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clarify which reform efforts are non-negotiable and become more centralized in these particular areas. It is recommended that the District leadership team decide which instructional needs or expectations they consider to be ―non-negotiable‖ throughout the District. As RUSD values the creativity stemming from the decentralized culture embraced throughout the District, the leadership team can honor this by making concrete decisions regarding the non-negotiables, while leaving the pathway to addressing these non-negotiables open to local school site determination.
Much of the current efforts have been carried out within a collaborative and supportive structure involving RUSD and the Ball Foundation. Research indicates issues with professional development in school systems generally arise when trying to get such practices rooted into the very systems the professional development is designed to affect (Elmore, 2002). According to Elmore (2002), the dilemma that surfaces is the district‘s ability to connect the ideal prescriptions of the consensus model with real problems of large-scale improvement and accountability. RUSD has embarked on the challenge of instituting a more enlightened, less prescriptive, professional development strategy centered on shared leadership and accountability. However, research again indicates this approach ―requires more explicit guidance and attention to the practice of improvement.‖ (Elmore, 2002)
O‘Day (2002) discusses the use of a focus, or targets, as being a motivation for change. RUSD‘s status as a program improvement district indicates it has not met proficiency mandates under the federal accountability measure. Theorists (Levitt & March, 1988) indicate organizations generally orient themselves toward a target while
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 76 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 71 clarify which reform efforts are non-negotiable and become more centralized in these particular areas. It is recommended that the District leadership team decide which instructional needs or expectations they consider to be ―non-negotiable‖ throughout the District. As RUSD values the creativity stemming from the decentralized culture embraced throughout the District, the leadership team can honor this by making concrete decisions regarding the non-negotiables, while leaving the pathway to addressing these non-negotiables open to local school site determination. Much of the current efforts have been carried out within a collaborative and supportive structure involving RUSD and the Ball Foundation. Research indicates issues with professional development in school systems generally arise when trying to get such practices rooted into the very systems the professional development is designed to affect (Elmore, 2002). According to Elmore (2002), the dilemma that surfaces is the district‘s ability to connect the ideal prescriptions of the consensus model with real problems of large-scale improvement and accountability. RUSD has embarked on the challenge of instituting a more enlightened, less prescriptive, professional development strategy centered on shared leadership and accountability. However, research again indicates this approach ―requires more explicit guidance and attention to the practice of improvement.‖ (Elmore, 2002) O‘Day (2002) discusses the use of a focus, or targets, as being a motivation for change. RUSD‘s status as a program improvement district indicates it has not met proficiency mandates under the federal accountability measure. Theorists (Levitt & March, 1988) indicate organizations generally orient themselves toward a target while |
