Learning to Innovate from the Globe: Developing Distributed Leadership in Professional Learning Communities through Transformative Learning Strategies for U.S. K-12 Educational Leaders

K-12 schools are struggling to change from an industrial model to a model that will prepare students for the 21st Century. Research has indicated that top-down transactional leadership is not going to be successful in achieving this goal. Schooling is complex, and the school principal cannot do it all. Since the 1990s there has been a focus on developing distributed leadership in communities of practice through informal means as well as more formalized mechanisms, professional learning communities (PLC), that bring teachers and principals together in leading and learning. Using an evidence-based research systematic review meta-interpretation, the purpose of this dissertation was to identify adult transformative learning strategies K-12 school leaders around the globe employ to develop distributed leadership in PLC that are applicable to U.S. schools. External factors included reform innovation mandates; internal factors included isolated stakeholders. Pressing leading and learning issues included increased costs to support drop-outs, ill-prepared future employees, increased cost for workplace learning, and decreased U.S. global competitiveness. Using a realist thematic synthesis, findings include 12 interdependent and complementary dimensions found to develop distributed leadership in PLC through transformative learning strategies and 14 transformative learning interventions for PLC practitioners at multiple systems levels to build capacity for change and innovation diffusion. Contributions of this dissertation include a quality appraisal tool for evaluating evidence, an updated conceptual model of leading and learning, and a context-interventionmechanism- outcome (CIMO) radar tool for educational leaders to monitor innovation diffusion progress.Running Head: DEVELOPING DISTRIBUTED LEADERSHIP IN PLC i Learning to Innovate from the Globe: Developing Distributed Leadership in Professional Learning Communities through Transformative Learning Strategies for U.S. K-12 Educational Leaders Wanda Scanlon Wagner Dissertation A Thesis Submitted to the Graduate Faculty of University of Maryland University College in Partial Fulfillment of The Requirements for the Degree of Doctorate of Management Advisors: G. David Andersen, Ed.D. (Primary) Eric. B. Dent, Ph.D. Kathleen F. Edwards, Ph.D. James P. Gelatt, Ph.D. (Secondary) DEVELOPING DISTRIBUTED LEADERSHIP IN PLC ii Abstract K-12 schools are struggling to change from an industrial model to a model that will prepare students for the 21st Century. Research has indicated that top-down transactional leadership is not going to be successful in achieving this goal. Schooling is complex, and the school principal cannot do it all. Since the 1990s there has been a focus on developing distributed leadership in communities of practice through informal means as well as more formalized mechanisms, professional learning communities (PLC), that bring teachers and principals together in leading and learning. Using an evidence-based research systematic review meta-interpretation, the purpose of this dissertation was to identify adult transformative learning strategies K-12 school leaders around the globe employ to develop distributed leadership in PLC that are applicable to U.S. schools. External factors included reform innovation mandates; internal factors included isolated stakeholders. Pressing leading and learning issues included increased costs to support drop-outs, ill-prepared future employees, increased cost for workplace learning, and decreased U.S. global competitiveness. Using a realist thematic synthesis, findings include 12 interdependent and complementary dimensions found to develop distributed leadership in PLC through transformative learning strategies and 14 transformative learning interventions for PLC practitioners at multiple systems levels to build capacity for change and innovation diffusion. Contributions of this dissertation include a quality appraisal tool for evaluating evidence, an updated conceptual model of leading and learning, and a context-intervention-mechanism- outcome (CIMO) radar tool for educational leaders to monitor innovation diffusion progress. Keywords: distributed leadership, evidence-based decision making, innovation, loosely-coupled systems, mandates, professional learning communities, reform, systematic review, transformative learning, world view DEVELOPING DISTRIBUTED LEADERSHIP IN PLC iii Acknowledgements “Every mental pursuit takes its reality and worth from the ardor of the pursuer” (Keats, 1899, p. 277). In a letter dated 1818, Keats examined life through the perspective of life experiences and the polarities of humanity. Similarly, the doctoral program expanded my personal perspectives by exposing me to alternative views. My doctoral pursuit was enhanced through my relationships with the faculty, cohort members, and the scholarship. I would like to acknowledge my dissertation advisors who guided me in this learning process. Dr. Edwards, you taught me to address my practitioner audience. You helped me simplify my writing without simplifying the content. Dr. Gelatt, you taught me how to question and appraise research. Your prompting questions made me a better researcher and consumer of research. You reminded me when to drill down into the research and when to take a bird’s-eye view. Dr. Dent, your scholarship on complexity science, polarities, and emerging world views deepened my understanding of transformative learning. Dr. Andersen you supported my learning and spirit. You helped me move from a self-directed learner to a self-determined learner ready to attack the research until it surrendered. You encouraged me when I spoke about how I was applying evidence-based practices in my workplace or presenting research at conferences. You warned me when the dissertation process would test me. You helped me dig deep into my scholarship to get through the trying times. Your patience calmed me. Always, you were my supporter. Thank you. God bless you. To all my advisors and faculty, I am a different person because of your influences. Thank you, Dr. Wharff, Dr. Winters, Dr. Hadary, Dr. Sherlock, Dr. Watts, Dr. Bijlani, Dr. Kelley, and Dr. Mierzwa. You taught me to look forward and backward at the same time. The Roman god Janus looked to the future while thinking of the past; his Latin name (Ianua) DEVELOPING DISTRIBUTED LEADERSHIP IN PLC iv means door. Through this perspective, I see the doctorate as a gateway or doorway. There is no going back. Because of your guidance, I am more than a scholar-practitioner. I am a scholar advocate for the practitioner. In addition to my advisors and faculty, I would like to acknowledge my cohort members. Throughout every course, they supported me with nightly discussions on scholarship, expanding my understanding with their experiences and lenses. Three doctoral students were part of my original cohort and have been a constant support of my learning. Thank you, Joe Drasin, Holly Cicconi-Eggleston, and Cheryl Devose. You continuously challenged and elevated my thinking. Thank you for making me a better scholar and practitioner. I would like to acknowledge the subject matter experts that reviewed my early draft Chapters 1, 2, 3, and 5. Thank you, Dr. Buono, Dr. Dombroski, Dr. Glisczinski, Dr. Johnson, Dr. Pinto, Dr. Rayford, and Dr. Watson. They provided critical guidance and support for my learning. I would like to thank the scholars that provided me direct guidance: Dr. Pawson (realist synthesis); Dr. Wolcott (Innovation Radar); and Dr. Denyer (CIMO design science propositions). They answered my questions with thought provoking responses that created an open dialogue. Their openness reminded me to pay-it-forward if I am ever honored by someone asking me for guidance. Lastly, I would like to thank the scholars whose research triggered my thinking. It is magical when a certain phrase you read stops you in your tracks and then explodes into new thinking. Thank you for blazing a path for my learning. DEVELOPING DISTRIBUTED LEADERSHIP IN PLC v Dedication Thank you to my sister, Letha, who reminded me to re-write my dedication to reflect my roots. Reflecting on my roots, my dissertation is dedicated to my parents, family, children, and husband who shaped my thinking and being. First, I dedicate my dissertation to my parents Francis Xavier Scanlon from Maryland and Wandalee Walker from Arkansas. I know that if my parents were alive today, they would be very proud. Frank and Wanda never attended high school. They had a greater calling to family and country that included an appreciation for continuous, lifelong learning. My father was an ironworker and an entrepreneur. With charm and grit, he created a successful engineering company in the Baltimore area. When he retired and passed that company onto his oldest son, he could not stay idle. He purchased and ran a successful motel on the Eastern Shore of Maryland near Ocean City. The motel was a family business. This was when I realized my mother’s business expertise and love of learning. In addition to taking care of a family, a farm, a motel, and six children, my mother was a voracious reader. Between my father’s mechanical mind and survivalist tendencies and my mother’s thirst for knowledge, I was impressed with the idea that if I could think it, I could make it happen. I would like to acknowledge my parents as my first teachers who prepared me for the world. They instilled in me a hunger and confidence for continuous learning. They taught me to be competitive and fight for my beliefs. They taught me to be thankful for all my blessings and respect the ideas of others. Second, I was not alone in my primary discourse. I dedicate my dissertation to my five siblings. My four brothers and one sister always guided me. Out of six children, I was the fifth child. Therefore, I had many role models. I dedicate this dissertation to Larry, Gary, Letha, Patrick, and Frank (Jr.). My oldest and youngest bookend siblings, Larry and Frank, are no longer with us. I know that they are looking down from heaven and blessing my DEVELOPING DISTRIBUTED LEADERSHIP IN PLC vi accomplishment. They were always spit-fire spirits with wild and different perspectives. Gary, Letha, and Patrick have put up with my incessant talk about my doctoral program. They are forgiving of my absence to family while I pursued this endeavor. Thank you, Gary, Letha, and Patrick, for your patience and support. Third, I dedicate this dissertation to my children. While my children are grown and have their own lives, they understood my disconnectedness and adjusted to my school schedules. Thank you, dearest Meggan and Mary Pat. Meggan is married to my spectacular son-in-law, Caner. During my doctoral program, Meggan and Caner blessed me with a grandson, Ash Xavier Cooperrider. I remember leaving a UMUC residency to meet my grandson for the first time in San Francisco. Dearest Ash, I hope that you realize how much balance you provided me during this intensive time. You gave me a new perspective. Mary Pat, every time I visited the DC area for residencies, you welcomed me to your home. You were always open to meeting my cohort members. You graciously proofed my dissertation. You and Meggan always made me feel proud that I was pursuing this endeavor. Thank you. Lastly, I dedicate my dissertation to my husband, Terry, who provided endless and unconditional support. Terry, from the moment that I mentioned the idea of enrolling in the program, you were supportive. You never hesitated about the financial or potential time burden. During the program, you understood that I needed time to process the deep learning. Without hesitation, you automatically took on additional household duties, many times without my realizing your commitment. You were patient with my nightly sessions online and weekends filled with reading and writing marathons. Thank you, Terry. You are my rock. DEVELOPING DISTRIBUTED LEADERSHIP IN PLC vii Contents Abstract .......................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii Dedication ...................................................................................................................................... v CHAPTER 1: INTRODUCTION AND OVERVIEW OF RELEVANT LITERATURE ............. 1 Background and Overview of Relevant Literature ......................................................................... 1 Distributed Leadership ........................................................................................................ 2 Loosely-Coupled Systems .................................................................................................. 6 Communities of Practice: Professional Learning Communities (PLC) .............................. 8 Transformative Learning and World View ....................................................................... 11 Summary of Background and Review of Related Literature ............................................ 12 Statement of the Problem .............................................................................................................. 13 Government Mandates Create a Sense of Urgency .......................................................... 14 Isolation Creates Disconnectedness .................................................................................. 17 Significance of the Problem .......................................................................................................... 19 Purpose of the Study ..................................................................................................................... 20 Importance to Management .......................................................................................................... 20 Research Question ........................................................................................................................ 21 Propositions.................................................................................................................................. 21 Leadership Context Propositions ...................................................................................... 23 Learning Intervention Proposition .................................................................................... 24 Learning Mechanism Proposition ..................................................................................... 24 Outcome Propositions ....................................................................................................... 24 Definitions.................................................................................................................................... 24 DEVELOPING DISTRIBUTED LEADERSHIP IN PLC viii Distributed Leadership ...................................................................................................... 24 Professional Learning Community (PLC) ........................................................................ 25 Single-loop Versus Double-Loop Learning ...................................................................... 25 Transformative Learning .................................................................................................. 25 Summary ...................................................................................................................................... 25 Organization of the Dissertation ................................................................................................... 26 CHAPTER 2: METHODOLOGY ................................................................................................ 27 Discussion of Evidence-Based Research and Methodology ......................................................... 27 Evidence-Based Movement .............................................................................................. 28 Systematic Reviews (SR) .................................................................................................. 29 Rationale for Evidence-Based Research Methodology .................................................... 30 Configurative Synthesis on the Continuum of SR Types ................................................. 32 Realist Approach ............................................................................................................... 32 Discussion of Scholarly Research Evidence Tools ....................................................................... 34 Locating Evidence ............................................................................................................ 35 Search Sources .................................................................................................................. 36 Selected References .......................................................................................................... 38 Inclusion and Exclusion Criteria ....................................................................................... 39 Quality Appraisal .............................................................................................................. 40 Thematic Synthesis ........................................................................................................... 42 Coding and Themes .......................................................................................................... 43 Themes and Categories ..................................................................................................... 44 Synthesis Stage ................................................................................................................. 45 Presentation and Discussion of Expert Panel................................................................................ 47 DEVELOPING DISTRIBUTED LEADERSHIP IN PLC ix Expert Panel Purpose and Process .................................................................................... 48 The Panel Members .......................................................................................................... 48 Feedback from Expert Panel ............................................................................................. 48 Impact of Panel Members’ Comments ............................................................................. 49 Additional Methodology Experts ...................................................................................... 49 Summary ...................................................................................................................................... 50 CHAPTER 3: SYSTEMATIC REVIEW OF LITERATURE ...................................................... 51 Discussion of Theoretical Lenses ................................................................................................. 51 Theoretical Lens 1: Transformative Learning Theory ...................................................... 52 Theoretical Lens 2: Single-Loop and Double-Loop Change, Learning, and Reflection .. 56 Summary of Discussion of Theoretical Lenses ................................................................ 57 Systematic Review of Literature ................................................................................................... 58 Demographics ................................................................................................................... 59 Distributed Leadership ...................................................................................................... 61 District-to-district collaborative governance in federations ................................. 61 Distributed leadership within districts .................................................................. 69 School-to-school distributed leadership development .......................................... 78 Summary of distributed leadership in PLC. .......................................................... 90 Interdependency and Complementarity of PLC and Transformative Learning ................ 91 Trans-disciplinary strategies ................................................................................. 92 K-16 scholar-practitioner networks ...................................................................... 98 Schools-to-community strategies ........................................................................ 102 Inter-professional learning strategies .................................................................. 107 Participatory action research strategies ............................................................... 121 DEVELOPING DISTRIBUTED LEADERSHIP IN PLC x Work integrated learning strategies .................................................................... 127 Summary of interdependency and complementarity of PLC and transformative learning. .............................................................................................................. 135 Summary of the Systematic Review of Literature .......................................................... 136 Review of Research Propositions ............................................................................................... 136 Updated Leadership Context Propositions...................................................................... 136 Updated Learning Intervention Proposition.................................................................... 137 Updated Learning Mechanism Proposition .................................................................... 137 Updated Outcome Propositions ................................................................................