Deeper learning and leadership development in a school–university partnership with a rural district

Abstract

Purpose

To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader abilities to support deeper learning for students.

Design/methodology/approach

This research focused on a 17-year collaborative partnership between one rural school district and a university research and outreach organization to develop deeper learning experiences for students through shared and supportive leadership and learning of teachers and leaders. The researchers utilized documents, field notes and interviews with administrators to validate the data.

Findings

The study’s findings suggest that participation in authentic, researched-based professional development through the partnership improved the skills of leaders and teachers to support deeper learning for students. This partnership heightened teacher and leader capacity to promote and support continued change and sustainability.

Originality/value

This case study explored how one university center collaboratively engaged with a district by sharing research and strategies to support the development of leaders and teachers to create deeper learning for students. Through these experiences, the district evolved its deeper learning system and improved its organizational effectiveness, leadership development and learning for all.

Citation

Williams, L.A., Atkinson, L., Dean, S., McCarty, T.W., Mathews, E. and Jaques-McMillin, S. (2024), "Deeper learning and leadership development in a school–university partnership with a rural district", Journal of Educational Administration, Vol. 62 No. 1, pp. 40-56. https://doi.org/10.1108/JEA-02-2023-0046