Recent research from the University of Chicago Consortium on School Research (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take
collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, 2018).
Not exact matches
The problem is that our legislators won't take
ownership for the cause
of the problem — the Taylor Law and Triborough Ammendment which allow
collective bargaining salaried to grow enormously, and provide almost no power for
school boards to stop them.
Our system
of distributed leadership has created a strong and enduring professional learning culture where there is
collective ownership over the outcomes
of the work and
of each student — and it is the most impactful driver
of our success as a network
of public neighborhood
schools.
These systemic supports provide reinforcement for an enduring culture where there is
collective ownership, starting with
school leaders and teachers and cascading to network leaders and staff, over the outcomes
of the work and
of each student — and it is the most impactful driver
of our success as an network
of public neighborhood
schools.
But in
schools that intensively applied the principles
of PLC's —
collective ownership of student results, deliberate reflection on teaching practices, explicit intervention for struggling students, and clear strategies for extending learning for students who need it — the format dramatically improved results, and those improvements were greater the longer the
schools implemented these collaborative practices.