Abstract
This dissertation in practice (DIP) studied the Prism Project (PP), an innovative district-to-district partnership between two small rural school districts. The partnership created a peer network intended to drive school improvement by increasing professional capital among participating educators. This study considered participants’ perceptions about if and how the network contributed to school improvement efforts. The research methodology employed was a qualitative single-case study and data were gathered using Hall, Dirksen, and George’s (2013) Levels of Use of the Innovation (LoU) interview protocol. Data analysis was iterative in nature and resulted in the identification of four major themes. This study found that the PP influenced participants’ perspectives regarding school improvement through peer networking practices that: 1) beget collaboration, 2) developed relationships, 3) promoted professional capital, and 4) addressed barriers to learning. Collaboration built educators’ confidence, increased
individual and collective efficacy, heightened aspirations and expectations, and illustrated the potential for improved student outcomes, prompting further collaboration. This identified cycle of collaboration resulted in the development of a flywheel effect (Collins, 2019) that appears to have the potential to increase the professional capital of educators over time. This DIP concluded with recommendations for both the improvement and replication of such a district-to-district partnership.