Co-Constructing Improvement for Equity and Excellence: How an Adaptive Assistance Partner Supports Low-Performing Schools

• In Event: 35.077 - MTCC Roundtable Session 13
  In Roundtable Session: 35.077-6 - Iteration, Integrity, and School Improvement

Abstract

To better understand how support providers collaborate with low-performing schools for continuous learning, this paper presents an ethnographic case study of on an external “adaptive assistance partner” (AAP) with an equity agenda. Findings highlight the successes as well the challenges AAP encountered as they attempted to: build capacity through co-construction; create shared sensemaking and visioning; cultivate reflective processes; and facilitate assets-based learning approaches. By elaborating and examining organizational learning at the micro-level between AAPs and schools as well as within the AAP itself, this study extends the field’s understanding of the organizational processes, policy conditions, and tools that support continuous improvement efforts. It also highlights the tensions and challenges of supporting schools for improving learning and equity.

Author

• Vicki Park, San Diego State University