Purpose Organizational characteristics and systemic structures that prioritize and resource teacher professional growth and collaboration are central to the role of districts in developing the ongoing professional growth of teachers. Yet, a key challenge facing districts is a lack of existing systemic structures to support professional growth to foster large-scale instructional improvement. The purpose of this paper is to explore how an organizational resourcing model might be used to build districts’ collective capacity to implement the cornerstones of a professional growth system. Design/methodology/approach An explanatory case study, in the context of a partnership between a university-based intermediary and three California school districts, is used to illustrate how districts applied a theory of resourcing as a sustainable capacity-building approach. Findings The findings of this paper demonstrate that, to varying degrees, participating districts were able to enact elements of professional growth systems through a recursive interaction of schema shifts, resource use, and intentional actions, supporting a practice-based theory of organizational resourcing. While university intermediaries can both mediate and enable the success of locally designed professional growth systems through a supported resourcing model, the key to sustaining change efforts are cross-role organizational schema shifts and actions taken to operationalize underutilized existing, latent resources. Research limitations/implications Case studies do have limitations including not being able to make generalizations from the findings and conclusions. Originality/value The corpus of research on educational reform and organizational learning in educational research situates the school as the organizational unit of change. This study contributes to the research by elevating districts as the lever of organizational change for resourcing teacher professional growth systems.

中文翻译：

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为专业发展提供资源的行动理论

目的优先考虑和支持教师专业发展和协作的组织特征和系统结构，对于各地区在发展教师持续专业发展中的作用至关重要。然而，学区面临的主要挑战是缺乏现有的系统结构来支持专业发展以促进大规模的教学改进。本文的目的是探讨如何使用组织资源配置模型来建立地区的集体能力，以实施专业发展系统的基石。设计/方法/方法一个以大学为基础的中介机构与三个加利福尼亚学区之间的合作关系为背景的说明性案例研究，用来说明各地区如何将资源理论应用为可持续的能力建设方法。调查结果本文的调查结果表明，参与地区能够通过模式转变，资源使用和有意行动的递归交互，在不同程度上制定职业发展体系的要素，支持基于实践的组织资源配置理论。虽然大学中介机构可以通过受支持的资源配置模型来调解本地设计的专业发展系统并使其成功，但维持变革努力的关键是跨角色的组织架构转变以及为未充分利用的现有潜在资源进行操作所采取的行动。研究的局限性/含义案例研究确实存在局限性，包括无法根据发现和结论进行概括。原创性/价值教育研究中的教育改革和组织学习研究的语料库将学校定位为变革的组织单位。这项研究通过提升地区作为组织变革的杠杆作用来为教师专业成长系统提供资源，从而为该研究做出了贡献。