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76
measurable; challenging in a manner that is difficult but attainable; and current defined as short-term. Daily or weekly goals are more motivating than long term monthly or annual goals (Clark & Estes, 2002). Clarification of the roles and the goals of the four reform initiatives, the Strategic Plan, the Ball Foundation work, Program Improvement, and the Three Essential Priorities, and how they are related is the overarching solution to the systemic issues identified during the inquiry process. Clarification and simplification of multiple reform strategies and/or policies can reduce teacher overload and increase capacity for reform implementation. Visual representations can assist key players understand their role within the reform movement, as well as strategize prospective interaction that could drive implementation (Meyer, 2006; Ghun, 2008; and Johnston, 2002).
Collaboration between the District and its school-site personnel begins with compatible goal structures (Clark & Estes, 2002). In absence of this component, all other attempts to improve performance are like sailing at sea without a compass. The ultimate objective for performance improvement is that it must support the larger goals of the organization. Every member of the organization should have a clear and concise description of their performance goals and know how they align with the District global goals. There is a lack of goal alignment across the District, especially at the site level. The team recommends goal alignment to support goal implementation. Activities such as priority-setting to provide authority to the reform initiatives should be designed. The team suggests that the Three Essential Priorities which are to strengthen first, best instruction, EL instruction and RTI (squared); implement district-wide agreements about
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 81 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 76 measurable; challenging in a manner that is difficult but attainable; and current defined as short-term. Daily or weekly goals are more motivating than long term monthly or annual goals (Clark & Estes, 2002). Clarification of the roles and the goals of the four reform initiatives, the Strategic Plan, the Ball Foundation work, Program Improvement, and the Three Essential Priorities, and how they are related is the overarching solution to the systemic issues identified during the inquiry process. Clarification and simplification of multiple reform strategies and/or policies can reduce teacher overload and increase capacity for reform implementation. Visual representations can assist key players understand their role within the reform movement, as well as strategize prospective interaction that could drive implementation (Meyer, 2006; Ghun, 2008; and Johnston, 2002). Collaboration between the District and its school-site personnel begins with compatible goal structures (Clark & Estes, 2002). In absence of this component, all other attempts to improve performance are like sailing at sea without a compass. The ultimate objective for performance improvement is that it must support the larger goals of the organization. Every member of the organization should have a clear and concise description of their performance goals and know how they align with the District global goals. There is a lack of goal alignment across the District, especially at the site level. The team recommends goal alignment to support goal implementation. Activities such as priority-setting to provide authority to the reform initiatives should be designed. The team suggests that the Three Essential Priorities which are to strengthen first, best instruction, EL instruction and RTI (squared); implement district-wide agreements about |
