Leading Elementary School Science Education: Theorizing Leadership as a System-Wide Distributed Phenomena

• In Event: Building Systems for Science Education

Abstract

Purpose
In this paper, we use a systemwide distributed leadership framework to theorize leadership for improving elementary science based on empirical evidence from 13 school districts.

Perspective
We use a multilevel distributed leadership framework that frames leadership as a systemwide phenomena stretched over: (a) teachers, students, and materials; (b) formal and informal school-based leadership (i.e., principals, coaches, and teachers); (c) educational systems (i.e., school districts); and (d) educational sectors (e.g., government agencies, support providers, and professional organizations) (Author). As distinct from system leadership, a multilevel distributed framework focuses on how leading improvement in instruction within schools is embedded in relationships that extend beyond the school to the broader community and education system. These embedded relationships are critical to understanding how resources for elementary science teaching are accessed and activated (Author).

Modes of Inquiry
We use a comparative case study research design to explore leadership for elementary science education in 13 school districts in the U.S. engaged in elementary science reform.

Data/Analysis
Our analytical approach combined inductive and deductive coding, memo writing, and use of comparative analytic matrices (Miles et al., 2014). Our account is based on analysis of data from both district central office and schools, including:

• 112 interviews with central office staff and 55 interviews with formal and informal school leaders.
• Observations of 28 district-level routines in science (e.g., professional development, strategic planning meetings) and 22 school-level routines in science (e.g., professional development, team planning).
• Artifacts including documents detailing district and school goals, instructional visions, curriculum materials, and strategic plans.

Results
Based on our analysis and using a systemwide distributed leadership framing, we theorized leadership for elementary science as not only stretched over actors and artifacts in the schoolhouse but beyond to the education system and broader array of extra system actors in the environment. For purposes of this proposal, we highlight two key findings from this study.

1. Elementary science leadership as stretched across actors and artifacts: Most district central offices have a curriculum specialist or team of specialists leading science. In some districts, the specialist is a classroom teacher on special assignment or the district 'outsources' this leadership to regional educational providers. In some districts, elementary coaches work as liaisons between the central office and schools. Leaders engage together through routines such as professional learning, strategic planning meetings, curriculum adoption meetings, data use meetings, and others.

2. Systemwide leadership and continuous improvement. Districts differed in how they distributed elementary science leadership within and beyond the district. This distribution shaped the knowledge, expertise, and practices that enabled continuous learning and improvement in elementary science. In some cases, leadership was distributed in ways that promoted and accelerated learning and improvement.

Significance
This paper contributes to understanding educational systems by exploring the interrelationships among different sources of educational leadership operating at various levels, from classrooms, to schools and beyond, to educational systems.

Authors

• Angela Lyle, University of Michigan
  Presenting Author

• James P. Spillane, Northwestern University
  Non-Presenting Author

• Christa Haverly, Northwestern University
  Presenting Author