Supporting Systems-Level School Climate Improvement via a Data-Driven Consultation Framework: A K-12 School–University Partnership

Abstract

Community–university partnerships create opportunities for researchers and practitioners to collaborate on the implementation and measurement of innovative consultation frameworks, and to explore the role of consultant competencies in working with school leadership teams. The purpose of this article is to introduce an empirically based approach, the School Leadership Team Consultation Framework (SLTCF). The SLTCF is used to define processes and competencies necessary to support school leadership teams in systems-level problem solving to improve school climate. A description of key research-based phases of a problem-solving process and core consultant competencies within the SLTCF are outlined, and practical examples illustrating the application of university consultant-school team partnerships are described. Finally, lessons from early implementation are posited for advancing community–university partnerships to promote systems change in schools.

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