California, Collaborative Inquiry Networks and Leading for Equity: The why, what and how of collaborative networks in the context of educational improvement
“Going through this last year with the Network has really helped—helped me to be more proactive rather than being reactive. It created that space where amongst the chaos I was able to think clearly, think forward. I think the Network really helped me seize the reins.” — Network Superintendent
“It is so crucial to receive a variety of perspectives on key issues from individuals who are in the job of superintendent… that enabled me to immediately reflect on additional implementation strategies and ideas.” — Network Superintendent
In this keynote address, Dr. Christina Murdoch, Executive Director of the Center for Applied Policy in Education at the University of California, Davis, will share her insights on the networks of school district and school leaders that she has developed with her colleagues in California. For the past sixteen years, the Center for Applied Policy in Education (CAP-Ed) has been bringing cohorts of school district superintendents together annually to support each other in building shared leadership capacity. The CAP-Ed networks have benefitted hundreds of district superintendents, principals, and teachers throughout California. Their ultimate goal is to create an educational system where district and school leaders create the conditions for all students to learn, thrive, and grow. CAP-Ed is deeply committed to educational equity and social justice, and focuses on building partnerships and collaborative approaches to research to support effective educational policy.
Collaborative inquiry, reflective practices, and collegial support are the building blocks of collaborative networks of district and school leaders. These networks can tap into and mobilize knowledge in profound ways, resulting in actionable next steps for leading improvement. Collaborative networks help superintendents and principals deepen their leadership knowledge and preparation to lead by enhancing systems thinking to see districts and schools as systems in action, by working with mental models to have reflective and collegial conversations, and by focusing on both personal vision and shared vision to cultivate a creative orientation that drives equitable, high-quality student outcomes.
Collaborative, inquiry-based networks have far-reaching implications for the future of professional learning in education system improvement and school improvement research, policy, and practice.