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ERIC Number: ED526857
Record Type: Non-Journal
Publication Date: 2010-Nov
Pages: 12
Abstractor: ERIC
Reference Count: 2
Building Capacity for Accelerated Reform: The Fresno-Long Beach Learning Partnership as a Leadership Strategy. Special Series on the Fresno-Long Beach Learning Partnership
Duffy, Helen; Brown, Jim; O'Day, Jennifer; Hannan, Stephanie
California Collaborative on District Reform
In order to move their organizations forward, many leaders are aware that they must have clearly defined goals, use data to measure progress toward those goals, adopt appropriate change management strategies, strengthen governance teams, and support the development of other leaders in the system (see, for example, Waters & Marzano, 2006). The superintendents of Fresno Unified School District and Long Beach Unified School District have established a unique partnership that they can leverage to deepen their own leadership practice and develop the leadership of others throughout their systems. This second in a series of briefs on the Fresno-Long Beach Learning Partnership focuses on the leadership practices of Fresno Unified Superintendent Michael Hanson and Long Beach Unified Superintendent Christopher Steinhauser and the ways in which their partnership strengthens the strategies they employ. The authors describe the vision and commitments that serve as the initial foundation for their work together and suggest various ways that the Partnership enhances leadership practices in both districts. To do this, they draw upon analysis of data collected over nearly two years, including interviews with key district leaders and stakeholders outside of the districts, attendance at district meetings, and analyses of key district documents. This brief highlights the ways the Partnership strengthens the following leadership practices: (1) Modeling a commitment to student learning; (2) Creating high-quality professional learning opportunities for district leadership team members; (3) Leveraging resources strategically; and (4) Using data to support continuous improvement. In this paper, the authors explain how their cross-district activities strengthen those leadership practices and discuss the ongoing challenges that the Partnership faces, including the ways in which district-level activities will translate into classroom practices. (Contains 4 figures.) [For the first part of this series, "Special Series on the Fresno Long Beach Learning Partnership: Perspectives of District Leaders," see ED526856.]
California Collaborative on District Reform. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: William and Flora Hewlett Foundation; Stuart Foundation
Authoring Institution: California Collaborative on District Reform
Identifiers - Location: California