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Such cases support professional development, pre-service preparation, and research across multiple sites. The approach addresses how schools prioritize the most important problems during a school year and aligns principal practice knowledge with sustainable, strategically focused, effective action.",{"@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/the-annual-case-developing-organizing-using-and-disseminating-craft-knowledge/603331/",{"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/the-annual-case-developing-organizing-using-and-disseminating-craft-knowledge/603331.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of an annual-case process in school leadership research?","Question",{"text":112,"@type":113},"It examines principal leadership over a year to create opportunities for practitioners and professors to collect, examine, and disseminate knowledge in, of, and about practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is craft knowledge challenging to use and share compared with other knowledge types?",{"text":117,"@type":113},"It has not been viewed as credibly because it is not collected with consistency or rigor and is not codified systematically, often leaving it tacit or confined to small communities.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits do professional cases provide beyond learning and documentation?",{"text":121,"@type":113},"They extend the profession’s knowledge base, generate hypotheses for social science research, support leadership succession, strengthen communication with constituencies, and provide foundations for professional learning and development.","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},603331,1792112020,{"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":8,"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},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","The Annual Case:  \nDeveloping, Organizing, Using, and Disseminating Craft Knowledge  \nRodney Muth  \nUniversity of Colorado at Denver and Health Sciences Center  \nThomas Bellamy  \nUniversity of Washington-Bothell  \nConnie Fulmer  \nUniversity of Colorado at Denver and Health Sciences Center  \nMichael Murphy  \nUniversity of Colorado at Denver and Health Sciences Center (Emeritus)  \nAbstract: An annual-case process that examines principal leadership over the course ofa year can provide extensive opportunities for practitioners and professors to collect, examine, and disseminate knowledge in, of, and about practice. Such cases can support professional development and pre-service preparation and become bases for research across multiple sites.  \nEvery principal faces multiple problems during a school year. How these problems are addressed and resolved directly affects how well a school accomplishes its agenda over the course of a school year. This suggests neither that the principal solely identifies and solves the problems nor that the problems chosen for action are the only ones that face a school and its community. Rather, a principal’s knowledge about practice and leadership helps the school focus on the problems that are  \nVolume 18, Fall 2006 51  \nthe most important to address and resolve during the course of a single year to move the school toward its goals.  \nCraft knowledge, even though trusted by practitioners, has not been viewed as credibly as other types of knowledge (Barth, 2001) because it neither is collected with any consistency or rigor nor codified systematically. To address this situation, we have proposed elsewhere (Bellamy, Fulmer, Murphy, & Muth, 2003) a Framework for School Leadership Accomplishments (FSLA, see Figure 1) for organizing practitioner knowledge. Additionally, we have discussed accomplishment-minded practice by examining three interrelated domains of school leadership—leadership for sustainable purposes, strategic focus, and effective action—and the nature of the annual cycle that pervades action and accomplishment at the school level (Muth, Bellamy, Fulmer, & Murphy, 2004). Here, we outline the“annual case” as a means of continuous data collection across multiple sites, events, and years to improve knowledge of, in, and for practice (Jenlink, 2001).  \nBuilding Knowledge from Practice through Professional Cases  \nIn their discussion of a practitioner knowledge base for teaching, Hiebert, Gilmore, and Stigler (2002) suggested that practitioner knowledge is important precisely because it reflects experience with specific problems of practice. Because such knowledge links actions to specific problems, it is“detailed, concrete, and specific”(p. 6). However, practitioner knowledge is difficult to exchange and accumulate for many of the same reasons that it is important: contexts are idiosyncratic and practical knowledge is difficult to share beyond immediate colleagues. Under these circumstances, practitioner knowledge often remains tacit (Polanyi, 1967) or serves only to strengthen practice in small, interconnected communities. Thus, we need additionalways to document, communicate, and accumulate practitioner knowledge if is to build over time in ways that strengthen our profession.  \nIn many professions,“case documentation” serves as the foundation for organization and communication of practitioner knowledge. As Silver (1983) noted,  \nRecord keeping in accordance with standardized occupation-wide formats [is a normal part of practice in the applied professions. . . Whether . . . case](is a normal part of practice in the applied professions. . . Whether . . . case)[ ](is a normal part of practice in the applied professions. . . Whether . . . case)histories and treatment protocols, case briefs, job specifications and blueprints, or floor plans, they are maintained . . . in a form agreed upon by the entire field.. . [making] it possible not only for individuals to learn a great deal from their own past","cbCaisp0ECof6cSc","https://ap.wps.com/l/cbCaisp0ECof6cSc","pdf",139686,34,"English","# Abstract\n# Building Knowledge from Practice through Professional Cases\n# Potential Benefits of Professional Cases\n# Requirements for Useful Professional Cases","[{\"question\":\"What is the purpose of an annual-case process in school leadership research?\",\"answer\":\"It examines principal leadership over a year to create opportunities for practitioners and professors to collect, examine, and disseminate knowledge in, of, and about practice.\"},{\"question\":\"Why is craft knowledge challenging to use and share compared with other knowledge types?\",\"answer\":\"It has not been viewed as credibly because it is not collected with consistency or rigor and is not codified systematically, often leaving it tacit or confined to small communities.\"},{\"question\":\"What benefits do professional cases provide beyond learning and documentation?\",\"answer\":\"They extend the profession’s knowledge base, generate hypotheses for social science research, support leadership succession, strengthen communication with constituencies, and provide foundations for professional learning and development.\"}]","The Annual Case - Developing, Organizing, Using, and Disseminating Craft Knowledge | PDF",1792096092,86]