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151
APPENDIX E: INTERVIEW PROTOCOL - DISTRICT OFFICE
This list of questions was used to interview the district administrators and aligns with the
questions asked at the sample school sites. The questions were provided prior to the
interview and asked in following order.
INTERVIEW QUESTIONS
Following are open-ended questions intended to capture the district’s strategies for
improving student performance. The questions will be asked in the order that they
appear. The answers will be recorded with the focus being on the key elements of the
instructional improvement effort with equal emphasis being placed on the process aspect.
Tell me the story of how your district improved student performance.
1. How do you explain the increase in student achievement in this
district?
2. What are the curriculum and instruction pieces of the
improvement strategy?
1. What is the instructional vision for your improvement effort?
2. What has been the instructional piece of your improvement effort?
• Does your staff have agreed upon goals for achievement and
instruction?
3. What were the resource pieces of the strategy? How long have the
resources been in place?
A. Professional Development
• What is the focus of the professional development?
B. Recruiting/Retaining Top Talent
4. Was the improvement effort centrist (central office orchestrated) or
bottom up?
A. How does the district office strike a balance between direction and
school support?
5. What type of instructional leadership was present?
Object Description
| Title | Navigating troubled waters: case studies of three California high schools' resource allocation strategies in 2010-2011 |
| Author | Landisi, Brian Anthony |
| Author email | landisi@usc.edu; blandisi@charter.net |
| 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 | 2011-04-28 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | This study was conducted to examine instructional strategies and resource allocation in successful schools. The study was based on the analysis of three comprehensive high schools in one school district in Southern California. Each of the study schools increased students’ academic achievement over time as measured by sustained growth on California’s Academic Performance Index. The efforts of these study schools also contributed to narrowing the achievement gap.; Successful schools in this study were analyzed primarily through the lens of Odden’s (2009) 10 Strategies for Doubling Student Performance. In addition to effective organizational and instructional strategies, this study also analyzed human and fiscal resource allocation at the sample schools. The study used the Evidence-Based Model (Odden & Picus, 2008) to analyze how the schools allocated resources during 2010-2011, navigating a catastrophic economic crisis facing California and the rest of the nation. Interview data, student achievement data and information on school-level resource use were included in case studies on each of these successful schools.; The findings indicate that although the resource use patterns of the study schools were significantly fewer than what the Evidence-Based Model suggests, the improvement strategies showed many commonalities to those suggested in the body of literature on school improvement. Strong leadership from the district office supported the reform efforts at each of the school sites. This leadership came in the form of a single district focus combined with continuity of leadership, development and retention of talent within the district and a common school improvement framework.; A heavy investment of time and fiscal resources into professional development created a collaborative culture within and between the high schools in the study. The schools that were most successful in raising student achievement demonstrated a commitment to collaboration and embraced the role of teacher leaders. The most effective schools in the study had in place internal accountability structures to support the implementation of the school and district focus. It is the effective implementation of research-based strategies, not simply resource allocation that makes schools successful and contributes to further growth in student achievement. Implications for policy and practice are discussed. |
| Keyword | education finance; secondary education; educational leadership; budget crisis; instructional leadership; Odden and Picus; resource allocation; school finance; school reform |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2010/2011 |
| 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-m3797 |
| Contributing entity | University of Southern California |
| Rights | Landisi, Brian Anthony |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Landisi-4355 |
| Archival file | uscthesesreloadpub_Volume14/etd-Landisi-4355.pdf |
Description
| Title | Page 163 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 151 APPENDIX E: INTERVIEW PROTOCOL - DISTRICT OFFICE This list of questions was used to interview the district administrators and aligns with the questions asked at the sample school sites. The questions were provided prior to the interview and asked in following order. INTERVIEW QUESTIONS Following are open-ended questions intended to capture the district’s strategies for improving student performance. The questions will be asked in the order that they appear. The answers will be recorded with the focus being on the key elements of the instructional improvement effort with equal emphasis being placed on the process aspect. Tell me the story of how your district improved student performance. 1. How do you explain the increase in student achievement in this district? 2. What are the curriculum and instruction pieces of the improvement strategy? 1. What is the instructional vision for your improvement effort? 2. What has been the instructional piece of your improvement effort? • Does your staff have agreed upon goals for achievement and instruction? 3. What were the resource pieces of the strategy? How long have the resources been in place? A. Professional Development • What is the focus of the professional development? B. Recruiting/Retaining Top Talent 4. Was the improvement effort centrist (central office orchestrated) or bottom up? A. How does the district office strike a balance between direction and school support? 5. What type of instructional leadership was present? |
