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035 a| (OCoLC)1449649579;

043 a| n-us-nc;

090 a| LB2806;

049 a| EREE;

100 1 a| Jacobson, Monica Smith,e| author.?| UNAUTHORIZED;

245 14 a| The bridge :b| how an innovative, collaborative team of principals and curriculum specialists supports equitable instruction in secondary core classrooms /c| by Monica Smith Jacobson.;

246 3 a| The bridge how an innovative, collaborative team of principals and curriculum specialists supports equitable instruction in secondary core classrooms.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (191 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 4.28 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed May 6, 2025).;

520 3 a| At the heart of all educational leadership is the desire to ultimately improve outcomes for students. After observing the ongoing process of principals and curriculum specialists supporting this effort in silos, I recognized a need to develop a collaborative framework, a bridge, to support instructional initiatives. The research study explores the collaborative efforts of school leaders and curriculum specialists in supporting equitable instruction in secondary core classrooms through a Participatory Action Research (PAR) framework. Being a former school principal turned district leader, I identified the need for a collaborative structure to enhance instructional initiatives. The Focus of Practice (FoP) centers on strategies employed by principals and curriculum specialists to bridge the instructional gap to better support teachers, thus students. Four co-practitioner researchers (CPR) that included two secondary principals and two secondary district curriculum specialists who actively sought insight from various educational leaders partnered in the study. The site of the study was an eastern North Carolina school district serving over 23,000 students. The study extends over three iterative cycles, incorporating 1-1 interviews, mini-Community Learning Exchanges, professional learning opportunities, and monitoring visits to promote collaborative practice among educational colleagues. Findings from the 18-month inquiry reveal three strategies, analogous to a bridge: constructing meaningful relationships, connecting strong and supportive instructional communities, and creating a pathway for continuous learning. These strategies promote collaborative effort to foster improved instructional practices. The study emphasizes the significance of collaborative work between school leaders and curriculum specialists, highlighting the positive impact on student outcomes. The study concludes with a call for educational leaders to build bridges in their instructional efforts with the support of district leadership. The implications for practice and research extend beyond local contexts to educational policies and the broader field, emphasizing the importance of collective efficacy for the ultimate goal of improved student outcomes.;

504 a| Includes bibliographical references.;

650 0 a| Educational leadershipz| North Carolina.=| ^A306279;

650 0 a| High school principalsz| North Carolina.=| ^A110416;

650 0 a| Culturally relevant pedagogyz| North Carolina.=| ^A1260771;

650 0 a| Academic achievement.=| ^A8828;

650 0 a| Action research in education.=| ^A166963;

650 0 a| Professional learning communitiesz| North Carolina.=| ^A1000531;

653 a| Curriculum Specialists;

653 a| Collaboration;

653 a| Secondary Education;

653 a| Efficacy;

653 a| District Leadership;

653 a| Meaningful Relationships;

653 a| Instructional Communities;

700 1 a| Militello, Matthew,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjJVGHRRYvQ8RpQPXBYkQm=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13404;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6462624;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462624-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 7/24/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6462624-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 7/24/2024x| ETDz| HERESOURCE;

The bridge : how an innovative, collaborative team of principals and curriculum specialists supports equitable instruction in secondary core classrooms / by Monica Smith Jacobson.

Author/creator	Jacobson, Monica Smith author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (191 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Educational leadership--North Carolina. High school principals--North Carolina. Culturally relevant pedagogy--North Carolina. Academic achievement. Action research in education. Professional learning communities--North Carolina.

Variant title	The bridge how an innovative, collaborative team of principals and curriculum specialists supports equitable instruction in secondary core classrooms.
Summary	At the heart of all educational leadership is the desire to ultimately improve outcomes for students. After observing the ongoing process of principals and curriculum specialists supporting this effort in silos, I recognized a need to develop a collaborative framework, a bridge, to support instructional initiatives. The research study explores the collaborative efforts of school leaders and curriculum specialists in supporting equitable instruction in secondary core classrooms through a Participatory Action Research (PAR) framework. Being a former school principal turned district leader, I identified the need for a collaborative structure to enhance instructional initiatives. The Focus of Practice (FoP) centers on strategies employed by principals and curriculum specialists to bridge the instructional gap to better support teachers, thus students. Four co-practitioner researchers (CPR) that included two secondary principals and two secondary district curriculum specialists who actively sought insight from various educational leaders partnered in the study. The site of the study was an eastern North Carolina school district serving over 23,000 students. The study extends over three iterative cycles, incorporating 1-1 interviews, mini-Community Learning Exchanges, professional learning opportunities, and monitoring visits to promote collaborative practice among educational colleagues. Findings from the 18-month inquiry reveal three strategies, analogous to a bridge: constructing meaningful relationships, connecting strong and supportive instructional communities, and creating a pathway for continuous learning. These strategies promote collaborative effort to foster improved instructional practices. The study emphasizes the significance of collaborative work between school leaders and curriculum specialists, highlighting the positive impact on student outcomes. The study concludes with a call for educational leaders to build bridges in their instructional efforts with the support of district leadership. The implications for practice and research extend beyond local contexts to educational policies and the broader field, emphasizing the importance of collective efficacy for the ultimate goal of improved student outcomes.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed May 6, 2025).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The bridge : how an innovative, collaborative team of principals and curriculum specialists supports equitable instruction in secondary core classrooms / by Monica Smith Jacobson.

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