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117
factor in helping them to co-construct a professional development series that focused
on improving teachers’ instructional practices during the first and second year of the
partnership. She noted that some of the conversations referenced in the Strategic
Plan and Business Plan started in Year Two and continued into Year Three. Yet,
these instances seem episodic rather than ongoing, unlike the transition team
meetings that took place weekly for nearly a year and the SLC planning and
implementation meetings that took place for nearly fifteen months.
Year Three Dialogue Findings
Dialogue focused on instruction and academic growth was physically
manifested and observed in a teacher professional development in November of
2010, during Year Three, in which instructors were being challenged to deconstruct
content standards into sets of skills and content knowledge that students would need
in order to achieve mastery of the standard. Within this professional development,
there existed a dialogue among teachers on what methods and skills would be most
effective with their students. Teachers were divided into departments and then
separated into course groups (i.e. World History, American History). Each course
group identified an overarching performance goal, related to literacy, that they would
like for their students to accomplish. They then took that performance goal and
deconstructed it into small skills, each of which could be assessed through the use of
formative assessments. Towards the end of the professional development, the
teachers were designing formative assessments that would measure the extent to
which a student had mastered a certain skill that would be needed to achieve mastery
Object Description
| Title | Co-constructing community, school and university partnerships for urban school transformation: Year two |
| Author | Woodyard, Savina M. |
| Author email | SavinaW@aol.com; savinaw@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rousseau, Sylvia G. |
| Advisor (committee member) |
Stowe, Kathy Huisong Marsh, David D. |
| Abstract | Community-school-university partnerships represent a new model of urban education reform that incorporates the overlapping spheres of influence in the transformation process. Co-constructed relationships between communities, schools and universities have the potential reshape organizational hierarchy and enable all partners to develop a new cultural model capable of transforming K-12 urban schools. This study the second and third year of one co-constructed community-school-university partnership that attempted to transform the cultural model of one urban high school.; The aim of this study is to identify and analyze the extent to which a community-school-university partnership is able to sustain elements of co-construction and other ongoing processes that are beneficial to the partnership. Also, the study will identify the persistent barriers to co-constructions and effective strategies to overcome those barriers within a community-school-university partnership. This study expands on the research conducted during the first year of the partnership’s operation and will offer insight as to the sustainability of the co-constructed processes between the community-school-university partnership. This study will also identify the methods in which the community-school-university partnership can develop a new cultural model for parental engagement in the interest of school transformation. |
| Keyword | partnership; co-construction; urban school; transformation; parental engagement |
| 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-m3759 |
| Contributing entity | University of Southern California |
| Rights | Woodyard, Savina M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Woodyard-4509 |
| Archival file | uscthesesreloadpub_Volume62/etd-Woodyard-4509.pdf |
Description
| Title | Page 126 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 117 factor in helping them to co-construct a professional development series that focused on improving teachers’ instructional practices during the first and second year of the partnership. She noted that some of the conversations referenced in the Strategic Plan and Business Plan started in Year Two and continued into Year Three. Yet, these instances seem episodic rather than ongoing, unlike the transition team meetings that took place weekly for nearly a year and the SLC planning and implementation meetings that took place for nearly fifteen months. Year Three Dialogue Findings Dialogue focused on instruction and academic growth was physically manifested and observed in a teacher professional development in November of 2010, during Year Three, in which instructors were being challenged to deconstruct content standards into sets of skills and content knowledge that students would need in order to achieve mastery of the standard. Within this professional development, there existed a dialogue among teachers on what methods and skills would be most effective with their students. Teachers were divided into departments and then separated into course groups (i.e. World History, American History). Each course group identified an overarching performance goal, related to literacy, that they would like for their students to accomplish. They then took that performance goal and deconstructed it into small skills, each of which could be assessed through the use of formative assessments. Towards the end of the professional development, the teachers were designing formative assessments that would measure the extent to which a student had mastered a certain skill that would be needed to achieve mastery |
