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Given the current research findings on maximizing effectiveness in District-level reform implementation and the desire of RUSD leadership to work with the ―Essential Priorities,‖ our team of researchers, analyzing RUSD from the District level, recommend a simplification or narrowing of solutions to address goal alignment, focusing performance goals, and clearly defining the ―non-negotiables‖ in a decentralized organization in order to affect instructional reform at the classroom level. The aim is to build on the current foundation and fine tune the work already in progress. Elmore (2002) and Collins (2001) support the honing of goals in an environment of shared leadership, such as that in RUSD. While the attainment of goals must be shared, the clear definition of goals and how they are measured must be benchmarked (Dowd, 2005) in a manner that enables the entire organization to understand the expectations, how, and when they have been met (Resnick & Hall, 2005).
These proposed solutions take into consideration the limitations of our inquiry: limited number of interviewees, limited time to conduct interviews, tumultuous timing of the inquiry process, and lack of representation of all stakeholders in the interview process. Additionally, the team understands and has taken into account the fact that reform efforts evolve over time and that findings capture a snapshot of where the District was at the time of the study.
The team also understands the current budgetary pressures and time constraints and the need for time-limited progress especially while facing Program Improvement status. Togneri (2003) suggests documenting paths for districts to move away from islands of excellence and toward more consistent district-wide reform. Togneri also
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 71 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 66 Given the current research findings on maximizing effectiveness in District-level reform implementation and the desire of RUSD leadership to work with the ―Essential Priorities,‖ our team of researchers, analyzing RUSD from the District level, recommend a simplification or narrowing of solutions to address goal alignment, focusing performance goals, and clearly defining the ―non-negotiables‖ in a decentralized organization in order to affect instructional reform at the classroom level. The aim is to build on the current foundation and fine tune the work already in progress. Elmore (2002) and Collins (2001) support the honing of goals in an environment of shared leadership, such as that in RUSD. While the attainment of goals must be shared, the clear definition of goals and how they are measured must be benchmarked (Dowd, 2005) in a manner that enables the entire organization to understand the expectations, how, and when they have been met (Resnick & Hall, 2005). These proposed solutions take into consideration the limitations of our inquiry: limited number of interviewees, limited time to conduct interviews, tumultuous timing of the inquiry process, and lack of representation of all stakeholders in the interview process. Additionally, the team understands and has taken into account the fact that reform efforts evolve over time and that findings capture a snapshot of where the District was at the time of the study. The team also understands the current budgetary pressures and time constraints and the need for time-limited progress especially while facing Program Improvement status. Togneri (2003) suggests documenting paths for districts to move away from islands of excellence and toward more consistent district-wide reform. Togneri also |
