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201
the intervention plans. This director also coaches the instructional aids, as well as works
with teachers who have students participating in the student success team (SST).
Ongoing, intensive professional development. Professional development is
ongoing and intensive. The focus of the professional development includes culture
building as well as instructional development. Because instruction is not tied solely to a
publisher’s curriculum, but rather research-based best practices, significant professional
develop is in place to support the teachers’ development. For example, this year is the
first year of reader’s workshop and the school sent one teacher to a professional
development session in New York, who will then intern lead the staff in the development
of reader’s workshop at the site.
During the summer, there are five days devoted to professional development that
are dependent on the school’s year plan. During the school year, teachers are given two
professional development days. Additionally, teachers have planning and professional
development time weekly and are able to attend seminars and conferences on a case by
case basis. The teachers also engage in classroom walks and visits to observe their peers.
Continuous professional development is offered through classroom observations
and feedback regarding lesson and unit plans. The principal also meets with each teacher
bi-weekly to review instructional plans as well as to check-in on the well-being of the
teacher.
Using time efficiently and effectively. Amarado Charter Elementary school
operates from 8:00-3:30 on a traditional 180 day calendar. The school day is one hour
longer than the traditional school day and this additional hour is devoted to dance
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 209 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 201 the intervention plans. This director also coaches the instructional aids, as well as works with teachers who have students participating in the student success team (SST). Ongoing, intensive professional development. Professional development is ongoing and intensive. The focus of the professional development includes culture building as well as instructional development. Because instruction is not tied solely to a publisher’s curriculum, but rather research-based best practices, significant professional develop is in place to support the teachers’ development. For example, this year is the first year of reader’s workshop and the school sent one teacher to a professional development session in New York, who will then intern lead the staff in the development of reader’s workshop at the site. During the summer, there are five days devoted to professional development that are dependent on the school’s year plan. During the school year, teachers are given two professional development days. Additionally, teachers have planning and professional development time weekly and are able to attend seminars and conferences on a case by case basis. The teachers also engage in classroom walks and visits to observe their peers. Continuous professional development is offered through classroom observations and feedback regarding lesson and unit plans. The principal also meets with each teacher bi-weekly to review instructional plans as well as to check-in on the well-being of the teacher. Using time efficiently and effectively. Amarado Charter Elementary school operates from 8:00-3:30 on a traditional 180 day calendar. The school day is one hour longer than the traditional school day and this additional hour is devoted to dance |
