How Central Office Administrators Organize Their Work in Support of Marginalized Student Populations

Abstract

Background: Examining the underlying social networks of a central office leadership team in a school district focused on accelerated improvement may provide insight into the organizational structures that support or constrain improvement efforts. These networks play a critical role in identifying strategies and practices that will enable district leaders to better support marginalized student populations and strive toward the goal of halving the achievement gap for all students. Purpose and Research Questions: The purpose of this individual research study is to carefully examine and analyze the structure of social relations in a school district under sanction, aiming to answer the following research question: How do social networks between and among district leaders relate to turnaround efforts designed to support marginalized populations? Methods: This study applies social network theory of central office leadership and relationships within a public school district aimed to accelerate improvement and support traditionally marginalized students. The network boundary is limited to central office administrators. In concert with the Dissertation in Practice (DIP), this individual study was designed to be emergent and flexible. Data sources include semi-structured interviews and document review. Findings: This study found that day-to-day, central office administrators in one turnaround district, rely heavily on a high number of external ties. The advice network is highly centralized around two key players which may constrain the exchange of advice or knowledge and ultimately slows or inhibits efforts designed to improve outcomes for marginalized student populations. High personnel turnover and lack of network stability are to be expected in a turnaround district, however, it has a ripple effect on the district’s ability to establish systems and structures that facilitate accelerated improvement for marginalized student populations. Significance. Organizational change is often socially constructed. Understanding which actors have positive influences and positive social relations will ensure that formal and informal network roles are identified and maximized to their full potential. Social network analysis has the potential to provide school districts information regarding the capacity of central office administrators to implement accelerated improvements.