[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601837-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601837-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","cross-boundary-leadership-a-framework-for-understanding-leadership-preparation","Cross-boundary Leadership - A Framework for Understanding Leadership Preparation","","Cross-boundary leadership frames how educational leadership preparation programs develop leaders who can create and sustain school-community partnerships. A case study examines the doctoral course EDLE 6633 School/Community Collaboration and its effects on course completers’ ability to work from shared influence and shared responsibility. Findings indicate the course builds relevant leadership capacity, while evidence also suggests modifying the course to better align with education goals and meet the complex demands faced in urban districts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cross-boundary-leadership-a-framework-for-understanding-leadership-preparation/601837/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cross-boundary-leadership-a-framework-for-understanding-leadership-preparation/601837.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is cross-boundary leadership in this document?","Question",{"text":63,"@type":64},"Cross-boundary leadership is a conceptual framework for understanding how leadership preparation can enable educational leaders to facilitate and sustain collaborative partnerships between schools and communities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which course is analyzed, and what capacity does it build?",{"text":68,"@type":64},"The case study examines EDLE 6633 School/Community Collaboration. Findings suggest the course prepares educational leaders to lead from shared influence and shared responsibility.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the document argue that leadership preparation programs need modification?",{"text":72,"@type":64},"Although the course prepares leaders for partnerships, evidence indicates modifications are needed so the course more fully meets education goals and addresses persistent disconnections among families, communities, and schools.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601837,1792192183,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Cross-boundary Leadership: A Framework for Understanding Leadership Preparation  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nKatherine Curry  \nOklahoma State University  \nBernita Krumm  \nOklahoma State University  \nThrough the conceptual framework of Cross-boundary leadership, this case study examines the influence of EDLE 6633 School/Community Collaboration, a doctoral course at Oklahoma State University, on course completer's capacity to effectively facilitate and sustain collaborative partnerships between schools and communities. Findings suggest that the course prepared educational leaders to lead from the perspectives of shared influence and shared responsibility; however, evidence also suggests modification to the existing course to more fully meet education goals.  \nNCPEA Education Leadership Review, Vol. 17, No. 2– December, 2016 ISSN: 1532-0723 © 2016 National Council of Professors of Educational Administration  \nCommunity contexts in urban districts provide extraordinary challenges for school effectiveness. For example, increasing numbers of students living at or below the poverty level, fragmented or non-existent families, and cultural issues such as violence, substance abuse and unsafe neighborhoods make the challenges of educating students in these districts very complex (National Center for Education Statistics, 2014; Warren, 2011) . In addition to these challenges, schools across the nation are facing financial crises threatening their very existence. For example, in a report to the Center on Budget and Policy Priorities, Leachman and Mai (2014) indicated state per student funding in 35 states across the nation in 2013-2014 was lower than funding before the 2008 recession, and funding in 15 of those states was lower in 2014 than it was the previous year. More recently, Farmer (2016) reported nearly half of the states in the U.S. continue to provide less funding for schools than they provided before the recession began. What is becoming abundantly clear to educational leaders, policy makers, and researchers is the increased intensity of out-of-school factors that pervade in-school factors and hinder student performance, leaving the public school system with more responsibility than it is prepared to handle (Blankstein & Noguera, 2015; Casto, 2016; Green & Gooden, 2014; Milner, 2013; Noguera & Wells, 2011) . These circumstances present unprecedented challenges to leaders in urban school districts requiring innovative leadership strategies to meet student needs.  \nOne promising strategy for promoting student success is collaborative leadership; this leadership strategy promotes effective partnerships between stakeholders in a district. Research supports the understanding that establishing effective family/community/school partnerships isan essential component for student success (Bryk & Schneider, 2002; Casto, 2016; Pounder, Reitzug, & Young, 2002; Zacarian & Silverstone, 2015) . In 2005, Warren (2005) explained the school/community connection as one so close that “the fates of urban schools and communities are linked”(p. 133) . More recent studies emphasize that high stakes accountability demands on urban districts to prepare students for workforce or college readiness reinforce the need for educational leaders to reach beyond the walls of the school and engage the larger community to meet student needs (Epstein, 2013; Blankstein & Noguera, 2015) . Blankstein and Noguera (2015) refer to the need for “an ‘outward-facing’ perspective among (educational) leaders and teaching staff” to meet student needs in situations where staff feel “overburdened or confounded”(p. 2) .  \nAn outward facing perspective presents numerous implications for leadership. This approach suggests that reactionary reform or implementation of several d","cbCaii9VmmhBC1rq","https://ap.wps.com/l/cbCaii9VmmhBC1rq","pdf",387237,18,"English","# Introduction\n## Challenges in Urban Districts\n## Collaborative Leadership and Partnerships\n## Outward-Facing Perspective and Comprehensive Reform\n# Problem\n## Gaps in Preparation Programs","[{\"question\":\"What is cross-boundary leadership in this document?\",\"answer\":\"Cross-boundary leadership is a conceptual framework for understanding how leadership preparation can enable educational leaders to facilitate and sustain collaborative partnerships between schools and communities.\"},{\"question\":\"Which course is analyzed, and what capacity does it build?\",\"answer\":\"The case study examines EDLE 6633 School/Community Collaboration. Findings suggest the course prepares educational leaders to lead from shared influence and shared responsibility.\"},{\"question\":\"Why does the document argue that leadership preparation programs need modification?\",\"answer\":\"Although the course prepares leaders for partnerships, evidence indicates modifications are needed so the course more fully meets education goals and addresses persistent disconnections among families, communities, and schools.\"}]","Cross-boundary Leadership - A Framework for Understanding Leadership Preparation | PDF",1792093515,45]