Course Number: EDL 7112
Wilmington University
College of Education & Liberal Arts
Innovation Theory & Practice
Course Title: Innovation Theory & Practice
Faculty Contact:
Course Description: The leader alone cannot carry the responsibility for innovative improvement in schools, but the leader can set the tone and create a climate and a culture in schools and districts in which innovative improvement is safe and encouraged. In Innovation Theory and Practice, students will study innovative leadership research; investigate the cultures of innovative classrooms, schools, school districts and companies; and distill the best practices of leadership that encourage an innovative improvement culture. The course also provides students with opportunities to study successful innovative improvements in schooling at all levels and to compare possible solutions to encountered challenges.
Texts: Bryk, A. S., Greenberg, S., Bertani, A., Sebring, P., Tozer, S. E., & Knowles, T. (2023). How a city learned to improve its schools. Harvard Education Press. June 12, 2024.
Deeper Learning: How Eight Public Schools are Transforming Education in the 21st Century by Monica Martinez and Dennis McGrath (2014).
College Education Program Attributes
The manner in which we prepare educational personnel is informed by eight essential attributes:
1. ensuring that programs are knowledge-based;
2. viewing educational personnel as learners, including a focus on deconstructing past experiences as learners in coursework and field experiences and developing appropriate knowledge of the content and discourse of the disciplines to be taught;
3. contextual and cultural sensitivity;
4. facilitating inquiry and reflection, i.e., providing structured opportunities for critical reflection on and taking action in one’s daily work;
5. enabling authentic participation, collegiality and collaboration;
6. building an ongoing developmental program that allows for continuous improvement, experimentation, and professional growth;
7. ensuring that programs are standards-driven; and
8. ensuring that programs promote the effective use of technology.
Program Theory and Foundation
Program Competencies: EDL Doctorate in Educational Leadership
Specialized Professional Association Standards: NELP-Building-Standards.pdf and NELP-DISTRICT-Standards.pdf
Teacher Leader Exploratory Consortium Standards (Research based and aligned to InTASC standards): Teacher Leader Exploratory Consortium Standards
Technology Standards: International Society for Technology Administrator Standards
Wilmington University Graduate Graduation Competencies: Graduate Graduation Competencies
Delaware Performance Appraisal System II: DPAS II for Administrators
Additional Course Information and Schedule of Class Activities will be posted. Assignments and Grading
1. Engage in class discussions, reflective journal writing, simulations, and collaborative action.
2. Explore the differences and commonalities of change and innovation for improvement.
3. Research various personas of innovative leaders.
4. Investigate examples of innovation in education and business.
5. Apply new learning to problem of practice.
6. Develop a sample plan for innovation and creativity in the educational environment.
7. Include a plan for overcoming resistance to change.
8. Complete the Structured External Assignment – Innovation in Practice.
College of Education Attendance Policy:
In the College of Education, faculty must approve all requests for absences that are exceptions to the University policy. Vacations are not considered legitimate reasons for missing classes. Faculty must be contacted prior to class in all cases except valid emergencies. Failure to obtain approval for exceptions may result in lowering the final passing grade or assigning a FA (failure due to absence).
Students who have registered for a course and never attended the class at all will receive a grade of NA (never attended). Early departures and late arrivals will be cumulative toward class absences. It is the student’s responsibility to obtain and complete assignments on the due dates. Students who register and enter the course on the drop/add date have four days to complete the first week’s assignments.
Practices Regarding the Use of Generative Artificial Intelligence (AI)
COELA: Belief Statement on the Integration of Generative AI in Education Value: We believe Generative AI should be leveraged to engage interest, promote critical thinking, and facilitate deeper understanding of course material, empowering students to explore new learning avenues and foster creativity. Ethical Use: We believe Generative AI should be used ethically and responsibly based on transparent guidelines, clear expectations, and faculty guidance.
Faculty Competence: We believe faculty should understand the capabilities and limitations of Generative AI in their fields of expertise and seek personal and professional development to increase this understanding. Purposeful Integration: We believe Generative AI should be purposefully integrated into learning activities and aligned with instructional objectives to enhance student success.
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Authentic Outcomes: We believe in emphasizing authenticity in both student submissions and instructor feedback, even when utilizing Generative AI tools.
Specific Practices for using AI in the Educational Leadership Doctorate Program: Integrating Generative AI into coursework has the potential to foster critical thinking skills and prepare candidates for a future where technological literacy is essential. It is crucial to concurrently emphasize the utmost importance of academic integrity and be aware of inaccuracies in content, incorrect or fabricated citations, and inherent bias Candidates must adhere to ethical standards, avoiding any form of plagiarism, to ensure a genuine and meaningful educational experience.
https://www.wilmu.edu/studentaffairs/academic-integrity.aspx
Course Materials and Reading List:
Becoming a Leader Who Fosters Innovationhttps://www.ccl.org/wp-content/uploads/2015/04/InnovationLeadership.pdf
Building an Education Innovation Index - https://www.gettingsmart.com/2022/04/28/building-an-educationinnovation-index/
Community Outreach - https://innotechtoday.com/chrisemdin/
Eight Ways New Schools Innovate - https://www.gettingsmart.com/2020/11/23/eight-ways-new-schools-innovate/
Grit: The power of passion and perseverancehttps://www.ted.com/talks/angela_lee_duckworth_grit_the_power_of_passion_and_perseverance
How to fix a broken education system ... without any more money https://www.ted.com/talks/seema_bansal_how_to_fix_a_broken_education_system_without_any_more_money
Right Brain Revolution - https://www.ted.com/speakers/daniel_pink
The billion-dollar problem in educationhttps://www.ted.com/talks/tanishia_lavette_williams_the_billion_dollar_problem_in_education
Wong-Kam, J. (2012). Creating a climate for innovation in education: Reframing structure, culture, and leadership practices. Available from ProQuest Dissertations & Theses A&I. (UMI No. 1027591110).
Understanding Learning – Links
https://www.carnegiefoundation.org
http://www.ccl.org/wp-content/uploads/2015/04/InnovationLeadership.pdf
https://www.communication-director.com/issues/direct-empower-inspire/whats-link-between-innovationleadership-and-trust
https://www.forbes.com/sites/hbsworkingknowledge/2014/06/18/the-link-between-leadership-and-innovation/ #7a89c711754b
Learning Outcome 1 – Innovation: Climate & Culture, Inclusion & Collaboration (NELP 3.1)
Learning Activities/Performance Tasks:
1. Candidate gains an understanding of the important aspects related to innovation, the concept of intentional and relevant innovation, the structure of innovative organizations, and how innovation is defined.
2. Candidate gains an understanding of innovation and creativity, their differences, and applications to education.
3. Candidate synthesizes and applies their understanding of innovation and the organizational climate to collaboration and district/school culture.
4. Candidate reviews and researches the knowledge and skills which guide in fostering a culture of innovation within the realm of developing the district/school culture.
5. Candidate understands and applies how to inspire collaboration for innovation and the connection between change and innovation.
6. Candidate in collaboration with other colleagues and stakeholders will apply skills for identifying, selecting, and leading creative people.
7. Candidate generates imaginative approaches to accomplish the organization mission and continuous improvement.
Learning Outcome 2 – Culture of Continuous Innovation (NELP 5.1)
Learning Activities/Performance Tasks:
1. Candidate uses a deep understanding of the concepts of the various personas of individuals and groups to transform and sustain a culture of continuous innovation.
2. Candidate incorporates the principles from research and best practice on leading for innovation in schools, school districts, or classrooms to develop a plan to create a culture of innovation in cooperation with faculty and diverse stakeholder groups.
3. Candidate synthesizes concepts and research and demonstrates the application of various persona and how to use the concepts of personas to transform and sustain a culture of continuous innovation.
4. Candidate makes decisions about when and how to engage stakeholders and foster an inclusive culture of diversity for strengthening student learning and encouraging innovation both in and out of school.
5. Candidate documents and analyzes innovations and culture and their impact on student achievement.
Learning Outcome 3 – Improvement (NELP 5.2)
Learning Activities/Performance Tasks:
1. Candidate collects and analyzes information pertinent to the improvement of the educational environment in collaboration with faculty and community members.
2. Candidate understands and synthesizes research on how community members, partners, and other constituencies effectively engage in and support district and school improvement and student success.
3. Candidate engages community members, partners and other constituents in using needs assessment date to improve district efforts.
1. Candidate understands and synthesizes effective practice for communicating through oral, written, and digital means.
Structured External Assignment (SEA): Leadership for Innovation
District Leaders
Describe the district culture in your workplace in the context of student learning and expectations and strategies to foster collaboration and student learning with faculty and community in innovative
improvements in the district. Using what research and best practice say about leading for innovative improvements in school districts, develop a plan to create a culture of innovative improvements in cooperation with faculty, diverse families and community members. Describe the groups you will organize and the brainstorming and consensus building strategies that you will use to effectively engage in and support district and school improvement and student success. Include what changes you will make that will create an environment in which it is safe to be creative and innovative in educational decisions. Be sure to include how these initiatives will strengthen and extend student learning. Your role as a group leader is to support twoway communication and carefully listen, clarify and summarize information and facilitate decision making in achieving consensus and enhancing a culture of innovative improvement. Describe how oral, written and digital two-way communication will be targeted to a diverse stakeholder community. How it will be utilized and what outreach will be involved? Be prepared to present and advocate for your plan.
Building Leaders
Describe the school culture in your workplace in the context of student learning and expectations and strategies to foster collaboration and student learning with faculty and community in innovative improvements in the school. Using what research and best practice say about leading for innovative improvement in schools, develop a plan to create a culture of innovative improvement in cooperation with faculty and diverse families and community members. Describe the groups you will organize and the brainstorming and consensus building strategies that you will use to effectively engage in and support school improvement and student success. Include what changes you will make that will create an environment in which it is fair, safe, healthy, caring, responsive, inclusive, and respectful to be creative and innovative in educational decisions. Be sure to include how these initiatives will strengthen and extend student learning. Your role as a group leader is to support two-way communication and carefully listen, clarify and summarize information and facilitate decision making in achieving consensus and enhancing a culture of innovative improvement. Describe how oral, written and digital two-way communication will be targeted to a diverse stakeholder community. How it will be utilized and what outreach will be involved? Be prepared to present and advocate for your plan.
Teacher Leaders
Describe the teaching culture in your workplace in the context of student learning and expectations and strategies to foster collaboration and student learning with faculty and community in innovative improvement in the classrooms. Using what research and best practice say about leading for innovative improvement in classrooms, develop a plan to create a culture of innovative improvement in cooperation with faculty, diverse families and community members. Describe the groups you will organize and the brainstorming and consensus building strategies that you will use to effectively engage in and support your colleagues to foster students’ success. Include what changes you will make that will create an environment in which it is safe to be creative and innovative in educational decisions. Be sure to include how these initiatives will strengthen and extend student learning. Your role as a group leader is to support two-way communication and carefully listen, clarify and summarize information, manage conflicts, and facilitate decision making, create an inclusive culture with diverse perspectives in achieving consensus and enhancing a culture of innovative improvements. Describe how oral, written and digital two-way communication will be targeted to a diverse stakeholder community. How it will be utilized and what outreach will be involved? Be prepared to present and advocate for your plan.
EDL 7112 – Innovation in Theory and Practice
District Rubric
NELP 3.1 Educational Leadership Skills
Candidate demonstrates skills required to evaluate district culture; use research and evidence to design and cultivate a supportive, and inclusive district culture; advocate for a supportive and inclusive district culture.
Novice
Candidate gathers data to improve the district culture.
Candidate develops strategies for improving district culture.
Candidate advocates for an improved district culture.
Emerging Proficient (TARGET)
Candidate gathers research and evidence to evaluate and design a supportive, nurturing and inclusive district culture.
Candidate develops innovative strategies for improving district culture.
Candidate designs an advocacy plan for a supportive and inclusive district culture.
Candidate gathers research and evidence to evaluate and design a supportive, nurturing and inclusive district culture with the district and school leadership teams.
Candidate develops innovative strategies for improving the district culture with the district and the school leadership teams.
Candidate designs advocacy plan for a supportive and inclusive district culture with the district and the school leadership teams.
Advanced Performance
Candidate gathers research and evidence to evaluate and design a supportive, nurturing and inclusive school culture with the district and school leadership teams, the board and district stakeholders.
Candidate develops innovative strategies for improving the district culture with the district and the school leadership teams, the board and district stakeholders.
Candidate designs advocacy plan for a supportive and inclusive district culture with the district and the school leadership teams.
NELP 5.1 Educational Leadership Skills
Candidate demonstrates skills required to represent the district and its schools; support the efforts of district schools in engaging diverse families in strengthening student learning in and out of school; and make decisions about when and how to engage families.
Candidate gathers family demographics that can be used to support student learning with diverse families.
Candidate makes decisions about when and how to engage with some families.
Candidate gathers family demographics and family resources (e.g. internet access in the home, books, paper, notebooks and digital devices) to support the efforts of the schools in engaging diverse families and strengthening student learning in and out of school.
Candidate makes decisions about when and how to engage families.
Candidate gathers family demographics and family resources (e.g. internet access in the home, books, paper, notebooks and digital devices) to support the efforts of the schools in engaging diverse families and strengthening student learning in and out of school with the administrative and school leadership teams.
Candidate makes decisions about when and how to engage families and articulates guidelines with the administrative and school leadership teams.
Candidate gathers family demographics and family resources (e.g. internet access in the home, books, paper, notebooks and digital devices) to support the efforts of the schools in engaging diverse families and strengthening student learning in and out of school with the administrative and school leadership teams, the board and stakeholders.
Candidate makes decisions about when and how to engage families and articulates guidelines with the administrative and school leadership teams, the board and stakeholders.
5.2 Content
Candidate knowledge of research on student, family, and community diversity; research on how community members, partners, and other constituencies effectively engage in and support district and school improvement and student success; and effective practice for communicating through oral, written, and digital means.
D. Strategies for understanding and engaging district constituents
E. Governance and decisionmaking processes that support family-school communications
Candidate reads research on student, family, and community diversity.
Candidate studies how community members engage in and support district and school improvement and student success.
Candidate knows practices for communicating through oral, written, and digital means.
Candidate knows research on student, family, and community diversity.
Candidate knows research on how community members, partners, and other constituencies effectively engage in and support district and school improvement and student success.
Candidate knows effective practice for communicating through oral, written, and digital means.
Candidate understands research on student, family, and community diversity.
Candidate understands research on how community members, partners, and other constituencies effectively engage in and support district and school improvement and student success.
Candidate understands effective practice for communicating through oral, written, and digital
Candidate understands and synthesizes research on student, family, and community diversity.
Candidate understands and synthesizes research on how community members, partners, and other constituencies effectively engage in and support district and school improvement and student success.
Candidate understands and synthesizes effective practice for communicating through oral, written, and digital means.
NELP
and engagement.
NELP 5.2 Educational Leadership Skills
Candidates demonstrate skills required to develop systems and processes designed to support district personnel’s understanding of diverse families, community members, partners and other constituencies; collaborate with diverse community members, partners, and other constituencies; foster regular, two-way communication with community members, partners, and other constituencies; develop communication for oral, written and digital distribution targeted to a diverse stakeholder community; engage community members, partners and other constituents in district efforts.
Candidate writes a needs assessment of community resources.
Candidate communicates with email to diverse cultural and social groups of parents and stakeholders.
Candidate sends the needs assessment information to the district office and reports it in a faculty meeting.
Candidate conducts a needs assessment of diverse community resources.
Candidate attends diverse community cross-cultural and social functions.
Candidate fosters two-way communication and collaboration via oral, written, and digital communication with community members, partners and other constituencies.
Candidate engages community members, partners and other constituents in using needs assessment date to improve district efforts.
Candidate conducts a needs assessment of diverse community resources and uses it to promote understanding of the various cross-cultural and social resources of the community.
Candidate fosters two-way communication and collaboration via oral, written, and digital communication with community members, partners and other constituencies.
Candidate engages and collaborates with community members, partners and other constituents “on their turf” and within the district.
Candidate applies and presents information gained from the needs assessment and the various communication venues to benefit district efforts.
Building rubric Novice
NELP 3.1 Content
Candidate provides knowledge of dimensions of positive school culture (i.e. safe, healthy, caring, responsive, inclusive and respectful); research on inclusive school cultures; processes for evaluating school culture; processes for effecting changes to school culture; and engaging in advocacy.
NELP 3.1 Educational Leadership Skills
Candidate demonstrates skills required to evaluate school culture; use research and data to design and cultivate a supportive, nurturing, and inclusive school culture; develop strategies for improving school culture; and advocating for a supportive and inclusive school culture.
Candidate is learning the elements of positive school culture and the research on inclusive school culture.
Candidate is learning the processes for evaluating and effecting change in school culture.
Candidate is learning strategies for engaging in advocacy.
Candidate gathers data to improve the school culture.
Candidate develops strategies for improving school culture. Candidate advocates for an improved school culture.
Candidate knows the elements of positive school culture and the research on inclusive school culture.
Candidate knows the processes for evaluating and effecting change in school culture.
Candidate knows strategies for engaging in advocacy.
Candidate gathers data to evaluate and design a supportive, nurturing and inclusive school culture.
Candidate develops innovative strategies for improving school culture.
Candidate designs an advocacy plan for a supportive and inclusive school culture.
Candidate applying the needs assessment of community resources uses it to promote understanding among the district office, the schools and the community about the various cross-cultural and social resources of the community.
Candidate engages and collaborates with various cross-cultural community groups “on their turf” and within the district and involves principals and teacher leaders in the various communication activities.
Candidate regularly and throughout the school year communicates and collaborates with diverse community members using various software and web-based media platforms to various cultural groups and gauges the availability of media and promotes facilitates access.
Candidate applies and presents information gained from the needs assessment and the various communication venues to improve the curriculum across schools and outreach programs via a communication plan.
Proficient (TARGET)
Candidate understands the elements of positive school culture and the research on inclusive school culture.
Candidate understands the processes for evaluating and effecting change in school culture.
Candidate understands strategies for engaging in advocacy.
Candidate gathers data to evaluate and design a supportive, nurturing and inclusive school culture with the school leadership team.
Candidate develops innovative strategies for improving school culture with the school leadership team.
Advanced Performance
Candidate understands and synthesizes the elements of positive school culture and the research on inclusive school culture.
Candidate understands and synthesizes the processes for evaluating and effecting change in school culture.
Candidate understands and synthesizes strategies for engaging in advocacy.
Candidate gathers data to evaluate and design a supportive, nurturing and inclusive school culture with the school leadership team, faculty and stakeholders.
Candidate develops innovative strategies for improving school culture with the school leadership team faculty and stakeholders.
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Novice
Emerging Proficient (TARGET)
Candidate designs advocacy plan for a supportive and inclusive school culture with the school leadership team.
NELP 5.1 Content
Candidate provides knowledge of research on the role of families in supporting student learning in and out of school; research on student and family diversity; and strategies for understanding and cultivating relationships with families and engaging them in their children’s education.
Candidate is reviewing the research on the role of families in supporting student learning in and out of school.
Candidate knows to review research on student and family diversity.
Candidate knows working with families and engaging them in their children’s education is important.
Candidate gathers family demographics that can be used to support student learning.
Candidate demonstrates skills required to gather information about family demographics and funds of knowledge available within students’ families that can be accessed to enhance student learning; cultivate collaboration among staff and families in support of student learning and success; and foster two-way communication with families.
Candidate fosters twoway communication between families and faculties in support of student learning and success.
Candidate knows research on the role of families in supporting student learning in and out of school.
Candidate knows the importance of research on student and family diversity.
Candidate knows strategies for understanding relationships with families and engaging them in their children’s education.
Candidate gathers family demographics and family resources (e.g. internet access in the home, books, paper, notebooks and digital devices) that can be used to support student learning.
Candidate grows collaboration and fosters two-way communication between families and faculties in support of student learning and success.
Candidate understands the research on the role of families in supporting student learning in and out of school.
Candidate understands the importance of research on student and family diversity.
Candidate understands and fosters strategies for building relationships with families and engaging them in their children’s education.
Candidate gathers family demographics and family resources (e.g. internet access in the home, books, paper, notebooks and digital devices) that can be used to support student learning in cooperation with the school improvement team.
Candidate grows collaboration and fosters two-way communication between families and faculties in support of student learning and success in cooperation with the school improvement team.
Advanced Performance
Candidate designs advocacy plan for a supportive and inclusive school culture with the school leadership team faculty and stakeholders.
Candidate understands and synthesizes the research on the role of families in supporting student learning in and out of school.
Candidate understands and synthesizes the importance of research on student and family diversity.
Candidate understands, synthesizes, and fosters strategies for building relationships with families and engaging them in their children’s education.
Candidate gathers family demographics and family resources (e.g. internet access in the home, books, paper, notebooks and digital devices) that can be used to support student learning in cooperation with the school improvement team, faculty, staff, parents, and stakeholders.
Candidate grows collaboration and fosters two-way communication between families and faculties in support of student learning and success in cooperation with the school improvement team faculty, staff, parents, and stakeholders.
NELP 5.2 Educational Leadership Skills
Candidates demonstrate skills required to collaboratively engage with diverse community members, partners, and other constituencies around shared goals; cultivate regular, twoway communication with community members, partners, and other constituencies; identify and use diverse community resources to benefit school programs and student learning.
Candidate writes a needs assessment of community resources.
Candidate communicates with email to diverse cultural and social groups of parents.
Candidate sends the needs assessment information to the district office and reports it in a faculty meeting.
Candidate conducts a needs assessment of diverse community resources.
Candidate attends diverse community cross-cultural and social functions.
Candidate fosters twoway communication and collaboration with community members, partners and other constituencies.
Candidate engages community members, partners and other constituents in using needs assessment date
Candidate conducts a needs assessment of diverse community resources and uses it to promote understanding of the various cross-cultural and social resources of the community.
Candidate fosters twoway communication and collaboration via oral, written, and digital communication with community members, partners and other constituencies.
Candidate engages and collaborates with community members, partners and other
Candidate applying the needs assessment of diverse community resources and stakeholders and uses it to promote understanding among the faculty of the various crosscultural and social resources of the community.
Candidate fosters two-way communication and collaboration via oral, written, and digital communication with community members, partners and other constituencies.
Candidate engages and collaborates with community members, partners and other constituents “on their turf” and within the school and involves teacher leaders and faculty in the various communication activities.
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NELP 5.1 Educational Leadership Skills
Teacher rubric
Domain 1(a,d): Fostering a Collaborative Culture to Support Educator Development and Student Learning
Novice
Domain 4: Facilitating Improvements in Instruction and Student Learning
Novice
Candidate utilizes group processes to help colleagues work collaboratively to solve problems; and
Candidate strives to create an inclusive culture.
benefit school programs and student learning. constituents “on their turf” and within the school.
Candidate applies and presents information gained from the needs assessment and the various communication venues to benefit school outreach programs and student learning.
Candidate applies and presents information gained from the needs assessment and the various communication venues to benefit school outreach programs and student learning as a leader of the effort.
Domain 7(b): Advocating for Student Learning and the Profession
The candidate facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, and instruction.
Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of failing students.
Candidate utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change; and
Candidate strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
The candidate facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, and assessment.
Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
Candidate includes parent leaders and utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change; and
Candidate strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges by intentionally including diversity.
The candidate facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, and school culture.
Works with colleagues and parents to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
Utilizes group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change; and
Strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.
The candidate facilitates the collection, analysis, and use of classroom and school-based data to identify opportunities to improve curriculum, instruction, assessment, district organization, and district culture.
Works with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.
References
Abu-Shreah, M., & Zidan, H. (2017). The degree of schools principals practicing innovation and its relation with the teachers' professional development. Journal of Education and Practice, 8(8), 20-36.
Banister, S. I., & Reinhart, R. A. (2015). Examining digital innovation in K-12 schools: Variances related to identified school typologies. International Journal of Technology in Teaching and Learning, 11(2), 104-114.
Brundrett, M., & Duncan, D. (2015). Leading curriculum innovation in primary schools project: A final report.
Education 3-13, 43(6), 756-765. doi:10.1080/03004279.2014.975408
Case, A. F., & Traynor, J. (2016). Early field experience innovations to increase positive impact on K-12 students. AILACTE Journal, 13(1), 1-21.
Chatterji, A. K. (2017). Innovation and American K-12 education. In J. Lerner & S. Stern (Eds.) Innovation Policy and the Economy (Vol. 18, pp. 27-51). Chicago, IL: University of Chicago Press. Retrieved from http://www.nber.org/chapters/c13934.pdf
Fox, T., Friedrich, L., Harmon, H., McKithen, C., Phillips, A., Savell, S., Schaefer, V., & Silva, M. (2017, September). Leading education innovations in rural schools: Reflections from i3 grantees. Retrieved from https://files.eric.ed.gov/fulltext/ED577124.pdf
Hall, C. I. (2016). The path to enduring innovation in schools. Independent School, 75(3), 42-47.
Horn, M. B., & Staker, H.. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
Kelley, T., & Littman, J. (2005). The ten faces of innovation : ideo’s strategies for beating the devil’s advocate & driving creativity throughout your organization. Currency/Doubleday.
Kirby, M. M., & DiPaola, M. F. (2011). Academic optimism and community engagement in urban schools. Journal of Educational Administration, 49(5), 542-562. doi: 10.1108/09578231111159539.
Leadership for innovation : how to organize team creativity and harvest ideas. (2007). . Kogan Page. June 12, 2024.
Posamentier, J., Lake, R., & Hill, P. (2017, April). Linking state and local school improvement: How states can promote local innovation, options, and problem-solving in public education. Retrieved from https://files.eric.ed.gov/fulltext/ED574091.pdf
Preston, C., Goldring, E., Berends, M., & Cannata, M. (2012). School innovation in district context: Comparing traditional public schools and charter schools. Economics of Education Review, 31(2), 318-330. https://doi.org/10.1016/j.econedurev.2011.07.016
Robinson, K., & Aronica, L. (2015). Creative schools: the grassroots revolution that's transforming education. New York, Viking.
Wagner, R. (2012). Creating Innovations: The making of young people who will change the world. New York, NY: Scribner.
Wong-Kam, J. (2012). Creating a climate for innovation in education: Reframing structure, culture, and leadership practices. Available from ProQuest Dissertations & Theses A&I. (UMI No. 1027591110).