Organizing Districts' Systems of Supports: Using Theories of Action

• In Event: Structures, Systems, and Practices of Districts

Abstract

Urban school districts’ central office is an essential component of systemic change. This cross-case study examines the development and implementation of two school districts’ theories of actions for supporting systemic improvement in elementary mathematics instruction. Relying on both organizational and sociocultural learning theory perspectives, we connect the environmental and learning aspects of the school-wide instructional reform. We found that the differences in the Theories of Action adopted by each district resulted in particular affordances and constraints that influenced individual and organizational learning and improvement. These findings add to the field’s understanding of how districts can take ownership of instructional reforms and adapt them to their unique needs and resources.

Authors

• Jessica Rigby, University of Washington

• Elham Kazemi, University of Washington

• Stephanie Forman, University of Washington - Seattle

• Alison Fox, University of Washington - Seattle