Leadership Learning Communities Research Articles

A cluster-randomized trial of a brief multi-component intervention to improve tobacco outcomes in substance use treatment

BackgroundSmoking prevalence is high among people in substance use disorder (SUD) treatment, and program interventions to address smoking are often complex and lengthy. This cluster-randomized trial tested whether a brief multi-component intervention impacted tobacco outcomes among staff and clients.MethodsSeven SUD treatment programs were randomly assigned to the multi-component intervention or to waitlist control. The 6-month intervention included a leadership motivation assessment, program incentives, 4 staff training sessions and a leadership learning community session. Survey data were collected from staff and clients at pre- and post-intervention. Outcomes were first compared across condition (intervention vs waitlist control), and then examined pre- to post-intervention with condition collapsed.ResultsStaff in the intervention (n = 48) and control conditions (n = 26) did not differ at post-intervention on smoking prevalence, self-efficacy to help clients quit, or practices used to help clients quit smoking. Intervention clients (n = 113) did not differ from controls (n = 61) in smoking prevalence or receipt of tobacco services. Pre-post comparisons collapsed across condition showed a decrease in client and staff smoking prevalence, which could not be attributed to the intervention, and a decrease in client receipt of cessation medication.ConclusionThe brief multi-component intervention did not support changes in smoking prevalence or in tobacco-related services received by clients. Other intervention features are needed to reduce smoking among SUD clients.Trial registrationRandomization occurred at the program level and outcomes measured are program-level measures. Accordingly, the trial is not registered.

Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities

IntroductionResearch is still emerging on how to develop school leaders’ instructional capacity. We implemented research-based practices through virtual professional leadership learning communities (VPLCs) for building school leaders’ instructional capacity. We examined school leaders’ perceptions of (a) the effectiveness of the VPLC as a vehicle for improving instructional practices, (b) the essential components of an effective VPLC, and (c) school leaders’ instructional leadership practices through discussions within VPLC.MethodsThe participants of this study were 40 school leaders at the principal and assistant principal levels in elementary schools in the state of Texas. Based on the research purpose and design, multiple types of data were collected to explore participants’ perceptions and experiences of VPLC.ResultsBased on both qualitative and quantitative analyses of the data from questionnaires and interviews, we found that this VPLC allowed participants to share leadership research and resources and provided them with an avenue for collaborating and communicating with other school leaders. The results of the qualitative data revealed two major components that the participants thought a VPLC should provide based on their experiences in the program (a) community building through collaboration and (b) reflective modules and discussion.DiscussionAn SST explanation can potentially reduce some aspects of homophobia among both healthcare professionals and lay people. Also, worryingly, Chinese healthcare professionals, especially medical professionals, reported more homophobia than lay individuals These VPLCs were regarded as grounds for innovation, as participants worked together with other school leaders to find problems and determine creative and workable solutions focused on building instructional capacity in serving high-needs schools. Thus, school leaders can be supported through sustained, effective professional learning in communities of practice, or virtual professional leadership learning communities.

Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study

ABSTRACT The empirical research examining the effects of virtual mentoring and coaching (VMC) on principal leadership development is limited. Furthermore, little is known about school leaders who engage in virtual professional leadership learning communities (VPLCs) and how much school leaders grow with VPLCs who are also receiving VMC at the same time. The purpose of this study was to examine the effect of VMC on school leaders’ professional growth and to determine how school leaders perceived the effectiveness of the VMC while being engaged in VPLCs. The findings showed positive effects of VMC on school leaders’ professional leadership development, and the younger practicing leaders tended to benefit more from the VPLCs.

“I thought I was prepared to do this”: an exploration of the learning and development of leadership coaches

PurposeThe purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning Community (LLC), that helped them coach less experienced leaders to lead school improvement efforts.Design/methodology/approachData were collected and analyzed using a qualitative design throughout the three-year initiative.FindingsThe findings indicate the LLC leadership coaches learned to accept and navigate the leaders' developmental and contextual needs, practiced and honed their coaching skills and recognized their own developmental needs.Originality/valueThese findings address the paucity of research on leadership coach learning and development.

Coaching, professional community, and continuous improvement: rural school leader and coach development in a research-practice partnership

ABSTRACT The increased need for effective school leadership development, especially in rural and high-needs schools, has led to an increase in research-practice partnerships between districts and universities. Yet, there is a need for systematic analysis of the outcomes of such partnerships. The purpose of this paper is to examine the influence of a leadership development initiative on 16 school leaders and eight leadership coaches and their leadership and leadership coaching practices. The initiative, the Leadership Learning Community (LLC), was created through a research-practice partnership between a consortium of 12 predominantly rural, high-poverty school districts and two universities to meet the districts’ leadership development needs. The results of the study demonstrate the benefits of rural school districts partnering with other districts and universities to provide cross-district leadership development through facilitated professional communities and job-embedded coaching to develop rural school leaders and coaches able to lead continuous school improvement efforts.

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning

Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching knowledge, skills, and dispositions to enhance the capacities of less-experienced school leaders in a research–practice partnership called the Leadership Learning Community. Research Methods: We drew on qualitative research methodology to answer the study’s research question. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a 2-year period, yearly semistructured interviews with the eight leadership coach participants, and other artifacts related to the Leadership Learning Community. We analyzed our data using multiple rounds of coding to arrive at the themes. Findings: The findings highlight the possibilities of developing leadership coaching capacity through a combination of community-based structured and facilitated learning opportunities and experiential learning. The findings also add to the limited research regarding leadership coaching as a strategy for enhancing school leadership development. Conclusion and Implications: The results of the study provide assistance to national and state administrator organizations, educational service districts, and school district administrators endeavoring to meet the learning needs of school leaders through leadership coaching. Further research should be conducted to understand how the leadership coaching capacities of leadership supervisors and developers can be facilitated.

Leadership Learning Communities, Scientific Sustenance, and Adventures in Inspiration Feedback Loops in Baltimore, Maryland

In 2012, three groups of neighbors from different Baltimore, MD communities reached out individually for assistance in cleaning up, protecting, and/or improving their community forests. In response, Baltimore Green Space (BGS) launched the forest stewardship network which included both neighbors and experts in forestry. The forest stewardship program hinges on cultivating resident interest, fostering collaborations, and conducting leadership development with community members, which involves over 300 neighbors in forest environmental engagements each year in 10-12 forest patches. BGS uses the term “environmental engagement” to describe a wide range of offerings that help to either educate the community about the environment and/or engage them with the environment. Our work with forest stewards inspired original research, which concluded that 20% of Baltimore’s Tree Canopy is in forest patches outside of parks—subsequent research was conducted in 100 of those forested spaces. A partnership with University of Maryland, Baltimore County and the US Forest Service continues to grow this dataset. These patches provide distributed access to natural environments in neighborhoods and are located throughout the city, excluding the most developed area in downtown Baltimore.

Developing Rural School Leaders Through Leadership Coaching: A Transformative Approach

ABSTRACT In this article, we report the findings of a study of a three-year, research-practice partnership designed to enhance the leadership capabilities of school leaders in 12 predominantly rural, high-poverty school districts in the southeastern United States. The partnership provided cross-district, job-embedded leadership development to ten school leaders through leadership coaching in a leadership learning community (LLC). Utilizing transformative learning theory, we illustrate how the leaders’ participation in the LLC increased their leadership capabilities through a combination of personalized learning, a focused improvement process, facilitation and coaching, and collaboration with other leaders. We conclude with implications for research and practice.

Cognitive Computing for Anticipatory Risk Analytics in Intelligence, Surveillance, & Reconnaissance (ISR): Model Risk Management in Artificial Intelligence & Machine Learning (Presentation Slides)

Drawing upon insights shared in the MIT: AI & Machine Learning: Management and Leadership learning community of practice, the current Intelligence, Surveillance, Reconnaissance (ISR) presentation advances the focus on collective intelligence of people and computers in the context of Cognitive Computing for Anticipatory Risk Analytics in Intelligence, Surveillance, & Reconnaissance (ISR). It defines as well as distinguishes multi-level Cognitive Computing process engineering frameworks of Artificial Intelligence (AI) & Machine Learning as applied in KM practices of US and worldwide firms, governments, and ISR agencies from Cognitive-Neuromorphic Chips. A recent IEEE Spectrum report also published as Chip's Make-or-Break Moment observes that Neuromorphic Chips Are Destined for Deep Learning—or Obscurity given that the Chip researchers have hitched their wagon to deep learning's star. Drawing upon insights on Model Risk Management and Anticipatory Risk Analytics focus of top Wall Street investment banks and hedge funds beyond the Global Financial Crisis currently guiding national and global Cyber Risk Insurance industry practices, we demonstrate how Model Risk Management (MRM) and Anticipatory Risk Analytics are even more critical in the global and national domains of Intelligence, Surveillance, Reconnaissance (ISR). The first operational use of AI and Deep Learning AI technologies in the Defense Intelligence Enterprise led by Project Maven and Algorithmic Warfare Cross-Functional Team is used as a case study for illustrating how Anticipatory Risk Analytics & MRM assume even greater significance at the intersections of Space and Cyberspace wherein Offensive and Defensive Cybersecurity strategies, such as discussed in the recent 2015 and 2016 presentations at the Princeton Quant Trading Conference, are deployed.

Peer-led Learning Communities: Exploring Integrative High-Impact Educational Practicesfor Leadership Education

The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning communities as a model of delivery within a large introductory leadership education course for first-year students. Utilizing open-ended questions embedded within end-of-semester teaching evaluation surveys, we analyzed students’ perceptions of the learning community experience and the peer leader’s role. Our findings illustrate how peer leaders play a critical role in fostering a vibrant leadership learning community, which contributes to students’ positive perceptions of their own leadership learning and development.

Using Achievement Motivation Theory to Explain Student Participation in a Residential Leadership Learning Community

This study sought to examine student motives for participating in a residential leadership learning community for incoming freshmen using McClelland’s Achievement Motivation Theory (McClelland, 1958, 1961). Eighty-nine students began the program in the Fall 2009 semester and were administered a single, researcher-developed instrument. Responses to an open-ended question that asked students what their primary motive for participating in the voluntary, residential leadership learning community were analyzed using deductive content analysis techniques (Fraenkel & Wallen, 2009; Patton, 2002) and categorized according to McClelland’s Achievement Motivation Theory as the need for Achievement, the need for Power, the need for Affiliation, or any combination thereof. Results demonstrated that while all three needs were found within the responses, the need for Achievement and the need for Affiliation were more common motives for joining the voluntary, residential leadership learning community.

Fostering Community College Leaders: An Examination of Leadership Development Programs

The study reported in this paper identifies leadership development practices within community colleges by surveying North Carolina community college presidents and evaluating an individual North Carolina community college's leadership institute. The results of the study indicate these community colleges indeed have an interest in leadership development activities for its employees, and the examined leadership institutes are quite effective and beneficial for its participants. Based upon these findings, two sets of recommendations are offered for fostering leadership initiatives within community colleges, namely, a focus on more significant topics for community college employees and developing a leadership learning community within a community college.

Developing and sustaining leadership learning communities: implications of NPQICL rollout for public policy local praxis

ABSTRACT In 2004, the UK government launched a new programme for early years leaders in England – the National Professional Qualification in Integrated Centre Leadership (NPQICL). In collaboration with the National College for School Leadership, Pen Green led the development, pilot and rollout of this M‐level training programme, which by 2006–07 involved 17 learning communities across the nine English government regions. This article analyses the ways in which 788 NPQICL participants differentially experienced the same professional development opportunity. Participants completed evaluative questionnaires at 10 different points over each year of the one‐year programme. The data highlight some of the tensions implicit in sustaining a high‐quality professional development opportunity across a national rollout. The central question was: What can participants' evaluative feedback tell us about the strengths and weaknesses of the national rollout? Answers emerged regarding how the strengths of the pilot programme might be sustained, including generative pedagogical isomorphism characterised by optimum levels of challenge and support of, and by, rollout tutors and mentors. RÉSUMÉ: En 2004 le gouvernement du Royaume‐Uni a lancé un nouveau programme pour les responsables de la petite enfance en Angleterre ‐ la Qualification Professionnelle Nationale pour la Direction de Centre Intégré (NPQICL). En collaboration avec le Collège National pour la Direction Scolaire, Pen Green a conduit ce programme de formation qui a concerné, en 2006–2007, 17 communautés d'apprentissage dans les neuf régions anglaises. Cet article analyse les différentes façons dont les 788 participants ont vécu cette opportunité de développement professionnel. Ces derniers ont rempli un questionnaire d'évaluation en 10 points sur chaque année du programme annuel. Les données montrent certaines tensions implicites dans le soutien d'une action de développement professionnel au sein d'une dynamique nationale. La question centrale était la suivante: que peuvent nous dire les retours évaluatifs des participants sur les forces et les faiblesses de cette dynamique ? Des réponses sont apparues concernant la façon dont les forces du programme pilote pourraient être soutenues, notamment l'isomorphisme pédagogique génératif caractérisé par des niveaux optimum de défis et de soutien par les tuteurs et mentors et de soutien de ces derniers. ZUSAMMENFASSUNG: 2004 wurde von der Regierung des Vereinigten Königreichs ein neues Programm für frühpädagogische Leitungskräfte aufgelegt ‐ das Programm zur nationalen beruflichen Qualifikation von Leitungen in integrierten Zentren (National Professional Qualification in Integrated Centre Leadership NPQICL). In Zusammenarbeit mit dem National College for School Leadership (NCSL), hat Pen Green die Entwicklung, die Pilotdurchführung und die Einführung dieses Ausbildungsprogramms auf dem Master‐Niveau geleitet, in das in den Jahren 2006/7 17 lernende Gemeinschaften in den neun englischen Regionen einbezogen waren. Dieses Papier analysiert die unterschiedliche Art und Weise, in der 788 Programmteilnehmer dieselbe Möglichkeit zur beruflichen Entwicklung erlebten. Die TeilnehmerInnen füllten zu 10 Zeitpunkten über das Jahr der Programmlaufzeit hinweg Evaluationsbögen aus. Die Daten beleuchten einige der Spannungen, die beim Durchhalten eines Angebots für hochqualitative berufliche Entwicklung während einer landesweiten Einführung des Programms implizit sind. Die zentrale Frage war: Was besagen die Rückmeldungen aus der Evaluation über die Stärken und Schwächen der landesweiten Einführung? Antworten zeichneten sich ab, wie die Stärken des Pilotprogramms aufrechterhalten werden können, einschließlich eines generativen pädagogischen Isomorphismus', der durch optimale Niveaus von Herausforderung und Unterstützung auf Seiten und von Seiten der Tutoren und Mentoren gekennzeichnet ist. RESUMEN: En 2004, el gobierno del Reino Unido puso en marcha un nuevo programa para directores de centros de infantil en Inglaterra ‐ El título Profesional Nacional en Liderazgo integrado en Centros (NPQICL). En colaboración con la Centro Nacional de Liderazgo Escolar (NCSL), el centro de investigación Pen Green dirige el desarrollo, y la implantación piloto de este nivel M del programa de formación, en el que en 2006–07 participan 17 comunidades de aprendizaje de las nueve regiones del gobierno Inglés. Este artículo analiza las formas en que 788 participantes de la NPQICL diferentes experimentan la misma oportunidad de desarrollo profesional. Los participantes han completado cuestionarios de evaluación en 10 aspectos diferentes en cada año del programa. Los datos ponen de manifiesto algunas de las tensiones implícitas en el mantenimiento de una alta calidad de oportunidades de desarrollo profesional a través de una implantación nacional. La cuestión central es: ¿Qué puede el feedback de la evaluación de los participantes aportar acerca de las fortalezas y debilidades de la implantación nacional? Surgen respuestas con respecto a cómo se podrían mantener los puntos fuertes del programa piloto, incluyendo un isomorfismo generativo pedagógico que se caracteriza por niveles óptimos de reto y de apoyo, y por, la implantación de tutores y mentores.