Strengthening a School-Based Leadership Cross-Boundary Team Through Sharing, Leveraging, and Integrating Knowledge Diversity

• In Event: Transformational Leadership: Equity, Community, and Politics

Abstract

Our schools become more divergent, and scholarship stresses school-based leadership teams (SLT) as a central place for inclusion and integration of these growing different lines of diversity. Accordingly, cross-boundary teaming—where members share, leverage, and integrate divergent knowledge derived from the different functional/demographic backgrounds to resolve shared tasks and problems—becomes important to SLTs. Yet, few studies focus directly on SLTs’ cross-boundary teaming. Therefore, for this research, we explored one SLT’s cross-boundary teaming practice in depth by using Edmondson and Harvey’s (2018) model. The findings include (a) common types of challenging situations, wherein the SLT faced various knowledge boundaries, (b) team dynamics that the SLT engaged in to address these challenges, and (c) team context that influenced its cross-boundary teaming.

Authors

• Hyunjin Choi, Teachers College, Columbia University
  Presenting Author

• Eleanor E. Drago-Severson, Teachers College, Columbia University
  Presenting Author

• Victoria J. Marsick, Teachers College, Columbia University
  Presenting Author