Journal of K-12 Educational Research 67 area of uncertainty in an area of concern, and they pointed to a need for intentional investigation (Ratan et al., 2019). The research questions in the current study were designed to propel an investigation into school transformation through interviews and observations. Data analysis of the interviews and observations collected in the current study provided three previously covered significant categories—creativity, collaboration, and character development—that help answer these questions. The systems discovered in the current study are presented in the codes, parent categories, and core categories detailed in the current study. The data presented in the codes, parent categories, and core categories are used here to respond to the research questions in the current study. RQ1 is an umbrella question that addresses creativity, collaboration, and character education and will be answered last. RQ1 also covers college and career readiness. Since this is an umbrella question, it logically makes sense to move RQ1 to the back of the list after presenting answers to the first four questions. Research Question 2 (RQ2) From the perspective of school leaders, curriculum specialists, and campus administrators, what systems exist to encourage student creativity, including but not limited to curiosity and innovation, in all school classes? One of the most important systems to encourage student creativity in the schools that were observed in the current study was skill mastery documentation, such as visual journals and portfolio design. Skill mastery documentation allowed schools in the current study to tailor learning and growth to the interests and needs of individual students, and document achievement. Other systems that the schools in the current study used to encourage student creativity included asking questions, community partnership, student-centered instruction, project-based learning, presentations of learning, public speaking, provocations or thought seed development, explicit time and space for exploration, and personalized learning experiences Research Question 3 (RQ3) From the perspective of school leaders, curriculum specialists, and campus administrators, what systems exist to encourage student collaboration, including cross-curricular thinking and dialogue? In the observed schools in the current study, the systems that existed to encourage student collaboration include project-based learning, collaborative quests, community engagement, partnerships, internships, mentorships, apprenticeships, presentations of learning, public speaking, Socratic seminars, opportunities for leadership development, a safe and supportive school community, problem-solving activities, community service, PLCs, and purposeful, continual talk. Research Question 4 (RQ4) From the perspective of school leaders, curriculum specialists, and campus administrators, what systems exist to teach the democratic values of character education, including but not limited to compassion, composure, and citizenship? In the observed schools in the current study, the systems that existed to teach the democratic values of character education include intentional opportunities for leadership development, developing organizational skills, AVID strategies, character lessons, social-emotional lessons, implementing curricula to teach character education, and opportunities to develop discipline and habits. Research Question 5 (RQ5) From the perspective of school leaders, curriculum specialists, and campus administrators, what systems exist to prepare students for postsecondary education and career readiness? In the observed schools in the current study, the systems that exist to prepare students for postsecondary education and career readiness include AVID, PLPs, community engagement, partnerships, internships, mentorships, apprenticeships, dual-credit courses, opportunities for leadership development, personalized learning experiences, developing organizational skills, and project-based learning. Grounded Theory An answer to RQ1 reveals the theory grounded in the data of the current study. RQ1 is an umbrella question
RkJQdWJsaXNoZXIy ODc4ODgx