Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data‐informed change in one large school district in the southern United States.

中文翻译：

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从筒仓到解决方案：一个地区如何在学校校长和中央办公室负责人之间建立协作与学习的文化

大型城市学区经常在等级制度，分散的流程和文化中挣扎，因此学校和中央办公室人员之间的组织孤岛成为实现提高学生成绩的预期战略目标的主要障碍。此外，学区工作人员正在经历变革，要求这些组织的领导者和员工进行调整并增强其能力以支持不断变化的需求。但是，很少关注如何构建必要的系统和学习环境来支持能力建设和领导者发展。本文报告了一项使用混合方法进行的行动研究，该研究揭示了中央办公室负责人和校长如何打破组织孤岛，以使用学习型组织原则来构建学习文化。使用学习组织问卷（DLOQ）的简短形式，参与者完成了与学区学习能力有关的问题。来自调查和访谈的数据概述了主要发现，这些发现说明了学习型组织框架如何充当创建组织条件和文化的模型，从而为学习，能力，变革和改进的实现提供支持和合作。本行动研究案例研究旨在探讨一个组织解决学习型组织干预领域中学习型组织研究中的空白的方法。此外，它以美国南部一个大型学区中以数据为依据的变化为例，扩展了当前对作为学习组织的学校的研究。