Three Transformative Leadership Practices

Abstract

What does it take to prioritize science instruction in an elementary system? In this article, we’ll examine three transformative leadership practices underway in a Title-1 school district in Central Phoenix and their role in shifting the district culture from little-to-no science instruction for elementary students towards a burgeoning commitment to phenomena-based science teaching and learning. We describe how a focus on allocated and reinforced science instructional time, high-quality literacy-rich science instructional materials, and coordinated opportunities for teacher professional growth worked in concert as crucial elements to enact systems change.

Keywords::

• Elementary science instruction
• transformative leadership
• district culture
• instructional time and materials
• science literacy integration
• professional growth

Additional information

Notes on contributors

Rebecca Abbott

Rebecca Abbott ([email protected]) is a senior professional learning specialist, and Meredith Moran ([email protected]) is a senior curriculum and research specialist, both at The Center for K–12 Science at the University of California, Berkeley's Lawrence Hall of Science. Alicia Baier Wideman ([email protected]) is the K–8 science strategist at Isaac School District in Phoenix, Arizona.