Aligning Mental Models of District and School Leadership Teams for Reform Coherence

Abstract

School and district effectiveness studies show that high levels of student achievement are possible when schools and the district act as coordinated units of change. There is also a growing recognition that principals cannot lead alone and that school leadership teams (SLTs) are essential to the improvement process. Limited studies have explored the mental models of central office, principals, and teachers who are members of SLTs. We hypothesize that when SLTs and the central office engage collaboratively in professional development about the tasks of leadership, shared mental models are more likely to develop. A case study methodology is used and multiple sources of data are analyzed through two theoretical lenses: tasks of leadership and mental models. Findings indicate a growing congruence between the district and SLTs' mental models regarding the tasks of leadership. This study is significant in showing that with professional development, SLTs could serve as an important bridge between the central office and the schools in ways that can enhance coordination, depth, spread, and commitment to district reforms.