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THE IMPACT OF RESOURCE ALLOCATION ON PROFESSIONAL
DEVELOPMENT FOR THE IMPROVEMENT OF TEACHING AND
STUDENT LEARNING WITHIN AN ELEMENTARY SCHOOL IN A
CENTRALLY MANAGED SCHOOL DISTRICT: A CASE STUDY
by
Jennifer Lynn Carter
__________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Jennifer Lynn Carter
Object Description
| Title | The impact of resource allocation on professional development for the improvement of teaching and student learning within an elementary school in a centrally managed school district: a case study |
| Author | Carter, Jennifer Lynn |
| Author email | carterj@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-05-01 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-08-14 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Nelson, John L. Hentschke, Guilbert C. |
| Abstract | The purpose of the study was to investigate how an identified school within a centrally managed school district allocates adequate resources toward professional development programs to increase student achievement. The study examined the schools' resource allocation, including human capital and determined where the funding originates. Furthermore, the evaluation process was used to identify the strengths and weaknesses of the schools professional development programs as they compare to the evidence-based model professional development model in relation to student achievement.; This study used conceptual frameworks adapted from the research literature to guide data collection and analysis for four research questions: (a) How are personnel used for the delivery of professional development? (b) How are resource allocation decisions for professional development determined? (c) How much funding is directed toward professional development and from what sources do these funds originate? (d) How is professional development used to promote organizational capacity and student achievement?; This descriptive-analytic case study was conducted in one elementary school in a centrally managed unified school district located in Orange County, California. The selected school was also purposefully chosen according to the following criteria: implementation of research-based professional development programs; located within a centrally-managed school district; has an Academic Performance Index (API) over 800; and met the requirements of Adequate Yearly Progress (AYP).; Data analysis revealed that Springfield Elementary and Serrano Unified School District personnel delivered and implemented professional development on research-based strategies and standards-based curriculum that aimed at building capacity of the organization and the individuals. Additionally, the data uncovered that the professional development activities stemmed from the district office but that the school site still had the autonomy to choose from a vast amount of professional development activities that were included in their Single Plan for Student Achievement. An evaluation of Springfield's allocation practices for professional development revealed that the allocations were not aligned to the research provided by the evidence-based model.; The study provided conclusions addressing the findings from the study and the centralized setting of Serrano Unified School District as compared to a decentralized management style. Five major themes encompassing professional development practices appeared to illustrate the overall success of the school and the district: (a) a vision for learning; (b) data-driven decision making; (c) effective utilization of resources; (d) collaboration; and (e) site autonomy. Recommendations for successful professional development practices at other schools and districts included: (a) establishing a clear vision and goals for teaching and learning; (b) utilizing data to make professional development decisions; (c) establishing the needed access to ongoing, on-site, fulltime coaching; (d) adopting a financial plan that mirrors those used in the private sector; (e) collaboration across the school and district; and (f) encouraging site autonomy for professional development decisions coupled with district support as needed. Finally, suggestions for future research consisted of: (a) uncovering the impact of lost instructional time for the purpose of professional development; (b) investigating how to efficiently fund on-site coaches and understand the knowledge and skills coaches must possess to be effective; (c) comparing the professional development practices of decentralized and centralized districts on a larger scale; and (d) performing experimental studies for the purpose of establishing statistically significant correlations between professional development practices and student learning outcomes. |
| Keyword | professional development; elementary school student achievement; centrally managed allocations/funding for professional development; personnel utilized for professional development; effective professional development |
| Geographic subject (county) | Orange |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m790 |
| Contributing entity | University of Southern California |
| Rights | Carter, Jennifer Lynn |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Carter-20070814 |
| Archival file | uscthesesreloadpub_Volume26/etd-Carter-20070814.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | THE IMPACT OF RESOURCE ALLOCATION ON PROFESSIONAL DEVELOPMENT FOR THE IMPROVEMENT OF TEACHING AND STUDENT LEARNING WITHIN AN ELEMENTARY SCHOOL IN A CENTRALLY MANAGED SCHOOL DISTRICT: A CASE STUDY by Jennifer Lynn Carter __________________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2007 Copyright 2007 Jennifer Lynn Carter |
