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216
feasibility of such an offering as both an intervention and tutorial during the school day is
currently being investigated.
Ongoing, intensive professional development. The faculty of Cumulus High
School voted to continue its banking day model where a specified number of instructional
minutes are “banked” each month to provide two meeting times a month. The ILT has
intentionally dubbed these days Collaboration Days, desiring to create a school culture
that values partnered professional work. As the principal and associate principal stated,
most of this collaboration time has been unstructured. Agendas are not consistent from
meeting to meeting. Nevertheless, teachers have used the time to develop common
protocols for evaluating student work, and they have begun the process for analyzing
student data. Cumulus High School could benefit from developing a protocol that all
teachers could use to better understand their student achievement data.
While the majority of teachers have had limited experience and success while
looking at their students’ achievement result, much of the energy for professional
development and building these skills in some teacher leaders on campus has come out of
the District’s involvement with the consulting group Focus on Results. Members of the
ILT meet monthly during FOR days to review data, plan staff meetings and build
leadership for school and district improvement. The district pays for the consultants and
for two teachers from the school site to attend the monthly FOR meetings. The school
supplements the cost of this program with Title I funds. Since using the FOR framework
calls for greater collaboration among teachers at the school, the ILT has involved teachers
in the development of their “urgent message” and the identification of their “problem of
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 228 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 216 feasibility of such an offering as both an intervention and tutorial during the school day is currently being investigated. Ongoing, intensive professional development. The faculty of Cumulus High School voted to continue its banking day model where a specified number of instructional minutes are “banked” each month to provide two meeting times a month. The ILT has intentionally dubbed these days Collaboration Days, desiring to create a school culture that values partnered professional work. As the principal and associate principal stated, most of this collaboration time has been unstructured. Agendas are not consistent from meeting to meeting. Nevertheless, teachers have used the time to develop common protocols for evaluating student work, and they have begun the process for analyzing student data. Cumulus High School could benefit from developing a protocol that all teachers could use to better understand their student achievement data. While the majority of teachers have had limited experience and success while looking at their students’ achievement result, much of the energy for professional development and building these skills in some teacher leaders on campus has come out of the District’s involvement with the consulting group Focus on Results. Members of the ILT meet monthly during FOR days to review data, plan staff meetings and build leadership for school and district improvement. The district pays for the consultants and for two teachers from the school site to attend the monthly FOR meetings. The school supplements the cost of this program with Title I funds. Since using the FOR framework calls for greater collaboration among teachers at the school, the ILT has involved teachers in the development of their “urgent message” and the identification of their “problem of |
