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39
with motivation in this manner; and 3) it provides a model that in certain ways is very practical by underscoring and highlighting the important ways leaders help subordinates. This theory demands from the leader to clarify the paths to the goals and remove or help subordinates around the obstacles to the goals. It reminds leaders that the overarching purpose of leadership is to guide and coach subordinates as they move along the path to achieve a goal (p. 135). The work of the Rowland Unified School District formal and informal leadership requires both goal- and motivation-oriented leaders in this climate of school reform and change to ensure adaptability, commitment, and ownership from all stakeholders.
Accountability
Elmore (2002) indicates that internal accountability precedes external accountability and is a precondition for any process of improvement. According to Elmore, schools do not ―succeed‖ in response to external cues or pressures unless they have their own internal system for reaching agreement on good practice and for making that agreement evident in the organization and in its pedagogy. This is has been proven from the many studies of effective schools, the schools that have the most effective professional development programs and the schools that accommodate accountability most successfully. He indicates that the common denominator in these schools is that they have a clear, strong internal focus on issues of instruction, student learning, and expectations for teacher and student performance. This strong internal accountability system has a high degree of alignment among individual teachers about what they can do and about their responsibility for the improvement of student learning. Schools have
Object Description
| Title | Comprehensive school reform: Effective implementation |
| Author | Hasson, Monalisa |
| Author email | hasson62@sbcglobal.net; monalish@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rueda, Robert S. |
| Advisor (committee member) |
Marsh, David D. Escalante, Michael F. |
| Abstract | Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100% proficiency in the core subject areas across all student subgroups. This is an ambitious endeavor that most would agree should be the ultimate goal regardless of socioeconomic status, primary language, or ethnicity of the students which a district serves. The dilemma schools face is in the implementation of comprehensive school reforms that will move districts toward this goal.; This inquiry-based project investigated the Rowland Unified School District through a collaborative model of research using the gap analysis method developed by Clark and Estes (2002) to identify possible barriers to full and effective implementation of comprehensive reform efforts in the District. The body of literature identified components or elements of effective implementation. The research team used this literature research to inform the study of the District, the research team’s findings, conclusions, and possible solutions. |
| Keyword | comprehensive school reform; program improvement; goal alignment; decentralization; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| 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-m3758 |
| Contributing entity | University of Southern California |
| Rights | Hasson, Monalisa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Hasson-4529 |
| Archival file | uscthesesreloadpub_Volume62/etd-Hasson-4529.pdf |
Description
| Title | Page 44 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 39 with motivation in this manner; and 3) it provides a model that in certain ways is very practical by underscoring and highlighting the important ways leaders help subordinates. This theory demands from the leader to clarify the paths to the goals and remove or help subordinates around the obstacles to the goals. It reminds leaders that the overarching purpose of leadership is to guide and coach subordinates as they move along the path to achieve a goal (p. 135). The work of the Rowland Unified School District formal and informal leadership requires both goal- and motivation-oriented leaders in this climate of school reform and change to ensure adaptability, commitment, and ownership from all stakeholders. Accountability Elmore (2002) indicates that internal accountability precedes external accountability and is a precondition for any process of improvement. According to Elmore, schools do not ―succeed‖ in response to external cues or pressures unless they have their own internal system for reaching agreement on good practice and for making that agreement evident in the organization and in its pedagogy. This is has been proven from the many studies of effective schools, the schools that have the most effective professional development programs and the schools that accommodate accountability most successfully. He indicates that the common denominator in these schools is that they have a clear, strong internal focus on issues of instruction, student learning, and expectations for teacher and student performance. This strong internal accountability system has a high degree of alignment among individual teachers about what they can do and about their responsibility for the improvement of student learning. Schools have |
