Responding to State Mandates around Instruction: The Development of Administrator Social Networks in an Urban District

Rachel Roegman, Seungyoon Lee, Thomas Hatch, Neva Stumberger, Kathryn Hill

Research output: Contribution to journalArticlepeer-review

Abstract

In this paper, we document development of administrator networks around teacher evaluation and Common Core in an urban district over four years. Using social network analysis, we look at the extent to which networks focused on instructional initiatives spanned formal roles. Findings highlight influences of role and grade level as well as the nature of different initiatives in the ways that networks developed. As interactions increase, administrators share their knowledge and expertise—and district leadership has the potential to develop structures that support this. We conclude with implications for policy and practice.
Original languageEnglish (US)
Pages (from-to)672-705
JournalJournal of School Leadership
Volume28
Issue number5
DOIs
StatePublished - Sep 1 2018

Keywords

  • social networks
  • teacher evaluation
  • Common Core
  • social capital
  • organizational routines

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