Conference Agenda

The last twenty years have seen two significant strands of education-policy reform in England: an increased emphasis on the power of market forces as a strategy for school improvement and the development of new governance structures that may not be based around local areas or communities (Author, 2020). These policy moves are both positioning schools in a competitive market and loosening the links between schools and their local communities. Various forms of area-based partnerships have emerged, where schools are encouraged and enabled to work together with neighbouring schools and community partners (Author, 2018).

In this paper, we report on the Area-Based Partnerships Project (ABPP), which investigates examples of collaborative working in eight regions in England. Our case-study research is framed by the following questions: What are the conditions that facilitate the establishment and sustainability of area-based school partnerships? What are the features and benefits of these partnerships? What barriers do they face and how are these being addressed? And, what are the implications for the creation of effective forms of local coordination within education systems?

A multiple case study design was adopted encompassing eight area partnerships located in different regions in England. Data were generated through documentary analysis followed by interviews and focus-group seminars with key actors, including governors and Trust members, Chief Executive Officers, local- (district) authority representatives and school principals.

We identify key factors underpinning the purposefulness of such partnerships, including the establishment of strong professional networks, often led by experienced school leaders; the contribution of local-authority officers; a commitment to collaborative working; and a clearly-articulated statement of principles. Our findings underline the importance of contextual factors in shaping area-based cooperation. In particular, we draw attention to the historical, political, and cultural characteristics of a locality as key to understanding how and why the partnerships evolved, and whether and the extent to which they can be seen as purposeful and sustainable. We go on to argue that these are crucial factors that need to be acknowledged, understood, and accounted for in addressing social justice within education and wider society (see also Kerr et al, 2014).

This serves to highlight the importance of localised policy enactment and decision (Braun et al, 2011). Notably, these partnerships have no formal status or mandate, instead drawing their influence from soft power and the social capital of the collective capacity of local educational leaders and professionals. While the extent to which these partnerships can be seen as ‘successful’ and/or sustainable is variable between different regions, there are lessons we can draw from this project that will inform thinking around how school systems might be structured in ways that promote excellence through equity.

This paper speaks to the broader conference theme in exploring how school systems can be supported to improve. It also speaks more specifically to the final conference sub-theme surrounding the leadership of education systems that promote equity and inclusion.

Objectives. This presentation shares insights about the design of a professional learning network (PLN) for leaders in six immigrant-serving school districts across the U.S. With the growth of global migration, educational leaders’ responsibilities to support newcomers have also grown. Addressing emerging issues related to educational leadership, policy and practice, our PLN focused on building district leaders’ capacity to serve immigrant-origin students. Here, we answer the research question: How does the design of a cross-district site visit foster professional learning among district leaders about serving immigrant-origin students?

Background & Theory. We ground our work in theories of immigrant integration that highlight the salience of nested contexts of reception in shaping immigrants’ experiences (Golash-Boza & Valdez, 2018; Portes & Rumbaut, 2014). As key points of contact, educational institutions are central influences on the experiences of immigrant-origin youth (Brezicha & Hopkins, 2016; Lowenhaupt et al., 2021). Recently, educators have sought ways to support students coping with heightened anti-immigrant policies and discourse (Costello, 2016; Ee & Gándara, 2018; Rodriguez & Crawford, 2022). In particular, educational leaders influence the experiences of immigrant-origin youth (Lowenhaupt & Hopkins, 2020; Jaffe-Walter & Villavicencio, 2021; Mavrogordato et al., 2020). We conceptualize our partnership as a PLN connecting immigrant-serving districts and providing leadership development opportunities (Poortman, Brown & Schildkamp, 2022; Azorín, Harris & Jones, 2020). We use design-based research and draw on networked improvement tools to facilitate professional learning within and between districts (Fishman et al., 2013).

Methods. In this five-year study, we partnered with six school districts around the country to identify promising practices to support immigrant-origin youth in light of anti-immigrant policies. Each district formed a team of three representatives including superintendents, multilingual program directors, and teacher leaders. In spring 2023, we organized two cross-district site visits. Our goals were to: 1) observe promising practices, 2) reflect together on context-specific considerations, and 3) explore how observed practices might be implemented in partner districts. The research team gathered several sources of data including audio recordings and artifacts from meetings, participant notes, researcher memos, and reflections.

Findings. Our findings highlight design features that facilitated cross-district learning. First, collaborating across districts allowed educators to identify shared and context-dependent practices. Second, the site visits highlighted the value of being in person, which allowed us to speak with and observe people and practices beyond our immediate district contacts, including other educators and staff, students, and families. Third, scheduling opportunities for reflection throughout the visit helped visitors identify how the showcased practices could be applied to their own contexts. Fourth, scheduling time for caring, critical feedback at the end of each visit gave a sense of purpose to the experience.

Implications & Conclusions. Engaging in PLNs is a promising and increasingly common form of professional development and learning, particularly for educational leaders. Still, we have much to learn about how PLNs support capacity building and how their design informs learning. Our participants expressed appreciation for having space to learn about supporting immigrant-origin students and an opportunity where these commitments were shared.

Introduction

From the year 2015 to 2019, there has been a 29% decrease in enrollment in teacher education programs in Chile (OFD, 2021). Given this, a teacher shortage has been predicted. A shortage that is compounded by early attrition is estimated at about 40% within the first five years (Ávalos & Valenzuela, 2016). This situation has prompted a number of policy initiatives. Decreases in enrollment have been attributed to the legal mandate to gradually increase the admissions cut-off scores in the college entrance exam. To address potential inequities associated with this increase, two alternative admission routes were stipulated. The score on the admissions test could be replaced by a student’s high school ranking or by their participation in a special pre-college preparation program available to low-income students. Additionally, to address a lack of interest among high school graduates, universities were encouraged to develop programs specifically designed to attract them to teacher education (PAP program) (Mineduc 2020). We are conducting a study on the effects of these policies by examining policy, institutional and individual factors.

Objective and conceptual framework

The current study examines first-year preservice teachers' motivations to enrol in teacher education programs. Motivation and commitment to teaching are key factors for their educational trajectory, the construction of professional identity and commitment, therefore, they need to be considered in the design of public policies (Heinz, 2015; Wang and Houston, 2021). FIT-choice (Factors Influencing Teaching) developed by Watt and Richardson (2007) is the conceptual framework used in the current study.

Method

This quantitative study analyzes data from 1127 first-year pre-service undergraduate teacher education students from two public and two private universities. They were enrolled in 8 different teaching majors, including Special Education, Early Childhood and Elementary Education, and five secondary majors. Data were collected during the first semester of 2023, using a paper and pencil questionnaire that included FIT-Choice items (Watt & Richardson, 2007) and two other locally developed constructs. Confirmatory Factor Analysis established the validity and reliability of the constructs measured.

Selected Findings

Gender differences: women (66.5%) had higher scores than men in Social Utility motivations (p<0,001), Intrinsic career value (p<0,001), and Self-perceived abilities (p<0,01). Women showed higher Planned persistence in teaching (p<0,001).

Participation in a PAP program: participants (16.1%): showed higher scores in the perception of the influence of national Initiatives to attract students to the teaching profession (p<0,05; p<0,001) and reported a greater number of Work experiences with children and adolescents (p<0,001).

Secondary major: Mathematics Education students showed lower scores in Social Utility (p<0,001), but higher scores on Prior teaching experiences (p<0,001). English Education majors showed lower scores on Intrinsic career value (p<0,001), Self-perceived abilities (p<0,001), and Planned persistence in teaching (p<0,001).

Educational importance

Teachers' role in school effectiveness and improvement is well documented. Attracting candidates to initiate the process of formal professional preparation has become challenging in some jurisdictions. To address this challenge, it is important to understand what motivates prospective candidates, acknowledging differences among people interested in various teaching specializations.