Aspiring Leaders Academy: A Partnership between Council for Leaders in Alabama Schools (CLAS), Auburn University, and University of Alabama Educational Leadership Programs

Abstract

This study explores a partnership between two university educational leadership programs and a statewide principal association, specifically focusing on its alignment with a partnership model created by Reames and Kochan (2021). The study addresses the gaps in the literature on partnerships with associations and the need for frameworks for building and maintaining partnerships in education.

A qualitative case study method approach was selected to examine the perceived experiences of those who participated in the university/professional association partnership. In-depth interviews will be conducted to gather a thick, rich description of the partnership and perceptions of those involved in the partnership between CLAS Directors and Auburn and Alabama Educational Leadership faculty. The study's participants represented the organizations involved in the partnership: the Council for Leaders in Alabama Schools (CLAS), Auburn University Educational Leadership Program, and the University of Alabama's Educational Leadership Program. The researcher assessed the alignment of partnership participants' perceptions with the characteristics outlined in this model. The intent was to provide insight into the AU/ UA and CLAS partnership and identify its outcomes and benefits for the individuals and organizations involved.

Findings from an analysis of data sources, including interviews, agendas, participant feedback, and observation, resulted in emerging themes that led to a sustainable partnership. The findings from this study provide practical implications for educational leaders charged with developing partnerships. This study highlights the people involved as the key to the partnership's success. The data analysis revealed that the partnership participants' perceptions align with the characteristics outlined in the Reames and Kochan model (2021). Data showed the importance of collaboration and connectedness. Insight into the AU/ UA and CLAS partnership identified two factors contributing to the partnership's success: continuous improvement and acknowledging external factors and constraints. Reames and Kochan (2021) could consider adding two components to their model: continual improvement and external factors and constraints. Continual improvement is a priority for the partnership participants as they have high expectations for themselves and the partnership and continually revise and reflect as part of the improvement process. Partnership participants anticipate external factors and constraints and are prepared to work around them. The findings from this case study will help fill the gap in the literature on partnerships with associations and the need for frameworks for building and maintaining partnerships in education.