Curriculum Work-Leadership for Sustainable District and School Development Amid 30 Years of Policy and Societal Changes

• In Event: Roundtable Session 1
  In Roundtable Session: Approaches to Sustaining District-Wide Improvement: Curriculum, Organizational Coherence, and Data Use

Abstract

This paper presents findings from a study of a very successful Arizona district that developed and sustained a system for curriculum work in multi-school development over the past thirty years of broader policy and demographic shifts. Our theoretical framework draws on empirical studies of school and district effectiveness, sustainability, and curriculum theory to consider the politics of changing societal aims (e.g. policies, social trends). This study was designed as a case study with data sources including interviews, fieldnotes, and documents. The interviews with the superintendents and other leaders upheld the use of an analysis of sustainability and curriculum theories as well as effectiveness literature.

Authors

• Rose M. Ylimaki, The University of Arizona

• Lynnette Brunderman, University of Arizona