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An Urban District’s Struggle to Preserve School Turnaround Change

2020; SAGE Publishing; Volume: 59; Issue: 1 Linguagem: Inglês

10.1177/0042085920966031

1552-8340

Coby V. Meyers,

Public Policy and Administration Research

Leading school turnaround has been conceptualized as a school-level issue focused on immediate change. There has been little consideration about how district leaders change systems to sustain school turnaround successes. This case study research conducted through the lens of Change Theory explores the leadership struggles of one mid-sized urban district’s effort to build on its successful launch of a school turnaround initiative for a subset of underperforming schools. The results suggest that the same pressures that spur initial action can interfere with sustaining success. The dual issues of systems leadership and a sustainable change process are considered as implications.