2. What is a case study? A structured, in-depth examination Limited to âone caseâ in a field of study â one leader, one treatment protocol, one pod of orcas, one school district Data-based Focused on deeper reasons for results Leads to decisions about next steps in a working âtheory of actionâ
3. What are unique benefits of learning from a case study? Integrates theory and practice Blends quantitative and qualitative evidence Acts as a simulator â engages us in real leadership challenges without ârisking the flightâ Brings hidden complexity to the surface More . . .
4. YOUR TEXT: Managing School Districts for High Performance, 2007 (MSDFHP) Editors: Stacey Childress and Allen Grossman, Harvard Business School Richard Elmore and Susan Johnson, Harvard Graduate School of Education Public Education Leadership Project (PELP)
5. Harvardâs Public Education Leadership Project (PELP) Coherence Framework Five Modules I Making Coherence Concrete (Sep: 08-10, 09-11) II Finding and Supporting Personnel III Building a High-Performing Organization (Nov: 09-11) IV Managing Schools Across Differences (Nov: 08-10) V Sustaining High Performance Over Time MSDFHP Organizing Concepts
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7. Year One SEP Cross-cohort study of Module 1 NOV 09-11 cohort study of Module III JAN Your case study: Step One MAR Your case study: Step Two Year Two AUG Your case study: Step Three SEP Your case study: Step Four NOV 09-11 cohort study of Module IV JAN Your case study: Step Five FEB Your case study: FINAL WORK PRODUCT MAR Case study exemplars in class 2009-11 CASE LEARNING: A Two-Year Calendar
8. 2008-10 CASE LEARNING: A One-Year Calendar SEP Cross-cohort study of Module 1 OCT Your case study: Step One due NOV 08-10 cohort study of Module IV JAN Your case study: Step Two due FEB Your case study: Step Three due MAR Your case study: FINAL WORK PRODUCT APR Case study exemplars in class
9. Prepare Module 1 in MSDFHP, âMaking Coherence Concreteâ Read all three case studies Study the 11-page note on the PELP Framework Make notes for group discussion about the guiding questions that introduce each case. Begin thinking about the District-wide strategy you will choose for your case study ASSIGNMENT FOR SEPTEMBER SEMINAR
Editor's Notes
We will both read and write âcase studiesâ to deepen our understanding of LEADERSLEADERSHIPTHE NATURE AND COMPLEXITY OF SCHOOL DISTRICTS
Students discuss the question in groups, offer their best thinkingPresenter offers âbest 5â to see whether we gain insights
* There is THEORY behind every leadership action -- so a THEORY OF ACTION IS EMBEDDED in every case.Your course will be filled with leadership theory: Heifetz, Collins, Bolman and Deal, Allen Johnson, Tschannen-Moran â and youâll find important connections to their work* Qualitative and qualitative â statistical and behavioral â evidence.
Discuss the instructional core and the nature of a DISTRICT-WIDE strategy that impacts all three components. To keep your case study manageable, I believe your strategy will be a district-wide effort to improve student performance in a discipline or within a grade-span in a discipline. Primary readingElementary inquiry-based scienceMiddle school mathK-12 writingSpecial education â reading and math, math only, etc.
This slide introduces the two-year calendar. Go to Cougar-head handout (STUDENTSâ CASE STUDY PLANNING CALENDAR) for more detailed discussion â thumb drive or paper. Share your case study â both process and product â with your superintendent within the framework of your internship.
This slide introduces the extended work project. Go to Cougar-head handout (or thumb drive) for fuller discussion of each step, STUDENTSâ CASE STUDY PLANNING CALENDAR. Share case study â both process and product â with superintendent within the framework of your internship.
