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Putting Theory into Action Through Collaborative Partnerships
International Congress of School Effectiveness and Improvement (2017)
  • Dr. Catherine L. Meyer-Looze, Grand Valley State University
K-12 systems struggle to put theory into action.  There also appears to be a disconnect between higher education and operating K-12 systems.  Within Michigan, there are Early Adopter districts following a “Blueprint for Turnaround/Acceleration” created by Chandler and Frank (2015), which is a framework of research in school reform.  A unique partnership between Grand Valley State University, a rural school in Northern Michigan and a regional Intermediate School District work to implement the Blueprint as a comprehensive system of improvement.
Frankfort Elberta Area Schools (FEAS) is a small, rural district with a significant achievement gap.  Traverse Bay Area Intermediate School District (TBAISD) services 16 school districts in Northern Michigan.  In their quest for improvement, FEAS asked TBAISD for assistance in successful implementation of the Marzano evaluation tool.  This assistance arrived in the form of a professor in educational leadership who not only facilitated improvement of instruction through the evaluation tool, but also began improving the district through the deployment of MI-Excel’s Blueprint for Acceleration.
The ideas in this discussion include the partnership and collaboration, which is important in not only the field of educational leadership but also in the deeper understanding of systems and creating and sustaining educational reform.
  • system improvement,
  • collaborative partnerships,
  • k-12,
  • higher education,
  • leadership preparation,
  • continuous improvement
Publication Date
Winter January, 2017
Ottawa, Canada
Citation Information
Catherine L. Meyer-Looze. "Putting Theory into Action Through Collaborative Partnerships" International Congress of School Effectiveness and Improvement (2017)
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