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92
mentioned earlier, new staff, including apprentice teachers, start one week prior to the
rest of the staff and this time is focused on ensuring that they have a good command of
the eight step lesson plan, understand the school’s mission and learn how to embody and
teach students the five pillars.
Teachers at Timothy are also encouraged to observe other teachers to develop
their own proficiency. Teachers are on instructional committees that directly impact
what they are teaching and frequently engage in peer observations. The expectation is
that if a teacher observes another teacher, they are expected to email their notes to the
teacher they observed, the dean, and the principal. From those notes, the dean identifies
trends and teachers’ areas of strengths so that future recommendations for observation
opportunities can me made.
At Delano, staff morale was low when the current principal entered her position
and one of her first priorities was developing and leading the culture building at her
school site. The principal has placed a significant amount of resources into the capacity
building of her staff. She has created an instructional leadership cadre of the best teachers
at her school site who meet three hours a week to engage each other in professional
development. These teachers then go back to their fellow teachers in their grade level and
develop them. The staff also engages in 360 degree feedback, where they not only receive
feedback from their administrators, but they also give feedback to their administrators.
At Amarado, teachers at the school site act as instructional leaders for fellow
teachers and there is widespread and distributed instructional leadership. The distributed
leadership is best represented in what the school calls pods. The pods are groupings of
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 100 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 92 mentioned earlier, new staff, including apprentice teachers, start one week prior to the rest of the staff and this time is focused on ensuring that they have a good command of the eight step lesson plan, understand the school’s mission and learn how to embody and teach students the five pillars. Teachers at Timothy are also encouraged to observe other teachers to develop their own proficiency. Teachers are on instructional committees that directly impact what they are teaching and frequently engage in peer observations. The expectation is that if a teacher observes another teacher, they are expected to email their notes to the teacher they observed, the dean, and the principal. From those notes, the dean identifies trends and teachers’ areas of strengths so that future recommendations for observation opportunities can me made. At Delano, staff morale was low when the current principal entered her position and one of her first priorities was developing and leading the culture building at her school site. The principal has placed a significant amount of resources into the capacity building of her staff. She has created an instructional leadership cadre of the best teachers at her school site who meet three hours a week to engage each other in professional development. These teachers then go back to their fellow teachers in their grade level and develop them. The staff also engages in 360 degree feedback, where they not only receive feedback from their administrators, but they also give feedback to their administrators. At Amarado, teachers at the school site act as instructional leaders for fellow teachers and there is widespread and distributed instructional leadership. The distributed leadership is best represented in what the school calls pods. The pods are groupings of |
