Transformation of school leaders’ understandings and practices of change leadership, deeper learning and equity through participation in a leadership academy

Abstract

Purpose

The authors of this study examined how four leadership teams participating in a year-long deeper learning leadership academy understood and adapted key practices for change leadership, deeper learning and equity in their PK-12 schools.

Design/methodology/approach

This multiple-site case study used interviews, observations and documents to investigate how four school leadership teams developed deeper learning initiatives in their schools.

Findings

This study highlights how participants recast the leadership academy’s three pillars (change leadership, deeper learning and equity) as they engaged in educational reform for ambitious teaching and learning in their own contexts. Three themes emerged: transforming the culture, teaching the whole child and restructuring for collaboration. Overall, the authors found that district leaders must be fully committed to deeper learning for the culture to truly be transformed in schools under their purview.

Originality/value

This article contributes to the literature on supporting school leaders to enact equity-centered deeper learning initiatives using robust professional development. It is useful for understanding key deeper learning strategies and designing future training.

Citation

Umpstead, R.R., Hacker, N.L. and Akanwa, E.E. (2024), "Transformation of school leaders’ understandings and practices of change leadership, deeper learning and equity through participation in a leadership academy", Journal of Educational Administration, Vol. 62 No. 1, pp. 57-72. https://doi.org/10.1108/JEA-03-2023-0050