Shared Leadership for Learning in Denver’s Portfolio Management Model

Item

Title

Shared Leadership for Learning in Denver’s Portfolio Management Model

Abstract/Description

PURPOSE: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment.

METHOD: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools).

FINDINGS: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making.

IMPLICATIONS FOR RESEARCH AND PRACTICE: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.

Author/creator

Torres, A. Chris

Bulkley, Katrina

Kim, Taeyeon

Date

December 2020

In publication

Educational Administration Quarterly

Volume

56

Issue

5

Pages

819-855

Resource type

Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

teacher influence

shared leadership

school-wide decision making

instructional leadership

portfolio management models

charter management organizations

IRE Approach/Concept

Shared Leadership

Charter Management Organization (CMO)

Portfolio Management Model

Policy

Featured case/project

Denver Public Schools (DPS)

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0013-161X, 1552-3519

DOI

10.1177/0013161X20906546

URL

Publisher Website

ERIC Number: EJ1275931

Open Access Publication Page (via DigitalCommons@University of Nebraska - Lincoln)

Open Access PDF (via DigitalCommons@University of Nebraska - Lincoln)

Grant funding

Spencer Foundation

Grant number

Spencer Foundation: Lyle Spencer Grant

Citation

Torres, A. C., Bulkley, K., & Kim, T. (2020). Shared Leadership for Learning in Denver’s Portfolio Management Model. Educational Administration Quarterly, 56(5), 819–855. https://doi.org/10.1177/0013161X20906546

Abbreviation

Educational Administration Quarterly

Item sets

Open Access Resource (IRE)

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