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Using a theoretical model of collective leadership development, the study conducts a multiple-case design focused on STEM learning. Evidence is gathered through surveys of STEM leaders (n=113), interviews and focus groups with teachers (n=52) and administrators (n=18), and site visits to five schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collective-leadership-a-catalyst-for-school-improvement-abstract-and-research-findings/602201/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collective-leadership-a-catalyst-for-school-improvement-abstract-and-research-findings/602201.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper compare collective leadership to, and why?","Question",{"text":112,"@type":113},"It compares collective leadership to a chemistry catalyst that accelerates reactions without being consumed, emphasizing leadership that helps good work progress without exhausting leaders.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was evidence collected for the STEM school improvement study?",{"text":117,"@type":113},"The study surveyed STEM leaders (n=113), ran interviews and focus groups with teachers (n=52) and administrators (n=18), and conducted site visits to five schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key implications for policymakers identified in the study?",{"text":121,"@type":113},"The paper outlines seven implications, including supporting site-based leadership, joint professional learning around shared goals, peer observation and feedback, and iterative improvement cycles using observable evidence and engineering/design principles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602201,1792172076,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 31 Number 80 August 1 , 2023 ISSN 1068-2341 |  |\n\nCollective Leadership: A Catalyst for School Improvement  \nJonathan Eckert  \n&  \nGrant Morgan  \nBaylor University  \nUnited States  \nCitation: Eckert, J., & Morgan, G. (2023) . Collective leadership: A catalyst for school improvement.  \nEducation Policy Analysis Archives, 31(80). [https://doi.org/10.14507/epaa.31.7603](https://doi.org/10.14507/epaa.31.7603)  \n[Abstract:](Abstract: Collective leadership of teachers and administrators can be a vehicle for catalyzing)[ Collective leadership of teachers and administrators can be a vehicle for catalyzing](Abstract: Collective leadership of teachers and administrators can be a vehicle for catalyzing)[ ](Abstract: Collective leadership of teachers and administrators can be a vehicle for catalyzing)[school improvement. In chemistry](school improvement. In chemistry), a catalyst is any substance that increases the rate of reaction without itself being consumed. Leadership that accelerates good work without using up the leader is increasingly necessary. We identified schools that demonstrated exemplary Science, Technology, Engineering, and Mathematical (STEM) learning. Using a theoretical model of collective leadership development, we conducted a multiple-case study to identify common themes that provided insight into school improvement. We surveyed STEM leaders (n=113), conducted interviews and focus groups with teachers (n=52) and administrators (n=18), and conducted site visits to five schools. We found seven implications for policymakers: 1) enact policies that support site-based leadership; 2) implement professional learning of teachers and administrators together on work related to shared goals; 3) support peer observation and feedback; 4) provide opportunities for administrators, teachers, and students to design flexible schedules that support cross-curricular STEM connections; 5) develop public/private partnerships that can provide expertise and materials; 6) create opportunities for educators and students to make their work public; 7) engage school-based teams in iterative improvement cycles that rely on collection of observable evidence of improvement using engineering and design principles.  \nKeywords: school leadership; collective leadership; leadership development; STEM; school improvement  \nLiderazgo colectivo: Un catalizador para la mejora escolar  \nResumen: El liderazgo colectivo de docentes y administradores puede ser un vehículo para catalizar la mejora escolar. En química, un catalizador es cualquier sustancia que aumenta lavelocidad de reacción sin consumirse. Cada vez es más necesario un liderazgo que acelere el buen trabajo sin agotar al líder. Identificamos escuelas que demostraron un aprendizajeejemplar en Ciencias, Tecnología, Ingeniería y Matemáticas (STEM) . Usando un modelo teórico de desarrollo de liderazgo colectivo, llevamos a cabo un estudio de casos múltiples para identificar temas comunes que brindaron información sobre la mejora escolar. Encuestamos a líderes de STEM (n=113), realizamos entrevistas y grupos de enfoque con maestros (n=52) y administradores (n=18), y realizamos visitas a cinco escuelas. Encontramos siete implicaciones para los formuladores de políticas: 1) promulgar políticasque apoyen el liderazgo basado en el sitio; 2) implementar el aprendizaje profesional de maestros y administradores juntos en el trabajo relacionado con objetivos compartidos; 3) apoyar la observación y la retroalimentación de los compañeros; 4) brindar oportunidades para que los administradores, maestros y estudiantes diseñen horarios flexibles que respalden conexiones STEM transversales; 5) desarrollar asociaciones públicas/privadas que puedan proporcionar experiencia y materiales; 6) crear oportunidades para que educadores y estudiantes hagan público su tr","cbCaigDOoRS20EfC","https://ap.wps.com/l/cbCaigDOoRS20EfC","pdf",769102,28,"English","# Collective Leadership: A Catalyst for School Improvement\n## Abstract\n## Methods and Evidence\n## Policymaker Implications\n## Keywords","[{\"question\":\"What does the paper compare collective leadership to, and why?\",\"answer\":\"It compares collective leadership to a chemistry catalyst that accelerates reactions without being consumed, emphasizing leadership that helps good work progress without exhausting leaders.\"},{\"question\":\"How was evidence collected for the STEM school improvement study?\",\"answer\":\"The study surveyed STEM leaders (n=113), ran interviews and focus groups with teachers (n=52) and administrators (n=18), and conducted site visits to five schools.\"},{\"question\":\"What are the key implications for policymakers identified in the study?\",\"answer\":\"The paper outlines seven implications, including supporting site-based leadership, joint professional learning around shared goals, peer observation and feedback, and iterative improvement cycles using observable evidence and engineering/design principles.\"}]","Collective Leadership: A Catalyst for School Improvement - Abstract and Research Findings | PDF",1792094221,71]