Turning Around Low-Performing Schools With the Support From External Technical Assistance Providers: Lessons From a University–School Partnership

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-6 - Transformation Leadership and Data Usage in High-Needs Schools

Abstract

This study highlights the importance of support for school leaders who face increasingly complex and intensified demands to turn around low-performing schools. As part of an ongoing partnership between a university-based technical assistance team and a local school district, this paper examines the technical assistance activities enacted to support an elementary school leader at one, underperforming, urban elementary school. Using an action research design, this study provides important insights and lessons about the match between the overall framework and design of technical assistance with the unique school context and improvement priorities to ensure that school leaders build the capacity to successfully lead change and highlights a number of important issues related to issues of equity and access in school turnaround initiatives.

Authors

• Cori A. Groth, University of Utah

• Ashley McKinney, University of Utah

• Andrea K. Rorrer, University of Utah