This paper is concerned with the cultural components of change and district coherence. The purpose of this paper is to present two district cases studies, illustrating their experiences with a particular initiative that guided local leaders through both structural and cultural changes.
The paper uses two qualitative case studies to illustrate how a new initiative led by an external partner might help local district leaders learn to shift from financial pass-through or compliance-oriented observer to coherence-making, capacity-building force for schools. Cases were conducted in New Hampshire, USA, studying two districts implementing an RTI-related initiative.
The project was an opportunity to use a common objective – improving learning for all students – and several common school elements – team meetings, student data and job-embedded professional development – in combination to impact how staff work and how they work together for the benefit of students. In particular, team-based leadership, instructional coaching, and collaboration structured around instruction and student data were all powerful practices with structural and cultural impacts.
It remains to be seen if the districts can both initiate these changes on their own as well as sustain these culture-making roles over time.
The paper illustrates several activities that other districts may use to work toward becoming cultural learning organizations.
The value of district central offices taking on new roles, such as learning organization or cultural coherence maker, is established by authors like Honig. This paper illustrates on way district offices might learn to take on these roles.
