The Nature and Function of Cross-Boundary Leadership: Evidence from a Multi-Site Evaluation

1. The Nature and Function of Cross-Boundary Leadership: Evidence from a Multi-Site Evaluation Curt Adams, PhD Gaetane Jean-Marie, PhD Lisa Bass, PhD Kathy Curry, Doctoral Candidate The University of Oklahoma

2. Theory of Action Core Components Mediating Conditions Outcomes • Short-Term • Improved Attendance • Improved Achievement • Health and Socially Competent Children • Early Childhood Development • Core Instructional Program • Motivated and Engaged Students • Holistic Needs are Addressed • Family-School Partnership • Safe School Environment Cross Boundary Leadership Holistic Programs, Services, and Opportunities • Medium-Term • Graduation • College Going Rates Family and Community Engagement • IMPACT: COMMUNITY RENEWAL • Improved Health • Decreased Health Disparity • Improved Holding Power • Bring to Scale Community Based Learning

3. Conceptual Model Site Team • Instructional Capacity Community School Coordinator Cross Boundary Leadership Shared Influence & Responsibility Function of CBL: Quantitative Inquiry Nature of CBL: Qualitative Inquiry

4. Data Driven Decision Making Continuous Learner Role of the Principal Valuing Others Common Leadership Behaviors of Mentoring/Sustaining Principals Effective Communicator Shared Leadership Good Listener Practical & Flexible Strong Purpose & Mission

5. Role of the Principal Quotes Transformational yet Transactional Leadership Engage in Collaborative/Participative…yet Decisive Leadership (e.g. the buck stops here) “My ultimate goal is to involve as many people as possible in the pursuit of success for children.” “I don’t ask my staff to do anything that I am not willing to do myself.” “I will make decisions and stand behind decisions when I think they need to be made by a leader.” Strong Purpose and Mission “My primary responsibility is to serve as ‘keeper of the dream.’” “I have to be the keeper of the vision and mission.” Articulate Shared Mission & Purposein Hiring Process “If you can’t be a part of this team, you need to leave.” “. . . Every school year, I have to help someone off the train” “If the work isn’t productive and it isn’t for the children, then I can’t let it go on and on.” “Whatever it takes” disposition – “It’s important for me to live by a philosophy of ‘I will do whatever it takes’…to achieve success for all.”

6. Role of the Principal Quotes Practical and Flexible “We have paid a lot of attention to the changing needs of our population and grown that way. We have had to watch, over the years, that we’ve monitored carefully what practices needed to continue . . .” “. . . The transformation has been dramatic. We have broken a lot of myths about poverty and Title 1 because we look at education from a parent’s point of view.” “I have changed as much as the school has changed.” “No two years have been the same.” Commitment to Continuous Learning “I learn something new every day.” “I have that constant belief that we should always continue to learn.” “I surround myself with other leaders.”

7. Role of Principal Quotes Valuing People Student-Centered Focus “I think that my number one belief is that everything I do has to be on behalf of children…” Honesty, Respect, and Dignity “I believe in the value of the people I work with.” “I believe they all have worth no matter what situations they are coming from in life” “Giving a voice to those who have no voice.” Supportive of Teachers/Validate Teachers’ Work “Teachers work harder, and it is already a hard job regardless, but we support each other.” “Empower others [teachers] to become good leaders.”

8. The Community School Coordinator Prior experience with principal at another school or other context “good fit” “takes the right person” “compliments me well” “value them” Appreciated having input in the selection process Important to trust them, have good judgment “ambassador to isolated families and kids having difficulty” “keeper of community school’s priorities alongside the principal” “get to know the community inside and out” “seeking partners we need” “liaison between the school and service providers as 1st point of contact” “participates in nighttime activities and goes to community meetings” “#1 priority is the neighborhood association” SELECTION PROCESS ROLE AND RESPONSIBILITIES

9. Functions of Well-Developed Site Teams

10. In schools where the CST is well established… The [CST] composition is what I call the stakeholders - the parents, teachers, community partners, service providers, myself, community school’s coordinator. It’s anyone that has an interest in being a part of the leadership of the school. . . It’s really anyone that wants to have a voice or that we need a voice from . . . we need feedback about how to decide what our priorities are and then what our work will be toward those priorities [which include] how we will leverage our resources toward that.

11. Role of Site Team Quotes • At one school, the CST comprised of “six staff representatives, two parents, a retired representative, and a church member”. . . “their function at the moment is with budgeting”. They will outline the community service coordinator’s budget for the year . . . be involved in recognizing school events that will be open to the public”. • The principal viewed the CST as “one team throughout the school” representatives of staff to “have input,” “total communication”… and parents represent the community. . . “have to be strong communicators outside, not my ‘yes’ people. . .”

12. Four Stages of Diffusion Sustaining – Collective Action and Continuous Improvement Disruption Mentoring – Expertise and Scale-up Emerging – Design and Experimentation Inquiring – shared understanding Time

13. Cross Boundary Leadership: Diffusion Across TACSI Schools 60.0% 53% 50.0% Percent 40.0% 30.0% 18% 18% 20.0% 12% 10.0% Inquiring Emerging Mentoring Sustaining Evidence on Implementation: Cross-Boundary Leadership

14. Elements of Reform Diffusion

15. Social Interactions Qualitative Evidence on Diffusion Teachers and Families • “I see families engaged. . .I see great relationships everyday with families and my staff. . . They [parents] are not angry, they are working together. Children are happy. We see more smiles than frowns.” • “When they [teachers] are willing do their family nights, they come and participate in the community. Lights on. They do those things as a mater of the way we do business.” School and Community • “Families don’t leave [our school]. . .If you come in the door, we find a way for you to go to school here.” • “We are giving opportunities in all areas. Churches are coming in. Community retired people are coming in.”

16. Qualitative Evidence on Diffusion Time Tipping Point “. . . able to get a community school coordinator, that allowed me to do more of my job as a principal in the traditional role. . . to look at the academic success of students, and curriculum & instruction. “I came [here] because the school had fallen into a pattern of low achievement . . . 50% of parents did not speak English . . . The building was full of graffiti. . . I stayed. I stuck with it because I don’t just give up. . . started working aggressively to make changes and address the economic development of the neighborhood. . .We began to see some of the churches and businesses come to us. . .” “It didn’t hurt that we were labeled a community school”

17. Qualitative Evidence on Diffusion Time Principal Efficacy “I don’t think I was capable of running this building as a first year principal.” “. . . Turning obstacles into successes.” “. . . Empower others to become good leaders.” “My role is to facilitate and empower my staff, students and community . . .provide either the time, materials, whatever is needed to help my community.”

18. Qualitative Evidence on Diffusion Communication Channels leadership “. . .not just one or two people share the role of leader at school . . . [our] partners together discuss the issues, ask questions, answer questions about the direction of the school. . . I have to share the responsibility of making the decisions that impact the school with them.” “The ownership belongs to the least as much as the most. . . working side by side with every single person that comes through the door . . .that is shared leadership” “You have multiple leaders who lead in different directions. . . Indentifying multiple people that help creates that energy, support the vision and go to people” • “We do a lot of talking, looking at why we do things with a new staff as they are coming in, sharing. . .I am very intentional about making sure that I bring people along.” • “I have taken this perspective that I’m going to talk about the community school’s philosophy and the conditions for learning at every opportunity with my staff and my families. . .The conditions for learning language is present. It’s always in front of me.” • “We spend time discussing the needs, the surveys, and we look at how we can meet that need. . .charting a lot of just open ended conversation about what are the needs. Where does that fit? Who can meet that need? That’s how we’ve evolved.

19. Testing the Efficacy of Cross-Boundary Leadership Level of Diffusion Instructional Capacity Non-TACSI Schools • Instructional Leadership • Instructional Supervision • Collective Efficacy • Faculty Trust • Student Trust TACSI Schools Mentoring/Sustaining Cross-boundary Leadership in TACSI Schools

20. Instructional Leadership: Unconditional Random Effects ANOVA Instructional Leadership: Means-as-Outcomes

21. SES = Lowest Poverty 42.7 SES = Middle Poverty SES = Highest Poverty 40.7 38.6 Instructional Leadership 36.5 34.4 Mentoring/Sustaining Other Instructional Leadership: The Moderating Effect of Mentoring/Sustaining Community Schools

22. Instructional Supervision: Unconditional Random Effects ANOVA Instructional Supervision: Means-as-Outcomes

23. SES = Lowest Poverty 42.9 SES = Highest Poverty 39.9 Instructional Supervision 36.9 33.97 30.9 Other Mentoring/Sustaining Instructional Supervision: The Moderating Effect of Mentoring/Sustaining Community Schools

24. Faculty Trust: Unconditional Random Effects ANOVA Faculty Trust: Means-as-Outcomes

25. SES = Highest Poverty 37.0 SES = Middle Poverty SES = Highest Poverty 35.1 Faculty Trust 33.2 31.3 29.3 Other Mentoring/Sustaining Faculty Trust: The Moderating Effect of Mentoring/Sustaining Community Schools

26. Collective Efficacy: Unconditional Random Effects ANOVA Collective Efficacy: Means-as-Outcomes

27. SES = Lowest Poverty 42.2 SES = Middle Poverty SES = Highest Poverty 40.6 Collective Efficacy 39.0 37.5 35.9 Other Mentoring/Sustaining Collective Efficacy: The Moderating Effect of Mentoring/Sustaining Community Schools

28. Student Trust: Unconditional Random Effects ANOVA Student Trust: Means-as-Outcomes

29. Lowest Poverty 42.07 Highest Poverty 40.66 Student Trust 39.26 37.85 36.45 Other Mentoring/Sustaining Student Trust: The Moderating Effect of Mentoring/Sustaining Community Schools

30. Explanation of Findings Site Team • Instructional Capacity Community School Coordinator Cross Boundary Leadership Shared Influence & Responsibility • Diffusion Matters • Relationships Matter • Collective Action and Responsibility • Enables principals to focus on teaching and learning

31. For More Information… • Gaetane Jean-Marie – gjeanmarie@ou.edu • Lisa Bass – dr.bass@ou.edu • Kathy Curry – kacurry@cox.net • Curt Adams – Curt.Adams-1@ou.edu