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opportunity to fill this void. However, it must be clearly set forth, supreme to all other reform documents currently in place and should align with the District‘s Local Educational Agency (LEA) plan and its program improvement addendum.
The Ball principles and driving documents may serve as an excellent vehicle by which to arrive at successful implementation of the ―Essential Priorities.‖ Communication must occur throughout the District to define Ball as a professional development facilitator as opposed to a professional development destination in order for the ―Essential Priorities‖ and the Ball Foundation initiatives to work effectively toward a common goal. Interview data and Ball survey results indicate confusion amongst staff as to the Ball Foundation‘s purpose within the District. ―I know Ball is here to assist the District, but I don‘t know exactly what they [District] want me to do. Sometimes I wish they [District] would just tell me what they [District] want and what I am supposed to do with Ball.‖ (RUSD Interview, 5-7-10). Leithwood et al (2002), describe successful professional development as a situation where the teacher is respected as a professional. Leadership can provide opportunities for teachers to come together as a community to share in decision making and best practices. This in turn may increase teacher motivation to participate in such forums.
In sharing of instructional practices, collaborative efforts can be more clearly focused so that performance goals are derived from the global and intermediate goals. Focused and directed collaboration through professional development can drive program implementation success through the use of best practices as the focus of collaborative
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 79 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 74 opportunity to fill this void. However, it must be clearly set forth, supreme to all other reform documents currently in place and should align with the District‘s Local Educational Agency (LEA) plan and its program improvement addendum. The Ball principles and driving documents may serve as an excellent vehicle by which to arrive at successful implementation of the ―Essential Priorities.‖ Communication must occur throughout the District to define Ball as a professional development facilitator as opposed to a professional development destination in order for the ―Essential Priorities‖ and the Ball Foundation initiatives to work effectively toward a common goal. Interview data and Ball survey results indicate confusion amongst staff as to the Ball Foundation‘s purpose within the District. ―I know Ball is here to assist the District, but I don‘t know exactly what they [District] want me to do. Sometimes I wish they [District] would just tell me what they [District] want and what I am supposed to do with Ball.‖ (RUSD Interview, 5-7-10). Leithwood et al (2002), describe successful professional development as a situation where the teacher is respected as a professional. Leadership can provide opportunities for teachers to come together as a community to share in decision making and best practices. This in turn may increase teacher motivation to participate in such forums. In sharing of instructional practices, collaborative efforts can be more clearly focused so that performance goals are derived from the global and intermediate goals. Focused and directed collaboration through professional development can drive program implementation success through the use of best practices as the focus of collaborative |
