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Communities of Practice: Supporting School Leader Collaboration and Professional Development With and For Deeper Learning
Communities of Practice: Supporting School Leader Collaboration and Professional Development With and For Deeper Learning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103518
- ISBN
- 9798288860157
- DDC
- 371
- 저자명
- Huppert, Ryan.
- 서명/저자
- Communities of Practice: Supporting School Leader Collaboration and Professional Development With and For Deeper Learning
- 발행사항
- [Sl] : Harvard University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 139 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: A.
- 주기사항
- Advisor: Grassa O'Neill, Mary.
- 학위논문주기
- Thesis (Ed.D.)--Harvard University, 2025.
- 초록/해제
- 요약This capstone examines a strategic effort to strengthen school leader collaboration and professional learning in Revere Public Schools (RPS), a diverse urban district committed to advancing equitable outcomes through deeper learning. During my 10-month residency with the RPS superintendent, two pressing needs among principals and assistant principals were identified: more opportunities to collaborate and share practices, and greater support in developing the capacity to lead for deeper learning. While RPS has strong, progressive structures for developing instruction and supporting teacher growth, a need remains to develop supports specific to the demands of the school leader role. The school leader role has grown increasingly complex in recent decades, with mounting responsibilities, high stress, and increasing rates of turnover (Levin, Leung, Edgerton, and Scott, 2020). Recent literature underscores that peer collaboration and networks of professional learning are effective in supporting school leaders-yet such systems are often underdeveloped and underutilized in many school systems (Grissom, Egalite, and Lindsay, 2021). In response, I designed and implemented a Community of Practice (CoP) for RPS school leaders, focused on leadership for deeper learning. By grounding the effort in research literature on professional learning, social learning theory, and change leadership, the CoP provided a collaborative, job-embedded, and participant-driven model for growth. Through the CoP, participating school leaders formed practice groups, co-designed leadership activities aligned to deeper learning traits, and engaged in cycles of implementation and reflection. This model prioritized agency, collaboration, and alignment to district vision-important attributes of both deeper learning and effective professional development.This capstone's resulting implications explore how professional learning models like CoPs can be adapted to meet the distinct needs of the school leader role, and how leadership for deeper learning can be more intentionally developed across the education sector. This work demonstrates the power of embedding adult learning in structures that mirror the pedagogy we expect in classrooms-collaborative, creative, and student (or leader)-centered. It contributes a scalable model for leadership development and offers practical insights for designing professional learning that is participant-centered, aligned with district strategy, and sustains school leader growth.
- 일반주제명
- Educational leadership
- 일반주제명
- Education
- 키워드
- Deeper learning
- 기타저자
- Harvard University Education
- 기본자료저록
- Dissertations Abstracts International. 87-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798288860157
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■040 ▼aMiAaPQ▼cMiAaPQ
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■1001 ▼aHuppert, Ryan.
■24510▼aCommunities of Practice: Supporting School Leader Collaboration and Professional Development With and For Deeper Learning
■260 ▼a[Sl]▼bHarvard University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a139 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: A.
■500 ▼aAdvisor: Grassa O'Neill, Mary.
■5021 ▼aThesis (Ed.D.)--Harvard University, 2025.
■520 ▼aThis capstone examines a strategic effort to strengthen school leader collaboration and professional learning in Revere Public Schools (RPS), a diverse urban district committed to advancing equitable outcomes through deeper learning. During my 10-month residency with the RPS superintendent, two pressing needs among principals and assistant principals were identified: more opportunities to collaborate and share practices, and greater support in developing the capacity to lead for deeper learning. While RPS has strong, progressive structures for developing instruction and supporting teacher growth, a need remains to develop supports specific to the demands of the school leader role. The school leader role has grown increasingly complex in recent decades, with mounting responsibilities, high stress, and increasing rates of turnover (Levin, Leung, Edgerton, and Scott, 2020). Recent literature underscores that peer collaboration and networks of professional learning are effective in supporting school leaders-yet such systems are often underdeveloped and underutilized in many school systems (Grissom, Egalite, and Lindsay, 2021). In response, I designed and implemented a Community of Practice (CoP) for RPS school leaders, focused on leadership for deeper learning. By grounding the effort in research literature on professional learning, social learning theory, and change leadership, the CoP provided a collaborative, job-embedded, and participant-driven model for growth. Through the CoP, participating school leaders formed practice groups, co-designed leadership activities aligned to deeper learning traits, and engaged in cycles of implementation and reflection. This model prioritized agency, collaboration, and alignment to district vision-important attributes of both deeper learning and effective professional development.This capstone's resulting implications explore how professional learning models like CoPs can be adapted to meet the distinct needs of the school leader role, and how leadership for deeper learning can be more intentionally developed across the education sector. This work demonstrates the power of embedding adult learning in structures that mirror the pedagogy we expect in classrooms-collaborative, creative, and student (or leader)-centered. It contributes a scalable model for leadership development and offers practical insights for designing professional learning that is participant-centered, aligned with district strategy, and sustains school leader growth.
■590 ▼aSchool code: 0084.
■650 4▼aEducational leadership
■650 4▼aEducation
■650 4▼aEducational administration
■653 ▼aChange leadership
■653 ▼aCommunities of practice
■653 ▼aDeeper learning
■653 ▼aInstructional leadership
■653 ▼aProfessional learning
■653 ▼aSchool leadership
■690 ▼a0449
■690 ▼a0515
■690 ▼a0514
■71020▼aHarvard University▼bEducation.
■7730 ▼tDissertations Abstracts International▼g87-01A.
■790 ▼a0084
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357483▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
