An Examination of Teacher Leadership and How It Promotes Organizational Learning in Urban Turnaround Schools

• In Event: 35.073 - Principal, Teacher, and Student Perspectives on School Turnaround Implementation

Abstract

Using organizational learning theory, this study seeks to understand the ways in which teacher leadership builds organizational learning in turnaround schools. An embedded case study approach compared two turnaround schools within one urban district through interviews with eleven teacher leaders.
An organizational learning rubric comprised of six indicators from the work of Garvin (1993) and Crossen, Lane and White (1999), was used to investigate the cultures that existed within both schools. Data analysis revealed six structural elements that impacted the learning process at both schools, and neither was found to be a true learning organization. This rubric was found to be an effective tool for assessing and evaluating organizational learning in turnaround schools.

Authors

• Katherine Petta, Boston Public Schools

• Jack Leonard, University of Massachusetts - Boston