Thesis advisor: Rebecca Lowenhaupt / This qualitative case study examined the organizational learning mechanisms utilized by a district superintendent and their impact on principals’ learning. Examining recent curriculum reform efforts, the study concentrated on a small sample of building principals within a mid-sized urban public school district. Grounded in both organizational and situated learning theories, the research focused on organizational learning mechanisms and the interplay created by their implementation through the analysis of interview data and documents. Findings highlighted how the superintendent interpreted and distributed information to principals. In addition, findings showed the impact that superintendent-initiated processes, behaviors, and structures had on principal learning. The study provided strong evidence that the superintendent under study took steps to create district structures to support organizational learning. Moreover, principal data showed the impact of these structures on principals’ perceived learning. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Rebecca Lowenhaupt / This qualitative study examined the organizational learning mechanisms (OLMs) used by school district educational leaders to improve the implementation of curriculum reform. This portion of the study focused on the OLMs used by central office boundary spanners to help school principals implement curriculum reform chosen by school district leaders. Drawing from interview and document data analysis, the results of this study indicated that OLMs used by central office boundary spanners are critical to the successful implementation of school reform. Examples of the OLMs used by central office boundary spanners included utilizing online technology and providing whole and small group support as well as individualized coaching to help school principals implement curriculum reform. Frequent communication, collaborative opportunities, and consistent messaging with school principals surfaced as the key OLM techniques used by central office boundary spanners to consistently improve the implementation of school reform. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Rebecca Lowenhaupt / This qualitative case study examined the organizational learning mechanisms used by school and district leaders to support professional learning within the context of curriculum reform. Elements of organizational learning theory provided a conceptual framework through which the researcher explored how teachers learned and how district leaders supported their learning about a district-wide curriculum reform. Data were collected through document review and semi-structured interviews with eighteen professionals from an urban district in the Northeast. Findings showed that (a) the district implemented an integrated system of organizational learning mechanisms to support teacher/instructional coach learning relevant to curriculum reform efforts, (b) teachers and coaches perceived these learning mechanisms to be effective in supporting their learning and (c) teachers and coaches demonstrated varying levels of understanding regarding the district’s curriculum reform priorities. Recommendations included: (a) enhancements to school and district strategic planning documents, (b) connecting principals closely to the teaching and learning operations of the district and (c) implementing feedback mechanisms to monitor individual interpretations of district priorities. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Rebecca Lownhaupt / This qualitative case study examined the role of the principal in organizational learning in one small, urban school district. The study focused on ways in which building leaders acquired, interpreted, and distributed information in schools, and how these practices were monitored. Findings from analysis of principal interviews and document review showed that monthly meetings with the superintendent served as the primary source of information gathered by principals, while meetings with their peers provided a vehicle for interpreting information shared. Within their buildings, principals used various building-level meetings, written communication, and the teacher evaluation processes as vehicles for information distribution to staff. Meetings and observation of practice were utilized to monitor efficacy of their distribution practices. Findings suggested that principals did not identify themselves as the primary keepers or distributors of information as it pertained to teaching and learning. Using a distributed approach, they instead relied on district directors and instructional coaches for that aspect of the work. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Organizational learning seeks to proactively expand the knowledge base of an organizational entity by incorporating knowledge, skills, and experience into the collective conscience of the company through the development of routines rather than relying on individual employees for these traits. Valuable experience gained by individuals who weather economic downturn with their companies must be absorbed into the corporate structure in a meaningful way so that it may be accessible for use during future recessions. This research asks what was learned by individuals during the most recent recession, what mechanisms were employed to retain and utilize this knowledge, and what cultures, strategies, or processes were created because of it. Companies were also compared to understand whether an increase in organizational learning within a company would translate into increased performance.