The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study.
This case study triangulated observation, interview, and document review data to identify the factors that were most beneficial to this particular community of practice. Drawing on the research of communities of practice, constructivism, and leadership theory, these factors were articulated into five domains with the hope that, with further research, this framework could influence the creation of additional communities of practice between traditional public and charter school leaders.
This framework, including indicators and action steps to aid in creating a community of practice, identified five key factors: knowledge, relationships, authenticity, constructivism, and leadership. The convergence of these five domains pointed to two key take-aways: Communities of practice must create a risk-free environment in which sharing can occur so that participants can use storytelling as a vehicle for the exchange of ideas. Essential in creating this environment is the influence of a skilled facilitator who can drive these conversations. Ultimately, in sharing stories and building community, these communities of practice are meant to further the cause of a socially just education for all students regardless of the type of schools they attend.
|Commitee:||Pack, Emilio, Rodriguez, Refugio|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 74/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Continuing education|
|Keywords:||Charter and traditional public collaboration, Charter schools, Collaboration, Communities of practice, Framework, School Leaders Network, Traditional public schools|
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