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

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)28-60
Number of pages33
JournalLeadership and Policy in Schools
Volume13
Issue number1
DOIs
StatePublished - 2014

Fingerprint

leadership
leader
responsibility
school
development project
coaching
community
literacy
Demographics
Accountability
district
curriculum
participation
evaluation
Leadership development
Development projects
Organizational practices
Redesign
Coaching
Evaluation

ASJC Scopus subject areas

  • Education
  • Strategy and Management

Cite this

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