[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601815-105":59,"doc-detail-601815-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","north-dakotas-experience-with-the-academy-model-a-successful-replication","North Dakota’s Experience with the Academy Model - A Successful Replication","","Explores how the Kansas State University district/university partnership academy model was replicated across four school districts in another state and adapted to align with departmental goals. Highlights leadership as a driver of academic success, defines teacher leadership as a shared influence on colleagues and school practice, and cites evidence that many teachers seek blended roles combining teaching with leadership. Describes collaboration needs between universities and school districts, positions NCPEA’s teacher leadership program agenda, and discusses why traditional principal training may fall short.",{"@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/north-dakotas-experience-with-the-academy-model-a-successful-replication/601815/",{"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/north-dakotas-experience-with-the-academy-model-a-successful-replication/601815.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was replicated from Kansas State University, and how was it adapted?","Question",{"text":112,"@type":113},"The district/university partnership academy model was successfully replicated with four school districts, then adapted to match the participants’ own department goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document define teacher leadership?",{"text":117,"@type":113},"It cites York-Barr and Duke (2004), defining teacher leadership as how teachers individually or collectively influence colleagues, principals, and the school community to improve teaching and learning practices for increased student achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the document argue that teacher leadership preparation programs are needed?",{"text":121,"@type":113},"It cites survey evidence that many teachers are not interested in becoming principals but a substantial portion want blended roles, so preparation programs designed to develop teacher leaders are required.","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},601815,1792160994,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Professors share how the district/university partnership model thriving at Kansas State University was successfully replicated with four school districts in another state and was adapted to match their own department goals.  \nNorth Dakota’s Experience with the Academy Model: A Successful Replication  \nTom Hall and Ann Clapper  \nDr. Tom Hall, Associate Professor at North Dakota State University, earned his doctorate at the University of South Dakota and has been a faculty member in the Educational Leadership Program at North Dakota State since 2005. He has substantial experience with the partnership academy model, and has played a lead role in designing and facilitating leadership academies with four school districts in North Dakota.  \nDr. Ann T. Clapper, Associate Professor at North Dakota State University, earned her doctorate from Drake University in Des Moines, Iowa and has been a faculty member in the Educational Leadership Program since 2008. She has extensive experience with the partnership academy model, and has successfully designed and facilitated academies in collaboration with four school districts in North Dakota.  \nLeadership is a key factor in improving schools and ensuring academic success for all students. At the building level, the leadership role has traditionally been assigned to the principal, but principals cannot be expected to be the sole leaders in their buildings. Although teachers may not aspire tobe principals, the complexities of today’s schools demand that they lead as well. York-Barr and Duke (2004) defined teacher leadership as “the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement”(pp. 287-288). Other research on this concept of shared or collective leadership has also linked these practices to increased student learning (Hallinger & Heck, 2010; Leithwood & Mascall 2008).  \nA survey conducted by MetLife (2013) revealed that 84% of teachers said they were either “not very” or “not at all”interested in becoming a principal; however, nearly 25% were interested in a blended role that combined teaching with a leadership position of some sort. Therefore, given the importance of teacher leadership to student success, and sufficient interest by teachers to serve in blended leadership roles, preparation programs specifically designed for developing teacher leaders are needed.  \nIn 2012, the National Council of Professors of Educational Administration (NCPEA) released a position paper promoting the development of teacher leadership programs in collaboration with educational administration/leadership professors. The paper noted “[we] believe that leadership matters and thus we submit there is a sense of urgency for professors to collaboratively develop teacher leadership programs embedded within educational administration programs”(p. 1). The authors indicated that site-based internships might augment “simulated exercises in college classrooms” and observed that “university faculty could benefit from access to schools to limit the silo-effect between higher education and PK-12 education”(p. 5).  \n54 Vol. 43, No. 4, Fall 2016  \nThe K-State Leadership Academy model was born in direct recognition that neither universities nor school districts could independently satisfy the need for highly trained leaders at all levels. Universities had the advantage of deep theory and reflection, while schools and other educational organizations held the advantage of real-world practice and faced the immediacy of high stakes outcomes and other pressures (College of Education, n.d., p. 3).  \nWhile the premise of these blended university program options proposed by NCPEA is an admirable first step, it simply may not be enough in the long term to achieve the results needed.  \nPast studies have questioned the effectiveness of traditional pri","cbCaigfLKu2QBLgr","https://ap.wps.com/l/cbCaigfLKu2QBLgr","pdf",222042,"English","# North Dakota’s Experience with the Academy Model\n## Successful replication and adaptation\n## Teacher leadership and shared leadership research\n## Evidence for blended leadership preparation\n## NCPEA position paper and collaboration mechanisms\n## Rationale for the leadership academy model\n## Limits of traditional principal training","[{\"question\":\"What was replicated from Kansas State University, and how was it adapted?\",\"answer\":\"The district/university partnership academy model was successfully replicated with four school districts, then adapted to match the participants’ own department goals.\"},{\"question\":\"How does the document define teacher leadership?\",\"answer\":\"It cites York-Barr and Duke (2004), defining teacher leadership as how teachers individually or collectively influence colleagues, principals, and the school community to improve teaching and learning practices for increased student achievement.\"},{\"question\":\"Why does the document argue that teacher leadership preparation programs are needed?\",\"answer\":\"It cites survey evidence that many teachers are not interested in becoming principals but a substantial portion want blended roles, so preparation programs designed to develop teacher leaders are required.\"}]","North Dakota’s Experience with the Academy Model - A Successful Replication | PDF",1792093472,15]