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120
Type of Root Cause
Area of Growth
K/S
Mot
Org
Proposed Solution(s)
Not all teachers are engaged in the reform efforts nor are they knowledgeable of the strategic plan, its pillars, and how it is directly linked to the work they are doing in the classroom. Some teachers have even elected not to participate.
x
x
-Systems to capture and link
Learning
-Communication to all participants and non-participants
-Cross-cultural strand connections
-Value professional collaboration
Across the organization, the feedback loop is not consistent with regard to implementation of reform efforts at the site and classroom level.
Lack of consistent monitoring by district personnel and administrators to ensure changes to instructional practices.
Lack of specific feedback to teachers from administrators on how to modify their instruction based on the knowledge and skills they received in training.
x
-Systems to capture and link
Learning
-Communicate to all role groups
-Sustainability of functions, not
Structures
-Deepen definition of rigor
-Simplify loop and reform efforts. Use Essential Priorities as lens through which everything else must pass through. This will help staff see reform as unified rather than piece meal.
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 125 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 120 Type of Root Cause Area of Growth K/S Mot Org Proposed Solution(s) Not all teachers are engaged in the reform efforts nor are they knowledgeable of the strategic plan, its pillars, and how it is directly linked to the work they are doing in the classroom. Some teachers have even elected not to participate. x x -Systems to capture and link Learning -Communication to all participants and non-participants -Cross-cultural strand connections -Value professional collaboration Across the organization, the feedback loop is not consistent with regard to implementation of reform efforts at the site and classroom level. Lack of consistent monitoring by district personnel and administrators to ensure changes to instructional practices. Lack of specific feedback to teachers from administrators on how to modify their instruction based on the knowledge and skills they received in training. x -Systems to capture and link Learning -Communicate to all role groups -Sustainability of functions, not Structures -Deepen definition of rigor -Simplify loop and reform efforts. Use Essential Priorities as lens through which everything else must pass through. This will help staff see reform as unified rather than piece meal. |
