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dc.contributor.advisorGrassa O'Neill, Mary
dc.contributor.authorMilaschewski, Thomas William
dc.date.accessioned2021-11-22T18:33:43Z
dc.date.created2021
dc.date.issued2021-10-15
dc.date.submitted2021
dc.identifier.citationMilaschewski, Thomas William. 2021. Cultivating Leadership: Coaching, Supporting, and Developing Schools Leaders in the Medford Public Schools. Doctoral dissertation, Harvard University Graduate School of Education.
dc.identifier.other28495271
dc.identifier.urihttps://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37370271*
dc.description.abstractWe know that school leadership really matters. More specifically, school leadership really matters in improving student outcomes. Given this impact, districts must consider how they prepare their school leaders to lead for improved student outcomes. In a 2021 report furnished by the Wallace Foundation, in addition to citing the critical importance of strong principal leadership, the report cites the development of principals as potentially a district’s strongest lever in improving student outcomes (Grissom, Egalite, Lindsay). If principals really matter and how principals are developed really matters, then how does a district best lead this work? How can a district best support, coach, and develop principal talent to improve student outcomes? Furthermore, how can a district do this during the midst of a global pandemic, especially when it requires a complete shift in how things have been done for decades? The Superintendent of the Medford (MA) Public Schools charged me with developing a strategy and plan for how district principals are coached, supported, and developed as a way to ultimately improve student outcomes. This Capstone chronicles the development of a new, three-pronged approach that utilizes 1:1 instructional coaching, communities of practice, and a designated space for operational issues to improve the effectiveness and collaboration of district principals. This Capstone analyzes the process of leading change during the time of COVID-19 and in a context entangled in the status-quo.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dash.licenseLAA
dc.subjectEducational leadership
dc.subjectEducational administration
dc.titleCultivating Leadership: Coaching, Supporting, and Developing Schools Leaders in the Medford Public Schools
dc.typeThesis or Dissertation
dash.depositing.authorMilaschewski, Thomas William
dc.date.available2021-11-22T18:33:43Z
thesis.degree.date2021
thesis.degree.grantorHarvard University Graduate School of Education
thesis.degree.levelDoctoral
thesis.degree.nameEd.L.D.
dc.contributor.committeeMemberHonan, James
dc.contributor.committeeMemberEdouard-Vincent, Marice
dc.type.materialtext
thesis.degree.departmentEducation
dash.author.emailtom.milaschewski@gmail.com


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