Melding Internal and External Support for School Improvement: How the District Role Changes When Working Closely With External Instructional Support Providers
Item
Title
Melding Internal and External Support for School Improvement: How the District Role Changes When Working Closely With External Instructional Support Providers
Abstract/Description
To support instruction, school districts must provide a wide array of assistance to schools. Broadly speaking, districts play the roles of authority in holding schools accountable for their activities and performance, support in assisting school faculties to build their capacity to better instruct students, and brokerage between schools and outside providers of service and materials. The roles of authority, support, and brokerage typically contend with each other, producing a set of perennial tensions for district leaders. This article examines the influence on these three roles of external support providers working in close partnership with districts on instructional improvement efforts. First, the article reviews the literature on district/provider partnerships for examples of role adjustment. Second, using a case study of a deep partnership between a district and an external provider, this article empirically examines the influence of a district/provider partnership on the balance of district roles. The findings illustrate how the traditional district roles of authority, support, and brokerage are adjusted by partnerships with external providers.
Author/creator
Date
In publication
Volume
83
Issue
3
Pages
459-478
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0161-956X
Citation
Supovitz, J. (2008). Melding Internal and External Support for School Improvement: How the District Role Changes When Working Closely With External Instructional Support Providers. Peabody Journal of Education, 83(3), 459–478. https://doi.org/10.1080/01619560802222426
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