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Presentation: Learning about Leading across the K-12 and Higher Ed. Divide: The Power of Combining Principal and University Critical Friends Groups

Conference: American Educational Research Association

Presenters: Kevin Fahey (Salem State University) & Jacy Ippolito (Salem State University)

Date and Time: Tue, Apr 30 (8:00am – 9:30am)

Location: Hilton Union Square / Imperial Ballroom A

Implications: This study suggests that the Critical Friendship Groups (CFG) structure can offer an opportunity for school leaders and university faculty to expose and explore the fundamental tensions of their work in a way that not only provides new strategies for building and supporting

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learning-centered professional communities. Read more

Abstract: Researchers continually find that school leaders: (1) work in fragmented, isolated cultures; (2) often have little district support for their own professional learning and (3) are frequently ill-trained to build professional communities. As a result, there are few school leaders that understand and are capable of creating such important professional communities in schools. The group relied on discussion-based protocols to guide their work, an important part of the CFG approach, to examine and reflect on practice, focus on student learning, and develop shared norms and values. The study uses a cycle of methods that moves (1) from a broad description of the group’s work, (2) to a very specific analysis of the session in which the group reflected on the entire year’s work , (3) to an analysis of the members’ answers to interview questions. In general, the results demonstrate that the CFG structure created a robust learning experience for its members. The discourse analysis of the sessions revealed a number of tensions and paradoxes in the members’ conceptualization of the work of school leaders and higher education faculty. In general, both the school leaders and university faculty understood and frequently voiced the idea that indeed there


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was a large gulf between theory and practice to the detriment of both. This study suggests that the CFG structure can offer an opportunity for school leaders and university faculty to expose and explore the fundamental tensions of their work in a way that not only provides new strategies for building and supporting learning-centered professional communities, but the structure also provides the emotional support needed to carry out difficult work.