A district community of practice: Understanding the relationship between a supportive district and its schools

Districts are critical to schools' operations; yet, until recently they were the focus neither for reform nor for research. This dissertation asks how can districts support the work of reforming schools? It is a case study of East Bay Unified School District, a strategic site chosen because insider reports, reputation, and surveys identified it as a supportive district. My conceptual framework incorporates aspects prominent in previous district research such as internal structures and context with a community of practice perspective, which highlights norms of collaboration and relationships.;I examine the utility of a community of practice framework to describe how districts support reform. By using this framework I identify critical features of a supportive district environment overlooked in traditional analyses. It shifts the unit of analysis from individual schools or the central office to the system. It channels attention to school-district interactions. Participation is considered the central means by which reform is enacted.;A community of practice framework broadens the scope regarding sources for district support. Where a districtwide community exists, perspectives are unified and district and school practices come together successfully. Where central offices and schools share goals, communicate openly, and mutually influence each other, the central office provides necessary supports like resources, structures for communication, professional development, and data analysis, and is an indispensable partner for reform. Policies specifically address schools' needs and provide coordination across the district, leading to successful reform implementation.;A strong community of practice enables district and school personnel to maintain a systems view and make decisions that support districtwide rather than individual school reform. It creates coherence to buffer against turbulent environments and exploit opportunities. Administrators and teachers share responsibility for instruction and work together to improve each other's practice, enhancing professionalism districtwide. However, as the district faces challenges, it feels more and less communitarian at different times.;A supportive school board, small size, and individuals with long district tenures support close intra-district relationships. Dilemmas for districts that are communities of practice include the central office as colleague versus regulatory agency time for community participation versus other responsibilities; and school versus district needs.