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82
At Byron, professional development is provided through school instructional
coaches. There are two coaches, one in language arts and one in mathematics. These
coaches have worked with the school extensively and are continually refining their focus.
For example, after determining that the current reading program was not meeting the
needs of all students, the literacy coach developed “literacy connection” which wove 10
standards into one daily activity.
Currently, the focus is on writing improvement, and teachers are receiving
support from the mathematics coach in how to integrate writing into the mathematics
curriculum. The principal stated that the teachers have become experts in understanding
writing and integrating writing into all aspects of the curriculum through coaching. There
is also collaborative time planned into the school day. Finally, a week prior to school
starting is devoted to professional development based on the focus of improvement.
At Timothy, professional development is differentiated to meet the needs of the
teacher. New teachers to the school and apprentice teachers, receive one additional week
of professional development prior to the beginning of school, and returning teachers
receive two weeks of development prior to the beginning of the year. Staff development
for all occurs weekly and teachers requesting to observe other teachers are arranged
frequently. Apprentice teachers, who do not have their own classes initially, spend the
first part of the year observing, working with other teachers, and teaching small groups or
specific classes.
At Delano, the professional development is directly linked to the curriculum and
instructional vision being implemented. The principal creates the professional
Object Description
| Title | Allocation of educational resources to improve student achievement: Case studies of four California charter schools |
| Author | Patrick, Ramona Kay |
| Author email | rpatrick@usc.edu; ramonakaypatrick@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-28 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-05-04 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | Charter schools are growing at a rapid pace have significantly more flexibility in their allocation of resources in comparison to their traditional public school counterparts in California. Because of this, it is important to study how successful charter schools, with this increased flexibility, are utilizing their resources to achieve high results with their students in a time of fiscal constraint. There is a plethora of data and research on effective school practices to improve student achievement, but a dearth of research on the effective allocation of resources at charter schools. The purpose of this study is to analyze how four high performing charter schools, with high percentages of socioeconomically disadvantaged students in Los Angeles, California, are implementing school improvement strategies and utilizing resources at their school site to impact student achievement. The Evidenced-Based Model, (Odden & Picus, 2008) along with Odden and Archibald’s (2009) Ten Strategies for Doubling Student Performance were used as a lens in this study to compare resource allocation as well as school improvement strategies to best support student achievement at the schools. This study will describe each schools’ instructional vision and improvement strategy, how resources are utilized to implement their instructional improvement plan, how the current fiscal crisis is affecting their allocation of resources, and how actual resource patterns are aligned with the Evidence Based Model (Odden & Picus, 2008). |
| Keyword | charter schools; resource allocation; evidenced-based model |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| 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 |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3815 |
| Contributing entity | University of Southern California |
| Rights | Patrick, Ramona Kay |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Patrick-4438 |
| Archival file | uscthesesreloadpub_Volume51/etd-Patrick-4438.pdf |
Description
| Title | Page 90 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 82 At Byron, professional development is provided through school instructional coaches. There are two coaches, one in language arts and one in mathematics. These coaches have worked with the school extensively and are continually refining their focus. For example, after determining that the current reading program was not meeting the needs of all students, the literacy coach developed “literacy connection” which wove 10 standards into one daily activity. Currently, the focus is on writing improvement, and teachers are receiving support from the mathematics coach in how to integrate writing into the mathematics curriculum. The principal stated that the teachers have become experts in understanding writing and integrating writing into all aspects of the curriculum through coaching. There is also collaborative time planned into the school day. Finally, a week prior to school starting is devoted to professional development based on the focus of improvement. At Timothy, professional development is differentiated to meet the needs of the teacher. New teachers to the school and apprentice teachers, receive one additional week of professional development prior to the beginning of school, and returning teachers receive two weeks of development prior to the beginning of the year. Staff development for all occurs weekly and teachers requesting to observe other teachers are arranged frequently. Apprentice teachers, who do not have their own classes initially, spend the first part of the year observing, working with other teachers, and teaching small groups or specific classes. At Delano, the professional development is directly linked to the curriculum and instructional vision being implemented. The principal creates the professional |
