schools 2014-01, Vol.13 (1), p.28-60
Main Authors: Ylimaki, Rose M., Brunderman, Lynnette, Bennett, Jeffrey V., Dugan, Thad
Format: Article
Language:English
Subjects:
Accountability
Administrator Effectiveness
Arizona
Capacity Building
Coaching (Performance)
Comparative Analysis
Cultural Awareness
Cultural Pluralism
Culturally Relevant Education
Curriculum
Demographics
Hispanic American Students
Illinois
Knowledge
Leadership
Leadership Training
Literacy
Massachusetts
Mixed Methods Research
Organizational Change
Program Evaluation
School Community Relationship
School Districts
School Turnaround
Student Evaluation
Teacher Effectiveness
Virginia
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Today's accountability policies and changing demographics have created conditions in which leaders must rapidly build school capacity and improve outcomes in culturally diverse schools. This article presents findings from a mixed-methods evaluation of an Arizona Turnaround Leadership Development Project. The project drew on studies of turnaround leadership, capacity, and turnaround leadership development projects. Leadership teams attended institutes and regional coaching sessions focused on assessment literacy, curriculum, culturally responsive practices, organizational redesign, and community relationships. Results indicated gains in turnaround leadership knowledge and the importance of district support, full participation, and relationships with culturally diverse community members.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2014.884226