EDLPS 551: Organizational Theory and Educational Change (Syllabus)
- EDLPS 575 (formerly EDPLPS 579) Education Policy Implementation ( Syllabus | Assignment )
- EDLPS 579: Advanced Doctoral Seminar on Education Policy Implementation Research
- Leadership for Learning Module: Moving Ideas into Action
- Leadership for Learning Module: Inquiry-focused Leadership
Meredith Honig is a Professor of Education Policy, Organizations and Leadership at the University of Washington (UW), Seattle where she is also Director of the Leadership for Learning (Ed.D.) program. Her research and district partnerships address systemic change for equitable opportunities and outcomes for each and every student, especially those historically underserved by public school systems. This work recognizes that barriers to educational equity are systemic, that school district central office leaders are in strategic positions to lead within and beyond their districts for systemic changes important to such results, and that they would benefit from new knowledge and support for their leadership.
In her research, Dr. Honig has examined district leadership in various reform strategies including: school-community partnerships, new small autonomous schools initiatives, data-informed decision-making and districtwide teaching and learning improvement efforts. Her findings have been published in such journals as Educational Researcher, the American Educational Research Journal, and Educational Evaluation and Policy Analysis. Dr. Honig’s research on central office transformation for districtwide teaching and learning improvement has been featured at meetings hosted by numerous organizations including: the American Association for School Administrators, the American Educational Research Association, and the University Council for Educational Administration. Articles from this work have been published in various outlets such as Educational Administration Quarterly, Teachers College Record, Education Week, and The School Administrator.
In 2014, Honig established the District Leadership Design Lab (DL2) to help district leaders access knowledge and tools to inform their efforts to fundamentally transform their central offices into school support systems.
Prior to joining the University of Washington faculty, Dr. Honig was an assistant professor and co-director of the Center for Educational Policy and Leadership at the University of Maryland, College Park. She has worked at the California Department of Education and in other state and local youth-serving agencies.
Ph.D. Stanford University
B.A. Brown University
For more information about the work of Dr. Honig and her team, please see below and visit the District Leadership Design Lab at http://dl2.education.uw.edu/.
Llittle research exists that shows what central office staff need to do to fulfill the role of "principal coach" effectively. Meredith I. Honig delved into that question for a report published in the April 2012 edition of Educational Administration Quarterly.
Education Week, April 23, 2012
It's time to change Seattle schools superintendent's job
Two University of Washington researchers have done a study of what happens when a district makes the transformation from bureaucracy to support system under a leader who knows how to communicate, listen and be a partner for school staff and the community.
Seattle Times, March 7, 2011
Don't Cut Out the Center: The Centrality of the Central Office in Teaching and Learning Improvement
Michael A. Copland and Meredith I. Honig
Education Week, October 28, 2010
It's about the kids: Refocusing central school district offices with teaching and learning in mind
University Week, August 19, 2010
Rainey, L., & Honig, M. I. (2015, August). From procedures to partnership: Redesigning principal supervision to help principals lead for high-quality teaching and learning. Seattle, WA: University of Washington Center for Educational Leadership.https://www.k-12leadership.org/publications/fromprocedures-to-partnershi...
Honig, M.I., & Rainey, L.R., (2014). Central office leadership in principal professional learning communities: The practice beneath the policy. Teachers College Record, 116.
Honig, M. I. (2014). Beyond the policy memo: Designing to strengthen the practice of district central office leadership for instructional improvement at scale. In B. J. Fishman, W. R. Penuel, A.-R. Allen, & B. H. Cheng (Eds). Design-based implementation research. National Society for the Study of Education Yearbook, 112(1).
Honig, M.I., (2013). From tinkering to transformation: Strengthening school district central offices for performance at scale. American Enterprise Institute Education Outlook, 4(June). Washington, DC: American Enterprise Institute.
Honig, M.I. (2012). District central office leadership as teaching: How central office administrators support principals’ development as instructional leaders. Educational Administration Quarterly, 48(4), 733-744.
Honig, M.I., & Venkateswaran, N. (2012). School-central office relationships in evidence use: Understanding evidence use as a systems problem. American Journal of Education, 118(2), 199-222.
Honig, M.I., & Rainey, L.R. (2012). Autonomy and school improvement: What do we know and where do we go from here? Educational Policy. DOI: 10.1177/0895904811417590
Honig, M.I., & DeArmond, M. (2010). Where's the "management" in portfolio management: Conceptualizing the role of school district central offices in implementation. In K. Bulkley, J. Henig, & H. Levin, (Eds.), Portfolio management reform, (pp, 195-216). Cambridge, MA: Harvard Education Press.
Honig, M.I., Copland, M.A., Rainey, L., Lorton, J.A., & Newton, M. (2010, April). School district central office transformation for teaching and learning improvement. A report to the Wallace Foundation. Seattle, WA: The Center for the Study of Teaching and Policy. Full report | Executive Summary | Press Release | University Week Article
Honig, M.I. (2009). “External” Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives. Peabody Journal of Education, 84, 394-413.
Honig, M.I. (2009). No small thing: School district central office bureaucracies and the implementation of New Small Autonomous Schools Initiatives. American Educational Research Journal 46(2), 387-422.
Honig, M.I., & Ikemoto, G. (2008). Adaptive assistance for learning improvement efforts: The case of the Institute for Learning. Peabody Journal of Education, 83(3), 328-363.
Honig, M.I. (2008). District central offices as learning organizations: How sociocultural and organizational learning theories elaborate district central office administrators’ participation in teaching and learning improvement efforts. American Journal of Education, 114, 627-664.
Honig, M.I. & Coburn, C. (2008). Evidence-Based Decision Making in School District Central Offices. Educational Policy, 22(4), 578-608.
Honig, M.I. (2006). Street-level bureaucracy revisited: Frontline district central office administrators as boundary spanners in education policy implementation. Educational Evaluation and Policy Analysis 28(4), 357-383.
Honig, M.I. & McDonald, M.A. (2005). From promise to participation: After-school programs through the lens of socio-cultural learning theory. The Robert Bowne Foundation Occasional Paper Series, #5 Fall. New York City, NY: The Robert Bowne Foundation.
Honig, M.I., & Hatch, T.C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16-30. Download pdf»
Honig, M.I. (2004). Where's the 'up' in bottom-up reform. Educational Policy, 18(4), 527-561.
Honig, M.I. (2004). The new middle management: Intermediary organizations in education policy implementation. Educational Evaluation and Policy Analysis, 26(1), 65-87.
Honig, M.I. (2004). District central office-community partnerships: From contracts to collaboration to control. In W. Hoy & C. Miskel (Eds.) Educational administration, policy, and reform: Research and measurement (pp. 59-90). Greenwich, CT: Information Age Publishing.
Honig, M.I. (2003). Building policy from practice: District central office administrators’ roles and capacity for implementing collaborative education policy. Educational Administration Quarterly, 39(3), 292-338.
Honig, M.I. (2003, December). A view from the edge: An interim report on Oakland’s implementation of site-based decision-making and new small autonomous schools. Report submitted to the Oakland Cross-city Campaign for Urban School Reform. CEPAL Occasional Paper OP-03-01. College Park, MD: Center for Education Policy and Leadership, University of Maryland, College Park.
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Honig, M.I. (2002, May). Oakland’s site-based decision-making and new small autonomous schools: An examination of schools’ progress and central office participation. Report submitted to the Oakland Cross-city Campaign for Urban School Reform. CEPAL Occasional Paper OP-02-01. College Park, MD: Center for Education Policy and Leadership, University of Maryland, College Park.
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Honig, M.I., Kahne, J., & McLaughlin, M.W. (2001). School-community connections: Strengthening opportunity to learn and opportunity to teach. In V. Richardson, (Ed.) Handbook of research on teaching (4th Ed.) (pp. 998-1028). Washington, DC: American Educational Research Association.
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