New Report: SIG Promising Practices of Lead Turnaround Partners

New SIG Promising Practices Report – 

Lead Turnaround Partners: How the Emerging Marketplace of Lead Turnaround Partners is Changing School Improvement

The revised federal guidance for the School Improvement Grant program encourages the use of external partners to support and supplement the limited capacity of low-achieving schools and districts. In some schools, a type of external providers, called Lead Turnaround Partners (LTPs), are currently assisting with the implementation of the restart, turnaround, and transformation improvement models.

As LTP providers enter the field, some have relevant knowledge and experiences, but others are just beginning to take on more comprehensive reform efforts. Even the most seasoned education support organizations acknowledge that implementing systemic and sustainable dramatic school improvement, within the revised federal models, is a new type of work and there’s a great deal to learn.

This new report, authored by Corbett Education Consulting, with support from Public Impact, for the Center on Innovation & Improvement, is the first analysis of the substantial reforms Lead Turnaround Partners are implementing in persistently low-achieving schools, under the federal School Improvement Grant program.

This report highlights the promising practices of Lead Turnaround Partners, and how states and districts can help or inhibit their improvement efforts in persistently low-achieving schools. Areas of analysis include: the existing marketplace (both supply and demand); the varying definitions of the LTP role; the organizational structures of LTPs; roles and responsibilities; lessons learned; and most importantly, recommendations for states, districts and LTPs to establish stronger LTP partnerships in the future.

While we await more detailed scientific research that examines the effectiveness of LTP practices and partnerships, the LTP field will continue to grow. Until that level of research is complete, it is crucial that we learn from the early promising practices of LTPs, states, and districts.

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