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Educational Policy
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Modeling Creative and Courageous School Leadership Through District-Community-University Partnerships

Ellen Goldring

Alexander Heard Distinguished Service at Peabody College

Pearl Sims

Vanderbilt University’s Leadership Development Center and Department of Leadership, Policy and Organizations at Peabody College

This article examines the Principals Leadership Academy of Nashville (PLAN) to explore the question How do university-community-district partnerships develop as successful cooperative endeavors? Interviews conducted with key stakeholders are analyzed to study critical aspects of the partnership’s governance structure, guiding principles, and political decision-making processes. PLAN demonstrates that cooperative interorganizational relationships can take firm root and flourish under an innovative leadership structure that is grounded in principles of shared power and shared learning. Such a partnership requires strong commitment and leadership from three levels of leaders. Top-level leaders (the public school superintendent, the dean of the college of education, and key community leaders) must be highly visible in their support of the partnership. Frontline leaders must design and implement the partnership’s programs and must be champions within their respective organizations. Finally, the critical role of a bridge-building leader (boundary spanner)is discussed.

Key Words: professional development • school-university partnerships

Educational Policy, Vol. 19, No. 1, 223-249 (2005)
DOI: 10.1177/0895904804270777
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