Investigating How Participating in External Root Cause Analyses Improve Instructional Leadership Practices in Turnaround Schools

• In Event: Education Reform: An Ongoing Debate Toward Improving Educational Opportunities

Abstract

In this qualitative collective case study, we investigated how participating in external longitudinal root cause analyses (RCAs) contributed to the enhancement of instructional leadership practices of the leadership teams in three turnaround elementary schools in Texas. We participated with an external team of expert professors in conducting the three rounds of RCAs in 2016, 2018 and 2019. We were able to collect direct data through our participation in the RCA process and indirect data through the analyses of different documents. Findings indicated gradual improvements observed in the leadership instructional practices. Notably, there was evidence observed in practices associated with visionary leadership and unity of purpose before those observed in school instruction and learning community.

Authors

• Hamada Ahmed Fahmy Elfarargy, Texas A&M University - College Station

• Beverly J. Irby, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station

• Matthew James Etchells, Texas A&M University - College Station

• Elsa Villarreal, Texas A&M University - Commerce

• Frederick C. Lunenburg, Sam Houston State University