The purpose of this study is to examine how a school leadership team in a rural, high-poverty elementary school learned to lead continuous school improvement in a research–practice partnership.
This case study draws on qualitative research methods, improvement science and Deming's notion of a system of profound knowledge to identify how members of the school leadership team understood and approached their school improvement work differently as a result of engaging in continuous improvement processes in a research–practice partnership.
The findings illustrate how engaging in continuous improvement processes in the research–practice partnership enhanced the leadership team members' capacities to prioritize and solve problems, incorporate multiple and diverse perspectives in problem-solving efforts and establish a culture of increased risk-taking and ownership of teaching and learning outcomes. In sum, the members of the leadership team became the drivers of their own change processes.
The findings provide insight into how leaders in rural, high-poverty schools can build capacity within their schools to meet the demand for increased student achievement by leading collaborative, continuous improvement processes grounded in improvement science in research–practice partnerships.
