Blazing New Trails - Connexions

76 CRITICAL ISSUES IN SHARED LEADERSHIP
was a result of information distributed, received, and exchanged increasing the knowledge of
all members of the organization. The superintendent and principals viewed the social
interaction as a distinct component in increasing teacher commitment, professionalism, and
respect among stakeholders. These same shared practices of problem solving with peers
occurred at the classroom level as well. The findings from this study indicated the means to
attain the vision could be addressed through multiple opportunities for dialogue.
Interdependence among organizational members engaged in dialogue strengthened the
member’s commitment and instructional capacity leading to student success. As Teacher A
stressed, “You link with other people’s strengths.” The organizational learning process
emerged in the findings of this study as group interaction with a collective purpose and
intentional focus on improved academic achievement and reflection on instructional practices
directly impacted students. Individual learning was extended among all levels of the district,
as they were a part of discussions and adapted to the response of the players. Therefore, the
group became a “collective mind,” not just the sum of individual learning.
As a result of the diversity in schools, the educational system has evolved into a
complex organizational system. Reforms have established an urgency to create an
environment of relational networks focused on meeting the needs of children. Regular
routines established to provide opportunities for networking to address instructionally related
issues pertaining to student achievement became a source of inspiration for change. Deliberate
efforts to shape the organization, focusing on ongoing dialogue and knowledge creation
among staff, promoting the process of organizational learning, became embedded in the daily
operations of the schools. Creative routines of practice continually emerged as these routines
of collaboration and discussion became a “way of doing things.”
Meeting the needs of students does not reside in the individuals working within the
district. It is revealed in the teams working together and the context in which conversations
take place. Changing practices requires establishment of a collaborative culture across the
district where each individual’s contribution is recognized and valued as it adds to the group’s
collective knowledge. A key element that emerged in the findings was the interdependent
nature of district personnel as they focused on the vision of student success. Conversations
focused on student learning, analysis of data, and collective problem solving occurred across
and within all levels of the district. This conversation supported and strengthened the norms,
values, and beliefs of the organization.
CONCLUSION
This investigation began in order to determine the extent of a district superintendent’s
influence on conditions that foster organizational learning. A deliberate decision and focused
ongoing effort by the superintendent in this academically achieving district changed the
behavior of staff and shaped the culture of the organization. Capitalizing on the capacity of
teams working together, establishing a common language through a vision for school
improvement, and reinforcing that vision through his own actions and expectations provided
an important direction for staff. District-wide professional development focused on
instructional effectiveness utilizing mentor teachers and peers provided the staff with a
common language for discussion, a common purpose, and the means to attain the vision.
District level leadership practices, specifically instructional and transformational
practices, had a positive influence on learning at the organizational level, leading to improved
academic achievement of students. The responsibility of the district superintendent is to lead
by strengthening the knowledge capacity of those closest to the classroom. While this