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The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has helped to bridge the theory to practice divide and strengthen university‐district ties.

A design‐based research paradigm was utilized to investigate how creating more authentic and contextually relevant university‐school partnerships and embedding leadership preparation in the context of practice may help build stronger bridges between theory and practice.

The findings highlight that holistic approaches to leadership preparation, developing relationships, coordinating meaningful professional development, realism in design and experiences, and introspection are all ways that cohort members, as well as other district personnel, have been able to build stronger bridges between theory and practice.

The findings can assist universities and districts in developing and supporting partnerships that contribute to relevant, practical, and meaningful leadership preparation.

The authors' analysis highlights that aspiring leadership students who do not engage in meaningful and contextually relevant activities will not be able to bridge the theory to practice gap when working in the actual leadership field. Authentic experiences provide realistic views and understandings of the requirements, challenges, and rewards of educational leadership positions.

The authors discuss the typology of personnel officers in the National Health Service. On the basis of a survey of Scottish Health Boards they conclude that NHS personnel officers are “insiders” rather than “outsiders” bringing their specialist skills from elsewhere.

Examines the control mechanisms which superintendents used to shape and direct the work of suburban high school principals. Includes four hierarchical controls (supervision, input, behaviour and output) and two non‐hierarchical controls (section/socialization and environmental). Examines two additional areas, the social status of the school and the size of the district, for their effects on the application of the six control mechanisms. Finds the control mechanisms were used in all of the schools in varying degrees, but the extent of use across areas conveys how controls were “zoned” with tight controls (constraints) over some areas or loose controls (autonomy) over other areas. Concludes that district size does affect the variability of control and autonomy.

This paper aims to explore parent and school leader partnerships to engage high poverty and minority families against the backdrop of transformative educators fulfilling federal policy advice on parent involvement in schools. Policies encouraging school and home collaboration are considered in an urban school district.

Qualitative methods explore perspectives of parents and educators regarding parent engagement supporting student advancement. Data collection includes individual and group interviews, document analysis and observations.

Findings suggest that federal policy encouraged collaboration between parents and educational leaders. District initiatives contextualized parent involvement models of school home collaboration. Parents believe parental engagement is essential for student advancement but are uncertain about how to participate. Opportunities exist for transformative leadership in the district and schools.

Research implications suggest that policy can be a catalyst for parent involvement activities. Parents learn that opportunities exist for them to support children in schools and that educational leaders can be partners and advocates. Understandings are extended for educational leaders regarding parents as collaborators supporting students. Finally, policy makers are urged to be mindful in crafting legislation about school home partnerships.

This paper fills literature gaps about parent and educational leader collaboration in advancing parental involvement. Educational leaders are in prime positions to cultivate trusting linkages with high poverty and minority parents by sharing advocacy for students. Transformative educational administrators who strive for equity in schools can further school home alliances. Policy can present opportunities for educators to embrace parental involvement.

Federal and state policymakers in the USA have sought to better differentiate the performance of K-12 teachers by enacting more rigorous evaluation policies. The purpose of this paper is to investigate whether these policies are working as intended and explore whether district stressors such as funding, enrollment, and governance are associated with outcomes.

The authors examined teacher evaluation ratings from 687 districts in Michigan to identify the relationship between district stressors and two outcomes of interest to policymakers: frequency of high ratings and variation of ratings within districts. A qualitative index of variation was used to measure variation of the categorical rating variable.

About 97 percent of teachers in Michigan are rated effective or highly effective, and variation measures indicate overwhelming use of only two ratings. Charter school districts have fewer teachers rated highly than traditional districts, and districts with higher fund balances have more teachers rated highly. Districts with increasing fund balances have higher variation.

The findings suggest that district stressors presumably unrelated to teacher performance may influence teacher evaluation ratings. State teacher evaluation reforms that give districts considerable discretion in designing their teacher evaluation models may not be sufficient for differentiating the performance of teachers.

This research is important as policymakers refine state systems of support for teacher evaluation and provides new evidence that current enactment of teacher evaluation reform may be limiting the value of evaluation ratings for use in personnel decisions.

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

The range of pressures which has impacted on local government in the 1980s has forced the emergence of dynamic and sophisticated forms of industrial relations at the workplace level. It is clear, however, that with conceptual tools forged to analyse developments in the private manufacturing sector, very few attempts have been made by academics, policy‐makers or commentators to discuss the structures and processes which have emerged. The character of the changes at authority level are considered using material from a survey of personnel officers in over a third of authorities in England and Wales and within the context of prevailing analytical and theoretical frameworks. It is argued that the distinctive development of the personnel function in local government has resulted in a managerial process which conforms to key features of the human resource management (HRM) model, in particular the devolution of personnel responsibilities to line managers and the integration of personnel concerns at the strategic level. However, other features of this model are less in evidence. The search for employee commitment and flexibility remains patchy and often appears as a practical response to labour market and competitive pressures. Furthermore, collectivist features of employee relations remain well entrenched with the continued encouragement of both union membership and involvement. This is not to deny change beyond the HRM model. Thus, it is clear that established joint machinery is becoming increasingly unable to deal with ongoing issues while the trade unions are gradually being forced into a consultative rather than a bargaining role.

This study examines empirically the extent to which there is evidence of an endemic sub‐culture of policing among a sample of sheriffs’ deputies. While failing to observe widespread adherence to the sub‐cultural norms and values suggested in the literature, such adherence is observed among a subset of our sample. Advanced statistical techniques (i.e. cluster analysis and discriminant function analysis) are then used to create, replicate, and validate a numerical taxonomy of policing. The taxonomy reveals three types of law enforcement orientations: “Sub‐Cultural Adherents,” “COP Cops,” who represent a nouveau sub‐culture strongly committed to public service, and “Normals,” who, on average, are quite average and are not especially committed to either sub‐cultural form.

This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified for colleges, schools and funding agencies. They focus on eight themes: finances, administration, accountability, collaboration, communications, pedagogy, professional development, and research/evaluation. Target audiences for this chapter are: college and school teachers, college and school administrators, teacher-education faculty and students, policy makers and personnel at education-supporting non-profit organizations.

The purpose of this paper is to study the efficacy of a district tuberculosis (TB) co-ordinating team on health service performance for suspected TB patients in a district hospital in northeastern Thailand.

A comparison study of pre- and post-evaluations of TB system improvement was conducted in a district hospital in northeastern Thailand between October 2016 and June 2017. Data collection reviewed the record of suspected TB cases reported in the district hospital in the past nine months as a base line for describing the health service performance in term of received investigation for TB diagnosis. Participants from a TB clinic, district health office and health center set up a TB co-ordinating team to explore situations and systematic gaps. The TB co-ordinating team gave recommendations of health service performance for suspected TB patients over a nine-month period. Records of suspected TB cases health service performance were collected nine months after intervention. Data analysis by descriptive statistics and to test the effect of intervention was performed.

The records from 324 and 379 suspected TB cases reported in the hospital from the 9 months preceding and 9 months, respectively, after intervention were reviewed. A TB co-ordinating team was set up to improve the system and health service performance in terms of investigation for TB diagnosis. The results revealed that health service performance in terms of complete microscopy and investigation in both chest radiography and microscopy increased after intervention. When comparing between pre- and post-intervention, suspected cases received both chest radiography and microscopy in 176 cases and 283 cases, respectively (p-value=0.001). There were 27 cases diagnosed for smear positive TB in pre-intervention and 51 cases diagnosed in post-intervention (p-value=0.011). There were 21 cases pre- and 36 cases post-intervention that had referral documents from health center with no statistically significant difference.

The TB co-ordinating team had the role to improve health service performance for suspected TB cases to enroll in investigation process for increase TB diagnosis in district hospital.