Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.

中文翻译：

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丹佛投资组合管理模式中的学习共享领导力

目的：本研究探讨了丹佛投资组合管理模式中的地区治理和不同学校环境如何影响学习的共享领导力。我们将其定义为对教学领导和全校决策的共同影响，研究表明这与学生成绩和教师承诺有很强的联系。方法：我们分析了来自 8 个案例学校的 53 名管理人员、教师领导和教师的访谈数据和 48 所学校的教师调查。在这两个数据集中，我们根据学校表现评级的差异和学校类型（例如，传统公立、独立特许、特许管理组织 [CMO] 和创新学校）有目的地抽样。调查结果：我们发现，在整个学校环境中，对共享教学领导的看法普遍较高，尽管 CMO 和创新学校在调查和案例研究数据中的认知度最高。学校在共同决策方面差异很大，但创新学校的平均分数高于其他学校模式。集中的政策和支持，以及跨越学校网络的组织愿景，有助于解释共享领导力的制定。例如，丹佛“创新”网络内的学校对教师赋权有着共同的愿景，而在学校内制定了更多规定政策和实践的 CMO 报告的共享决策水平较低。对研究和实践的影响：优先考虑以学校为基础的自主权和不同类型学校之间选择的投资组合管理模式正在城市地区激增。