Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District
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CitationMagnuson, Nicole Y. 2017. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. Doctoral dissertation, Harvard Graduate School of Education.
AbstractIn addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first defined by Kania & Kramer (2011) as “a commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem” has emerged as a framework for bringing cross-sector partners together to share ownership of student success (p. 36). Its data-informed, continuous improvement orientation drives collective action to address root-cause issues and to achieve large-scale social impact.
This capstone documents the leadership and support I provided to Oceanside Unified School District (OUSD) and its community partners to advance and plan for the long-term sustainability of the Oceanside Promise (The Promise), a collective impact initiative anchored within OUSD. FSG’s Five Conditions of Collective Impact and StriveTogether’s Cradle to Career Theory of Action were used to assess the current state of the partnership, its backbone capacity, and the development of a multiyear strategic roadmap. My strategic project involved working with district leadership, the Oceanside Promise Foundation (The Foundation), and The Promise partners to clarify roles and direction, create coherence, and facilitate shared ownership of The Promise and its long-term sustainability. In addition to my professional and academic experience, literature regarding collective impact, critical leadership competencies, and organizational and community coherence informed the strategic project’s planning and execution.
This capstone also provides insight into the challenges and opportunities of a district-anchored collective impact initiative. Most notably, it explores how shared community ownership must be intentionally cultivated and how collective impact challenges the mindsets and competencies of educators and community members with a traditional view of how school districts and community partner. Thus, the implications for site and sector sections elevate the conditions that would better support the success of innovative school districts assuming the role of backbone support in collective impact initiatives.
Citable link to this pagehttp://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663