Denver Public Schools–University of Denver: Research-Practice Partnership and the Improvement Leadership Education and Development (iLEAD) Developmental Progressions

• In Event: Bridging Institutional Divides for Continuous Improvement: The Improvement Leadership Education and Development (iLEAD) Network

Abstract

The Educational Leadership and Policy Studies (ELPS) at the University of Denver (DU) and Denver Public Schools (DPS) are engaged in a Research-Practice Partnership to support leadership teams in DPS schools in priority improvement/turnaround status utilize Improvement Science to accelerate improvement efforts leading to increased outcomes for students. This partnership program was designed to help with two ongoing problems of practice (a) implementation of improvement strategies and (b) innovation “in a disciplined way to make sure that new innovations really help improvements” (District leader interview, Summer 2018). Both the university and district are committed to improvement work that helps leaders move from reactionary, quick fixes to more generative responses that address the underlying systems or move the organization towards systems thinking.

Research has identified many competencies for leaders capable of leading significant change and improvement: self- awareness, resiliency, distributive leadership, systems thinking, results orientation, analytical thinking, complex problem solving, relationship orientation, action orientation, situational awareness, and critical thinking. (Leithwood, K., Harris, Al, & Strauss, 2010; Mette, 2012). Steiner & Hassel (2011) describe competencies as the “underlying motives and habits – patterns of thinking, feeling, acting, and speaking”. An integration of design thinking and improvement science offers a methodology and integrated strategic and analytic approach to develop problem solving patterns of thinking and action for schools. Both institutions are committed to this approach and their goal of coherence across institutions requires collaboration and critical inquiry to the practices in preparation and practice.

The iLEAD Developmental Progressions provide a conceptual framework to both critically reflect on actions and develop actions plans to move implementation from exploration to sustainability across the partnership. Throughout their work with iLEAD, DPS and DU have always collaborated on the completion of the documentation of progress and ratings on the Developmental Progressions. These conversations have resulted in great learning about separate and collective work and contexts by reviewing the IHE to LEA to Partnership progressions. During these conversations, they discovered that the areas across the separate progressions could be clustered together into broader components. They began a process to cluster the areas into three components: Vision, Strategy & Culture; Systems & Structures and Professional Learning. They created a new template and clustered the areas under these broad components. Reviewing work this way has fostered rich conversations both about the Developmental Progressions and ways that they can continue to improve respective practices and the partnership. The poster presents their application of improvement science and use of the Developmental Progressions

Author

• Susan Korach, University of Denver