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Courage to Lead in the City Schools of Decatur: Leveraging Psychological Safety to Identify Opportunities for Learning
Courage to Lead in the City Schools of Decatur: Leveraging Psychological Safety to Identify Opportunities for Learning
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103529
- ISBN
- 9798288859731
- DDC
- 370
- 서명/저자
- Courage to Lead in the City Schools of Decatur: Leveraging Psychological Safety to Identify Opportunities for Learning
- 발행사항
- [Sl] : Harvard University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 96 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
- 요약The City Schools of Decatur (CSD), located six miles northeast of Atlanta, Georgia, is a high-performing school district. At first glance, high student achievement results are evidence of outstanding teaching and learning for all students within the school district. However, when achievement data is disaggregated, a different narrative unfolds. The achievement data for CSD students who identify as Black is far lower than that of their White counterparts. Some student groups have historically been underserved because educators have not provided them with the tools they need to learn and grow. This has been a matter of fact in CSD for decades. Upon the arrival of a new superintendent in the Spring of 2023, it was time for CSD to find the courage for growth and change. Research shows that school principals have the wherewithal to facilitate change in favor of improved student outcomes. CSD school leaders have the potential to serve all students with support structures in place. As such, tracking and facilitating support could lead to a new CSD narrative. The district and school leadership could become the mobilizers of educational equity, ensuring all students are served according to their learning needs.Surfacing the courage to lead in CSD required a three-pronged strategic approach that served as the basis for this capstone project. All three prongs leveraged school principals as the agent of change in schools. The first prong focused on facilitating canvas walkthroughs for principals to receive instructional feedback from district leadership. The second prong involved the creation of a school leader playbook that clarified the expectations and district supports that sought to ignite courage in CSD school leaders-courage so they may be true vanguards of data-driven instruction and educational equity. The third prong leveraged school support visits and the strategy that comes with an instructional cabinet support tracker. When the district leadership acts in the spirit of true collaboration, support to principals is stronger and more effective. The canvas walkthroughs, school leader playbook, and instructional cabinet support tracker led to changes in adult behavior that impacted teaching and learning in the classroom and to positive achievement results.
- 일반주제명
- Education
- 일반주제명
- Educational leadership
- 일반주제명
- Educational evaluation
- 일반주제명
- Educational psychology
- 일반주제명
- Instructional design
- 일반주제명
- Ethnic studies
- 키워드
- Principals
- 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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■006m o d
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■020 ▼a9798288859731
■035 ▼a(MiAaPQ)AAI32039786
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aThompson, Pascale Pierre.
■24510▼aCourage to Lead in the City Schools of Decatur: Leveraging Psychological Safety to Identify Opportunities for Learning
■260 ▼a[Sl]▼bHarvard University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a96 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 ▼aThe City Schools of Decatur (CSD), located six miles northeast of Atlanta, Georgia, is a high-performing school district. At first glance, high student achievement results are evidence of outstanding teaching and learning for all students within the school district. However, when achievement data is disaggregated, a different narrative unfolds. The achievement data for CSD students who identify as Black is far lower than that of their White counterparts. Some student groups have historically been underserved because educators have not provided them with the tools they need to learn and grow. This has been a matter of fact in CSD for decades. Upon the arrival of a new superintendent in the Spring of 2023, it was time for CSD to find the courage for growth and change. Research shows that school principals have the wherewithal to facilitate change in favor of improved student outcomes. CSD school leaders have the potential to serve all students with support structures in place. As such, tracking and facilitating support could lead to a new CSD narrative. The district and school leadership could become the mobilizers of educational equity, ensuring all students are served according to their learning needs.Surfacing the courage to lead in CSD required a three-pronged strategic approach that served as the basis for this capstone project. All three prongs leveraged school principals as the agent of change in schools. The first prong focused on facilitating canvas walkthroughs for principals to receive instructional feedback from district leadership. The second prong involved the creation of a school leader playbook that clarified the expectations and district supports that sought to ignite courage in CSD school leaders-courage so they may be true vanguards of data-driven instruction and educational equity. The third prong leveraged school support visits and the strategy that comes with an instructional cabinet support tracker. When the district leadership acts in the spirit of true collaboration, support to principals is stronger and more effective. The canvas walkthroughs, school leader playbook, and instructional cabinet support tracker led to changes in adult behavior that impacted teaching and learning in the classroom and to positive achievement results.
■590 ▼aSchool code: 0084.
■650 4▼aEducation
■650 4▼aEducational leadership
■650 4▼aEducational evaluation
■650 4▼aEducational psychology
■650 4▼aInstructional design
■650 4▼aEthnic studies
■653 ▼aInstructional capacity
■653 ▼aPrincipals
■653 ▼aSchool leadership
■653 ▼aCity Schools of Decatur
■653 ▼aCanvas walkthroughs
■690 ▼a0515
■690 ▼a0449
■690 ▼a0443
■690 ▼a0631
■690 ▼a0525
■690 ▼a0447
■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=T17357564▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
