Page 72 |
Save page Remove page | Previous | 72 of 126 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
67
indicates that traditional district structures do not easily support these new approaches. She further alliterates the struggles district leaders sometimes have with site-based personnel. ―District leaders expected school staff to take on multiple roles: to analyze data and to diagnose student needs, to determine the efficacy of their own practices, to align their instruction to standards, to research new practices, and to collaborate frequently with colleagues. Yet district leaders had not created the full complement of support systems for teachers to meet these new expectations.‖ (Togneri, p. 9) In numerous ways these are the same expectations placed on staff throughout Rowland Unified, despite the harsh impact of the budget on resources. As a response, Rowland has sought to ―flatten‖ its leadership hierarchy via the work with the Ball Foundation to create leadership capacity throughout the District. This may be a well intentioned and effective response to the increased demands.
Togneri (2003) offers a solution to this dilemma by suggesting alignment of professional development opportunities to district goals and emerging themes based on data. This effort, while somewhat supported through the District‘s use of Communities of Practice, may be more effective if linked more concretely to developing collective efficacy throughout the District. A shared belief that the staff has the ability to positively affect students (Goddard, Hoy & Hoy, 2004) is a belief of collective efficacy that appears evident in pockets throughout RUSD. The transformational leadership style employed by the highest level of leadership within RUSD is one of dedication to fostering the professional growth of its members and to enhance their commitment to elevate their goals (Burns, 1978) aligns with the collective efficacy model. DuFour, DuFour, and
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 72 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 67 indicates that traditional district structures do not easily support these new approaches. She further alliterates the struggles district leaders sometimes have with site-based personnel. ―District leaders expected school staff to take on multiple roles: to analyze data and to diagnose student needs, to determine the efficacy of their own practices, to align their instruction to standards, to research new practices, and to collaborate frequently with colleagues. Yet district leaders had not created the full complement of support systems for teachers to meet these new expectations.‖ (Togneri, p. 9) In numerous ways these are the same expectations placed on staff throughout Rowland Unified, despite the harsh impact of the budget on resources. As a response, Rowland has sought to ―flatten‖ its leadership hierarchy via the work with the Ball Foundation to create leadership capacity throughout the District. This may be a well intentioned and effective response to the increased demands. Togneri (2003) offers a solution to this dilemma by suggesting alignment of professional development opportunities to district goals and emerging themes based on data. This effort, while somewhat supported through the District‘s use of Communities of Practice, may be more effective if linked more concretely to developing collective efficacy throughout the District. A shared belief that the staff has the ability to positively affect students (Goddard, Hoy & Hoy, 2004) is a belief of collective efficacy that appears evident in pockets throughout RUSD. The transformational leadership style employed by the highest level of leadership within RUSD is one of dedication to fostering the professional growth of its members and to enhance their commitment to elevate their goals (Burns, 1978) aligns with the collective efficacy model. DuFour, DuFour, and |
