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Implementation of the International Baccalaureate Middle Years Program in an urban secondary school: an improvement practice to address closing the achievement gap

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Implementation of the International Baccalaureate Middle Years Program in an urban secondary school: an improvement practice to address closing the achievement gap

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Content Running head: INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

1

IMPLEMENTATION OF THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS
PROGRAM IN AN URBAN SECONDARY SCHOOL: AN IMPROVEMENT PRACTICE TO
ADDRESS CLOSING THE ACHIEVEMENT GAP

by

Leah Roberson

____________________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Leah Roberson

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ACKNOWLEDGEMENTS
First of all, I acknowledge and thank God for direction and leading me to persevere
throughout this endeavor, and throughout my life. I would like to acknowledge my dissertation
committee chair, Dr. Angela Hasan, and committee members Dr. Akilah Lyons-Moore and Dr.
Susanne M. Foulk for their guidance and support in the process of developing and completing
this dissertation. Thank you Dr. Hasan for your positive attitude and encouraging words and
support throughout this process. In addition, I want to acknowledge Dr. Susanne Foulk for
constructive feedback. I also want to acknowledge and thank the excellent professors that I have
met and learned so much from at the University of Southern California, and who have
encouraged me to live my life as an agent of change, and to uplift teachers and students that I
may encounter today, and every day.

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TABLE OF CONTENTS
Acknowledgements 2
List of Tables 5
List of Figures 6
Abstract 7
Chapter 1: Introduction 8
Introduction of the Problem of Practice 8
Organizational Context and Mission 9
Organizational Performance Status 10
Related Literature 10
Importance of Addressing the Problem 14
Description of Stakeholder Groups 15
Stakeholder Groups’ Performance Goals 15
Stakeholder Group for the Study 18
Purpose of the Project and Questions 19
Organization of the Dissertation 20
Chapter 2: Review of the Literature 22
Title I School Requirements 23
Influences on the Problem of Practice 31
Role of the Stakeholder Group of Focus 32
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences 33
Framework
Stakeholder Knowledge, Motivation and Organizational Influences 34
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and 48
Motivation and the Organizational Context
Conclusion 50
Chapter 3: Methods 51
Methodological Approach and Rationale 51
Participating Stakeholders 51
Interview Sampling Criteria and Rationale 52
Interview Sampling (Recruitment) Strategy and Rationale 53
Data Collection and Instrumentation 53
Data Analysis 55
Credibility and Trustworthiness 56
Ethics 57
Limitations and Delimitations 58

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Chapter 4: Results and Findings 60
Participating Stakeholders 61
Determination of Assets and Needs 64
Results and Findings for Knowledge Causes 65
Results and Findings for Motivation Causes 73
Results and Findings for Organization Causes 79
Summary of Validated Influences 85
Chapter 5: Solutions and Integrated Implementation and Evaluation Plan 88
Purpose of the Project 88
Organizational Context and Mission 88
Description of Stakeholder Groups 90
Goals of the Stakeholder Group for the Study 91
Recommendations for Practice to Address KMO Influences 92
Integrated Implementation and Evaluation Plan Summary 103
References 122
Appendices 130
Appendix A: Interview Protocol 130
Appendix B: Immediate Evaluation Instrument 131
Appendix C: Blended Instrument 133

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LIST OF TABLES
Table 1. Organizational Mission, Global Goal and Stakeholder Performance Goals 17
Table 2. Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis 38
Table 3. Motivation Influences, Types, and Assessments for Motivation Gap Analysis 43
Table 4. Assumed Organizational Influences 47
Table 5. Knowledge Assets or Needs as Determined by the Data 85
Table 6. Motivation Assets or Needs as Determined by the Data 86
Table 7. Organizational Assets or Needs as Determined by the Data 86
Table 8. Organizational Mission and Organizational Performance Goal 90
Table 9. Goals of the Stakeholder Group for the Study 91
Table 10. Summary of Knowledge Influences and Recommendations 93
Table 11. Summary of Motivation Influences and Recommendations 96
Table 12. Summary of Organization Influences and Recommendations 99
Table 13. Outcomes, Metrics, and Methods for External and Internal Outcomes 107
Table 14. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 108
Table 15. Required Drivers to Support Critical Behaviors 109
Table 16. Evaluation of the Components of Learning for the Program 114
Table 17. Components to Measure Reactions to the Program 116

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LIST OF FIGURES
Figure 1. Description of student demographic at “W” Middle School 16
Figure 2. Description of teacher demographic at “W” Middle School 19
Figure 3. Provisions of the Every Student Succeeds Act 22
Figure 4. Conceptual framework for implementation of the IB MYP at “W” Middle 49
School
Figure 5. Teacher participants’ years of experience at “W” Middle School 64
Figure 6. Teacher experiences at “W” Middle School 68
Figure 7. Prioritize instructional decisions 73
Figure 8. Teachers’ self-efficacy based instructional strategies 77
Figure 9. IB MYP staff development training immediate evaluation survey 119
Figure 10. IB MYP training evaluation survey data results 120

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ABSTRACT
This study applies the research literature to understand what would be needed to transform the
instructional curriculum of an underperforming school into that of the globally recognized
International Baccalaureate Middle Years Program. The purpose of this is to examine the types
of knowledge, behavioral theories, and objectives that are needed for stakeholders to accomplish
the transformation. This research utilized interviews with teachers to provide feedback. This
study also focused on knowledge and skills that are needed for teachers, including knowledge
and motivation, and recommendations to improve the educational environment by the
organization. Questionnaires were used to determine teacher knowledge and skills, motivation,
and organizational context through interviews with teachers that were held in an informal
conversational format. The results of the data collection process provided details that explained
how the assumed causes were categorized under knowledge, motivation, and organizational
challenges. Based on the analysis from the interview data collected, recommendations will be
presented for the type of professional development that is needed to implement the delivery of
the IB MYP instructional curriculum as an improvement practice to address closing the
achievement gap.
Keywords: middle school, instruction, curriculum, teaching, achievement gap

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CHAPTER 1
INTRODUCTION
Introduction of the Problem of Practice
This dissertation addresses the problem of the achievement gap. The achievement gap in
the United States is the wide disparity in measures of student performance throughout the nation
(National Education Association [NEA], 2016). Low student performance on statewide school
assessments, lack of access to opportunities such as courses in advanced mathematics, physics,
and higher education for students in low socioeconomic regions of the United States, and
obtaining awards such as the high school diploma, and college or university degrees (NEA,
2016), demonstrate that this is a problem.
It has been observed that throughout American history, the acceptance of racial gaps in
intelligence was rooted in the belief that racial gaps in achievement were attributed to innate
differences between population groups and were regarded as natural (Fredrickson, 1981). In
education, the acceptance of racial inequality was solidified by United States Supreme Court
decisions such as Plessy v. Ferguson in 1886 (Supreme Court of the United States, 1895). It was
interpreted by state legislators that education would be provided, however, minority racial groups
would be separated. Providing education that was separate and equal was never accomplished.
The achievement gap in education is the result of unequal access for all students. Research has
shown that the achievement gap has affected racial and ethnic minorities, English language
learners, students with disabilities, and students from low-income families (Miller, 1995).
In 1954, groundbreaking legislation occurred by repealing the practice of separate but
equal, by means of a lawsuit called Brown v. the Board of Education of Topeka, Kansas (1954).
This action was initiated because of racial and socio-economic disparities in education and
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exposed the problem of low student achievement. The litigants in the case were victorious
because they proved that there was an achievement gap. In 2019, more than 65 years later, the
achievement gap still exists.
Organizational Context and Mission
The organizational mission is to meet the requirements of the Every Student Succeeds
Act (ESSA) (U.S. Department of Education [USDoE], 2015), and to narrow the achievement gap
in a low-socioeconomic region of Southern California. The CD school district governing Board
of Trustees passed legislation to improve secondary schools by transforming them from low-
performing to high-performing schools by means of implementing the research-based
International Baccalaureate (IB) program to change the delivery of instruction to middle and
high school students in the school district. The information presented the IB Middle Years
Program (MYP) as having worked with schools, governments, and international organizations to
develop challenging programs of international education and rigorous assessment.
The CD school district (pseudonym) is located in southeast Los Angeles County, and it
includes K-12 elementary and secondary schools. The CD School Board of Trustees took action
to approve the IB MYP candidacy applications for the following three school sites: (1) “E”
Middle School, (2) “W” Middle School, and (3) “C” High School. In addition to providing the
Common Core State Standards (CCSS), by the end of 2019 the CD school district will provide
the IB MYP to the student population at “W” Middle School. This research focused on the
knowledge, motivation, and organizational support structures needed to accomplish the intended
goals to provide a school improvement practice to narrow the achievement gap.
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Organizational Performance Status
The expectation of the ESSA is that school administrators, and teachers, are no longer
limited to the preparation of students to become proficient in the Common Core State Standards
(CCSS) in English language arts, mathematics, history and science. There are components of the
ESSA that require underperforming students to be taught to develop a mindset that will support
them to be able to graduate from high school, and to become prepared for college and career
readiness (USDoE, 2015). The implementation of the IB MYP is an organizational school
improvement goal to develop inquiring, knowledgeable, and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect.
Related Literature
The achievement gap has become a focal point of educational reform. In 2019, the
achievement gap in the United States is the wide disparity in measures of student performance
throughout the nation (NEA, 2016). The indicators that show the disparity in education are low
performance on statewide school assessments, lack of access to opportunities such as courses in
advanced mathematics, physics, and higher education for students in low socioeconomic regions
of the U.S, and obtaining awards such as the high school diploma, and college or university
degrees (NEA, 2016). The specific problem of low academic achievement shown by assessment
data reported from this organization, ties in to the larger educational issues. The expectation of
the ESSA mandates that specific goals be accomplished.
Academic Achievement Gap
There are factors that contribute to the causes of the academic achievement gap.
Research shows that the causes of the achievement gap have been identified as effective factors
that happen within schools, and factors that occur outside of school (Haycock, 2001). It is
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important to note that research also shows that some of the factors that have been identified are
the income level of the family, students’ weight at birth, the students’ diet and nutrition,
students’ primary language (non-English), and the income level of the family (NEA, 2016). The
aforementioned examples are factors that contribute to the academic achievement gap that occurs
outside of school. The income of the family continues to be a factor as the achievement gap
continues to widen. Research has shown that students who live in poverty have lower
performance scores on standardized assessments compared to students from middle and high-
extra families (Taylor, 2005). The National Assessment of Educational Progress (NAEP)
measures what students in the United States know and can perform in various subjects. NAEP
data has revealed that students who live in poverty score lower than students from middle and
high-income families on tests in reading, writing, science, mathematics, and history and social
science (Taylor, 2005). During the last 30 years, research has shown that the level of family
income has played a major role in widening the achievement gap (Reardon, 2011). Current data
shows that 19% of children under age 16 in the United States live in families that are considered
officially poor (Koball & Jiang, 2018). Additionally, there are 72 million children under the age
of 18 years in the United States, and 41% of those children live in low-income families (Koball
& Jiang, 2018). Research shows that child poverty rates are the highest among black, Latino,
and American Indian children (Koball & Jiang, 2018).
The evidence highlights that new legislation occurred in education in the United States
when the No Child Left Behind Act of 2001 was reframed by the Every Student Succeeds Act,
which was signed into law on December 10, 2015. The ESSA consists of delineating critical
protections for America’s disadvantaged and high-need students. School district administrators,
teachers and students are expected to uphold the provisions of the ESSA. During this time of
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school reform, it is imperative for school leaders and administrators to utilize effective strategies
to successfully implement the education policies of the state and federal government to close the
achievement gap. This research will focus on the CD school district, located in a low-
socioeconomic region of southern California, and the intent to narrow the achievement gap.
Accountability
Accountability can be defined as a contractual relationship between a provider of a good
or service, and a director. A director in this context refers to an organization that has authority
and power to reward, punish or replace the provider if expectations are not met. Relative to
education, the United States Department of Education is the provider, and the primary goal is to
oversee the provisions of the ESSA. By regulation of the United States federal government, the
directors that are charged to meet the ESSA requirements are each state department of public K-
12 education that receive supplementary funding for schools. The California State Department
of Education has delegated the duties to ensure ESSA compliance to local school districts.
Therefore, the responsibility to fulfill the ESSA requirements is left to educational administrators
throughout the state of California.
The ESSA requires accountability in education that is indicated by periodic standardized
assessments that are administered to students annually. The assessments are used to show
academic performance in public schools (USDoE, 2015). The academic performance of students
is assessed based on whether or not goals have been accomplished that are written into the
school-wide plan. The purpose of school improvement is to meet the requirements of the ESSA.
Organizational Leadership
With regard to ensuring ESSA compliance, recent studies have shown that there is no
specific leadership model to follow. To provide leadership in K-12 school districts, the local
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elected governing Board of Trustees usually conduct school business in the same manner as
business executives in private industry, by utilizing similar management, leadership and
organizational strategies (Childress, Elmore, & Grossman, 2006). Studies have also shown that
any of the Four Framework Approaches to Leadership could be utilized by decision-makers to
facilitate the organizational leadership necessary to initiate accountability practices (Bolman &
Deal, 2013). The Four Frames are the Political Framework, a leadership approach that is
deliberate, strategic, and focused on utilizing persuasion, and building alliances to accomplish
organizational goals; the Human Resource Framework, a leadership approach which empowers
subordinates and colleagues, and provides resources and support to meet their needs to
accomplish organizational goals; the Symbolic Framework, which utilizes a visionary approach
to leadership, and is viewed as inspiring by employees, and initiates a sense of pride about a
company or a product; and the Structural Framework approach, which can be described as that of
a master designer, by setting measurable goals, delegating tasks and responsibilities, reviewing
reports on progress, and setting deadlines to accomplish goals. According to research, any of the
Four Frames are approaches to leadership that could be utilized by management to facilitate the
initiation of effective action for change (Bolman & Deal, 2013).
Research also shows that according to history, every new leadership approach appears for
a short time, and eventually vanishes away, and the patterns that support organizational
improvement are forgotten (Clark & Estes, 2008).
This research focused on the knowledge, motivation, and organizational support
structures needed to accomplish the intended goals to provide a school improvement practice to
meet the requirements of ESSA, and to narrow the achievement gap for students in the CD
school district. This study conducted a gap analysis to examine the knowledge, motivation and
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organizational influences that interfere with the implementation of the International
Baccalaureate Middle Years Program in an urban middle school to address closing the
achievement gap. New legislation occurred in education in the United States when the No Child
Left Behind Act of 2001 was reframed by the Every Student Succeeds Act (ESSA), which was
signed into law by President Barack Obama on December 10, 2015. The ESSA consists of
delineating critical protections for America’s disadvantaged and high-need students. In order to
meet the requirements of the ESSA, the organizational goal for one urban school district in
California is to provide students with an education that is more than just a collection of facts. On
June 30, 2016, the CD School District Board of Trustees took action to approve funding for the
purchase of the International Baccalaureate Middle Years Program (IB MYP). The focus of this
dissertation will discuss the implementation of the IB MYP at a middle school. In addition to
providing the Common Core State Standards (CCSS), by the end of 2019 the selected middle
school is expected to provide IB MYP professional development to teachers and administrators
at the school, and the IB MYP curriculum framework will be taught to the student population as
measured by the master schedule course offerings, evidence of the IB action plan, and interviews
with teachers at the school site.
Importance of Addressing the Problem
It is important to address the problem of finding solutions to the organizational mission to
close the achievement gap for the CD school district because administrators, teachers, and
students will be held accountable for the successful implementation of the ESSA. During this
time of school reform, it is imperative for school leaders and administrators to utilize effective
strategies to successfully implement the education policies of the state and federal government.
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This research focused on the CD school district and the intent to meet the requirements of ESSA,
and to narrow the achievement gap in a low-socioeconomic region of Southern California.
Description of Stakeholder Groups
The Elementary and Secondary Education Act (ESEA) was signed into law in 1965 by
President Lyndon Baines Johnson, who believed that “full educational opportunity should be our
first national goal” (United States, 1965). The ESEA schools are identified as Title I. From its
inception, ESEA was a civil rights law (Snyder, Dinkes, Sonnenberg, & Cornman, 2019). The
“W” Middle School has been recognized as a Title I school by the California State Department
of Education. The Title I program is the ESEA law that was amended by the ESSA on
December 10, 2015. The student demographic at “W” Middle School is 85% Hispanic, 10%
African-American, and 5% Pacific Islander. The students at “W” Middle School receive
instruction for ten months per calendar year, including the specific delineation of instructional
minutes. For each fiscal school year, minimally, students in grades four to eight receive 54,000
instructional minutes (California Department of Education [CDE], 2019a).
Stakeholder Groups’ Performance Goals
In order to meet the educational needs of students and to address the problem of
underachievement in secondary schools, on February 9, 2016 the CD Board of Trustees
entertained a presentation about the International Baccalaureate Middle Years Program. The IB
was recommended as an option and brought to the CD district as a strategic plan to attain school
improvement by the district’s administrative leaders of curriculum and instruction and teachers.

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Figure 1. Description of student demographic at “W” Middle School.

The difference between the CCSS and the IB curriculum is that the IB claims to provide
opportunities for teachers and students to engage in inquiry-based learning, and prepare students
to be able to compete in a global society by providing courses in engineering and technology,
foreign language, visual and performing arts, and to facilitate the development and launch of
community service projects crafted by students. In addition to providing the CCSS, the IB MYP
curriculum implementation in secondary schools will prioritize student attendance, academic
excellence, and mentorship for students. Table 1 shows the Organizational Mission,
Organizational Performance Goal and Stakeholder Performance Goals.

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Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The organizational mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of Southern California.
Organizational Performance Goal
By August 2019, “W” Middle School will provide IB MYP professional development to
teachers and the IB MYP curriculum framework will be taught to the student population.
Stakeholder Goal 1
By August 2019, the teachers at “W” Middle School will receive professional development
to implement the IB MYP curriculum.
Stakeholder Goal 2
By August 2019, “W” Middle School will provide the IB MYP curriculum framework.
Stakeholder Goal 3
By August 2019, the students at “W” Middle School will engage in inquiry-based learning,
and preparation to compete in a global society by courses in engineering and technology,
foreign language, visual and performing arts, and develop and launch community service
projects.

The Organizational Mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of southern California. The Organizational
Performance Goal is that by August 2019, “W” Middle School will provide IB MYP
professional development to teachers and the IB MYP curriculum framework will be taught to
the student population.
The first Stakeholder Goal is that by August 2019, the teachers at “W” Middle School
will receive professional development to implement the IB MYP curriculum. The second
Stakeholder Goal is that by August 2019, “W” Middle School will provide the IB MYP
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curriculum framework. The third Stakeholder Goal is that by August 2019, the students at “W”
Middle School will engage in inquiry-based learning, and preparation to compete in a global
society by courses in engineering and technology, foreign language, visual and performing arts,
and develop and launch community service projects.
Stakeholder Group for the Study
Stakeholder Goal 1
By August 2019, the teachers at “W” Middle School will receive professional
development to implement the IB MYP curriculum. Teachers are the stakeholder group for this
performance goal, because they provide direct instruction to students. The rationale for the
selection of teachers as the stakeholder group for this study is based on the description of the role
of teachers, quoted in the IB mission statement:
The responsibility of educators is no longer just to prepare good mathematicians, good
biologists, or good historians. The mission of schools is to prepare young people—
decision makers of tomorrow—to live in a complex multicultural society undergoing a
rapid process of change and opening up a new world order . . . Even more important is
the acquisition of attitudes in the learning process in a context of cultural exchanges.
(IBO, 2008b, p. 12).
Stakeholder Goal 2
By August 2019, “W” Middle School will provide the IB MYP curriculum framework.
The teachers are also selected as the stakeholder group for this study because they have the job
task and responsibility to teach the required CCSS curriculum on behalf of the state of
California. Instruction in California K-12 public schools is delivered by educators who serve all
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of California’s diverse students as directed by the California Commission on Teacher
Credentialing (2017).
Stakeholder Goal 3
By August 2019, the students at “W” Middle School will engage in inquiry-based
learning, and preparation to compete in a global society by courses in engineering and
technology, foreign language, visual and performing arts, and develop and launch community
service projects.

Figure 2. Description of teacher demographic at “W” Middle School.

Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation, and organizational influences that interfere with the implementation of the
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International Baccalaureate Middle Years Program at “W” Middle School. The IB MYP
curriculum promises to provide opportunities for teachers and students to engage in inquiry-
based learning, and prepare students to be able to compete in a global society by providing
courses in engineering and technology, foreign language, visual and performing arts, and to
develop and launch community service projects by students. The analysis will begin by
generating a list of possible, or assumed, interfering influences that will be examined
systematically to focus on actual or validated interfering influences. While a complete gap
analysis would focus on all stakeholders, for practical purposes the stakeholder group focused on
in this research were teachers.
The questions that guided the gap analysis that addressed knowledge and skills,
motivation, and organizational causes and solutions for the stakeholder group are listed below:
1. What is the interaction between organizational culture and context and teacher
knowledge and motivation to support implementation of the IB MYP at “W” Middle
School?
2. What are the recommended knowledge and skills, motivation, and logistics related to
implementation of the IB MYP at “W” Middle School?
3. What is the effect of professional development and training, and teacher commitment
to the IB MYP implementation at “W” Middle School?
Organization of the Dissertation
There are five chapters used to organize this dissertation. This chapter discussed the
practice of school reform. During the last 55 years, the United States federal laws regarding
school reform were the 1965 Elementary and Secondary Education Act, signed into law by
President Lyndon Johnson, the 2001 No Child Left Behind Act, signed into law by President
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George W. Bush, and the 2015 Every Student Succeeds Act (ESSA), signed into law by
President Barack Obama. Chapter 1 explained the organization’s mission, goals and
stakeholders’ goals to meet the provisions of the ESSA by bringing the instructional strategies of
the International Baccalaureate Program to secondary schools in the district. Chapter 2 will
provide a review of current literature and will discuss the role of teachers as stakeholders and
will focus on what the research literature says about the types of teacher knowledge, motivation,
and organizational influences that were utilized in this study. The literature in Chapter 2 will
also discuss the effect of utilizing the IB curriculum framework in other schools. Chapter 2 will
conclude with a conceptual framework for the goal of “W” Middle School to deliver the IB
curriculum framework. Chapter 3 will provide the methodology that was utilized in this research
with regard to selection of participants, data collection methods, and analysis. In Chapter 4, the
data collection process and the results are described and analyzed. Finally, Chapter 5 will
provide recommendations for practice based on data and literature, and will include
recommendations for an integrated implementation and evaluation plan.

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CHAPTER 2
REVIEW OF THE LITERATURE
In an effort to initiate school reform and improvement it is imperative to utilize research
literature. A few years ago, education in the United States was reframed by the Every Student
Succeeds Act (ESSA), which was signed into law by President Barack Obama (USDoE, 2015).
The literature review for this study will present research that describes what is needed to
transform one urban school district in Southern California from low- to high-performing, and to
meet the requirements of the ESSA, that includes provisions that will help to ensure success for
students and schools. Figure 3 shows just a few of the ESSA provisions (USDoE, 2015).

Advances equity by upholding critical protections for America’s disadvantaged and
high-need students.
Requires—for the first time—that all students in America be taught to high academic
standards that will prepare them to succeed in college and careers.
Ensures that vital information is provided to educators, families, students, and
communities through annual statewide assessments that measure students’ progress
toward those high standards.
Helps to support and grow local innovations—including evidence-based and place-
based interventions developed by local leaders and educators—consistent with our
Investing in Innovation and Promise Neighborhoods.
Sustains and expands this administration’s historic investments in increasing access to
high-quality preschool.
Maintains an expectation that there will be accountability and action to effect positive
change in our lowest-performing schools, where graduation rates are low over extended
periods of time, groups of students are not making progress, and where graduation rates
are low over extended periods of time.

Figure 3. Provisions of the Every Student Succeeds Act.

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Title I School Requirements
Under current law, states that receive Title I funding for K-12 schools must identify the
lowest performing schools. The lowest performing schools that are identified are expected to
receive additional $150,000 in federal aid per year, and are charged with the task of finding
solutions for school improvement that work (Fensterwald, 2019).
Local Control Accountability Plan
The California State Department of Education (CDE) dictates the curriculum that will be
taught in K-12 public schools. In California, the Local Control Funding Formula (LCFF)
includes the Local Control Accountability Plan (LCAP) goals. The LCAP goals are developed
by local school districts that receive funding from the State Department of Education to support
school operations, such as hiring certificated instructors and administrators, and classified
support staff. The funds are also utilized to procure resources and materials for instruction,
maintain school facilities, and provide student services, such as transportation for students to and
from school, and other instructional and academic opportunities. An example of an LCAP goal
approved by the “CD” school district organization states that students will meet or exceed state
academic standards that will prepare them to compete in a global society. In order to collect data
related to achieve this goal, LCAP assessment surveys are administered and collected annually to
students, teachers and parents. Additionally, other data, such as results of formative and
summative assessments administered to students, the California Assessment of Student
Performance and Progress (CAASPP) assessment results, and student attendance reports, are
gathered to formulate school-wide goals for student achievement.
The LCAP and ESSA application block grants are used to apply to the state of California
Department of Education for federal Title I funds. The LCAP provides funding through the
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California Department of Education, which is allocated directly to public school districts with
high percentages of children who live in low socioeconomic regions. The financial assistance is
intended to provide supplemental funding to help children access the core curriculum and to be
able to meet the state’s academic achievement standards in grades K-12. The applications are
submitted by school districts annually to request supplementary funds that will be used to
support underserved students. All students who reside in impoverished regions are eligible to
receive supplementary funding. The Basic Grants were the largest of the four Title I grants,
amounting to $6.4 billion or 45% of the total Title I allocation in fiscal year 2015, and the Basic
Grant allocation per formula-eligible child was $550 (Snyder et al., 2019). The supplemental
funds are utilized to purchase educational resources and intervention programs, materials, and
technology to support students and to provide access to the core curriculum.
School-Wide Action Plan
According to the school-wide action plan, the “W” Middle School goals focus on
providing an instructional curriculum aligned to CCSS required goals. The school-wide plan
states that accountability is demonstrated through the use of formative assessments to measure
student growth during the school year, and summative assessments required by the California
State Department of Education to determine student proficiency near the end of the school year.
Additionally, 100% of the students who attend “W” Middle School are eligible to receive
breakfast and lunch at no cost to them.
The U.S. Federal Government Department of Education requires a school-wide plan to
list academic goals and identify research-based instructional strategies to be implemented to
accomplish student achievement for underperforming schools. The school-wide plan for
achievement is also utilized to provide an instrument to monitor and evaluate progress, and
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accountability for school districts that receive supplementary funding from the U.S. Department
of Education. School sites are required to develop an action plan that includes participation by
the school site council, which consists of the principal, teachers, students, and parents (CDE,
2019b). The school plan for student achievement is a living document, which means that it can
be updated as needed, based on student needs as indicated by the results of student data.
Research has shown that at the onset of drafting the school plan, barriers and obstacles need to be
identified through needs assessment surveys completed by administrators, teachers, students and
parents (Clark & Estes, 2008). According to research, the school-wide plan should be developed
based on executing strategies consistently across schools with different characteristics; creating a
coherent organizational design in support of the strategy; developing and managing human
capital; allocating resources in alignment with the strategy; and using performance data to guide
decisions and to create accountability (Childress et al., 2006).
Research shows that education administrators must use leadership skills to be able to
communicate with all stakeholders such as teachers, students, and parents, to provide
information regarding the goals and objectives of the organization (Bullis, Filippi, & Lubelfeld,
2016). The research literature in this study will discuss recommendations regarding what is
needed to transform a traditional instructional curriculum of an underperforming school into that
of the globally recognized International Baccalaureate Middle Years Program.
Common Core State Standards
The Common Core State Standards (CCSS) are academic standards for K-12 students in
core content areas, English Language Arts and mathematics, history and social science, and
science. There are currently 45 of the 50 states that have adopted the CCSS. The state of
California is included among the 45 states, and adopted the CCSS in 2010 (Wilson, 2010).
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In California, the classroom implementation of CCSS began in the 2014–2015 school
year. One goal of the CCSS curriculum is to provide academic skills in a systematic manner that
will enable students to be prepared for college and the workplace. Another goal is to provide
continuity in relation to what students are expected to learn in each grade level from K-12. The
CCSS are: (1) based on research and evidence, (2) aligned with college and work expectations,
(3) rigorous, and (4) internationally benchmarked (CDE, 2013).
The IB Program
Research shows that the idea of the International Baccalaureate Program was influenced
by many progressive thinkers from the 1930s through 1960s in the interest of international
education, and the development of the IB’s globally accepted reputation and potential to produce
a world class educational experience (Hill & Saxton, 2014). The concept of the IB Program was
derived by Alec Peterson, Head of the Department of Educational Studies at Oxford in the
United Kingdom, and he became the IB’s first Director General, serving in that capacity from
1966 until 1977 (Hill & Saxton, 2014). The first IB office was called the International
Examination Syndicate (ISES) in 1964, and was later named the International Baccalaureate
Office in 1968. In 1975, a regional IB office opened for the first time in the United States in
New York. The IB Office in New York operated under the auspices of the IB North American
Board. During that time, Dr. Harlan Hanson was Director of the Advanced Placement
Programme, currently known as the AP Program of the College Entrance Examinations Board.
Dr. Hanson was influential in the process to incorporate the educational principles of the
IB in conjunction with the educational principles of the AP in the United States (Hill, 2006).
The AP Program in the United States and Canada was developed to provide opportunities for
high school students to take college level courses and examinations in high school. The weight
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of AP courses is ranked on a higher scale in comparison to regular academic courses. The AP
courses are recognized by American Colleges and Universities and may allow students who
complete AP coursework successfully higher education placement and course credit for students
who receive high scores on AP examinations. A student’s high score on an AP examination
shows that they are able to receive instruction and work at the college level, and bypass lower
level general courses at U.S. postsecondary institutions at the time of enrollment (College Board,
2016).
Research studies have examined the reasons why schools and educational organizations
around the world have chosen to implement the IB curriculum framework. The IB is described
as a respected approach to offering a world class, internationally recognized educational process.
Research shows that the IB curriculum promises to provide a curriculum framework for students
to engage in inquiry-based learning, and prepare students to be able to compete in a global
society (Hughes, 2014). The IB MYP claims that IB learners strive to become “inquirers,
receive international education, values and attitudes, become knowledgeable, thinkers,
communicators, principled, open-minded, caring, risk-takers, balanced and reflexive”
(International Baccalaureate Organization [IBO], 2008a, p. 5).
The AP and IB courses cover college-level material. Dual-enrollment courses such as the
Early College Program in high schools, offer college level courses to students. Upon successful
completion of dual-enrollment courses, high school students simultaneously earn high school
credit and college credits that are posted to official transcript records (An & Taylor, 2019).
Reports reveal that in 2016 there were 5,494 schools offering the IB curriculum globally
(Wright, Lee, Tang, & Chak Pong Tsui, 2016). In September 2019 it was reported that there
were 6,812 IB programs being offered globally in 5,175 schools in 157 countries by the
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International Baccalaureate Organization (ibo.org). The IB MYP curriculum includes measuring
academic achievement by delivery of instruction that directs students to increase capacity
through inquiry and reflection in core subjects, English, mathematics, history and social science,
and science, foreign language, engineering, art, music and drama (ibo.org).
Reports show that the IB Learner Profile is the heart of the IB MYP (Brunold-Conesa,
2010). Additionally, the IB Learner Profile is based on teaching values and attitudes, and the
teaching of values and theories of value acquisition (Wells, 2011). The IB Learner Profile
consists of ten principles. The IB Learner Profile can guide students to learn how to become:
1. Inquirers. They develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They actively
enjoy learning and this love of learning will be sustained throughout their lives.
University faculties regularly note IB students’ passion for discovery.
2. Knowledgeable. They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop
understanding across a broad and balanced range of disciplines. IB students are
extraordinarily well prepared for the academic requirements of university
coursework.
3. Thinkers. They exercise initiative in applying thinking skills critically and creatively
to recognize and approach complex problems, and make reasoned, ethical decisions.
IB students contribute to discussions in a meaningful way. They do not shy away
from challenging questions and, once they know the answer, follow up by asking
“why?”
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4. Communicators. They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of communication.
They work effectively and willingly in collaboration with others. IB students
regularly deliver stimulating presentations and drive excellence in group assignments.
5. Principled. They act with integrity and honesty, with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and communities. They
take responsibility for their own actions and the consequences that accompany them.
IB students are infused with the academic integrity that is a fundamental value of
universities and colleges.
6. Open-minded. They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience. IB students have a deep
understanding of various cultures and views, bringing an appreciation of new views
to both their academic study and their involvement in local and wider communities.
Their international mindedness complements the missions of the best tertiary
institutions.
7. Caring. They show empathy, compassion and respect towards the needs and feelings
of others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment. IB students tell us they bring
this commitment to community and others to their activities and leadership roles at
university and carry it throughout their lives.
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8. Risk-takers. They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and
strategies. They are brave and articulate in defending their beliefs. IB students
transition well to challenging university settings and show resilience and
determination in their work. In academics, they have the confidence to approach new
or unfamiliar subjects or material.
9. Balanced. They understand the importance of intellectual, physical and emotional
balance to achieve personal well-being for themselves and others. IB students are
active participants in a wide range of aspects of campus life, as well as focusing on
their academic development.
10. Reflective. They give thoughtful consideration to their own learning and experience.
They are able to assess and understand their strengths and limitations in order to
support their learning and personal development. IB students have developed an
ability to reflect on their learning and to articulate how they learnt. They have
learned that critical reflection is an important academic and life skills. (ibo.org, n.p.)
Research states that students who are educated through the IB are expected to develop a
global-mindset by being equipped with the aforementioned characteristics, through inquiry, and
reflection (Brunold-Conesa, 2010; ibo.org; Wells, 2011). This dissertation will provide research
to show that the idea to achieve school improvement taken by the “CD” school district is in
alignment with ESSA requirements, by offering the IB MYP curriculum. This dissertation will
also look at the IB course offerings in engineering and technology, foreign language, visual and
performing arts, and community service projects, to examine the impact of these course offerings
on student achievement.
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Influences on the Problem of Practice
The influences for this study included research literature that discussed what would be
needed to transform the instructional curriculum of an underperforming school into that of the
globally recognized International Baccalaureate Middle Years Program. The types of knowledge
that are discussed in this research focused on the behavioral theories and objectives needed for
stakeholders to accomplish the transformation. This research utilized interviews to provide
feedback (Tuckman, 2006). This research also included discussion about the types of knowledge
and skills that are needed for teacher knowledge and motivation (Clark & Estes, 2008), and
recommendations to improve the educational environment by the organization (Daly, 2006).
It is important for organizations to determine the level of knowledge and skills of their
employees in order for effective change to occur. Mental effort is required to accomplish goals.
Motivation influences include the decision to work towards achieving organizational goals, the
perseverance to continue working toward achieving goals until they are accomplished, and the
investment of mental effort that is required in order to complete work. Support provided by the
organization is key in order for employees to perform. If there is a lack of support in the area of
equipment needed to perform tasks, inadequate resources, or outdated policies, procedures or
training, organizational goals will not be accomplished (Clark & Estes, 2008). This research
shows the process and strategies that were used to achieve school improvement taken by the
“CD” school district to align with the requirements of the ESSA, by offering the International
Baccalaureate Program curriculum to students in secondary schools in the district. The goals
toward school improvement and curriculum framework transformation are intended to narrow
the achievement gap, and are measured by school-wide delivery of instruction that directs
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students to reflect on their attitudes toward global-mindedness, and deepen their academic
capacity through inquiry and reflection (ibo.org).
Reports reveal that there were 5,494 schools offering the IB curriculum globally (Wright
et al., 2016). Research studies have examined the reasons why schools around the world have
chosen to implement the IB curriculum framework. One reason is that the IB curriculum assists
students to develop social and emotional characteristics. Another reason is that the expectation
of students is to be able to perform well academically. Additionally, IB students are offered
college-level courses in high-school in order to make a smooth transition into college and into
the university system (ibo.org).
Inquiry-based learning is the delivery of instruction that centers on students, and is
intended to develop effective approaches to teaching and learning, assist students to understand
different languages and cultures, explore significant content, and develop disciplinary and
interdisciplinary understanding that meets rigorous international standards (ibo.org). Reports
show that the IB Learner Profile is the heart of the IB MYP (Brunold-Conesa, 2010; Wells,
2011). The IB Learner Profile consists of a range of human capacities and responsibilities that
go beyond academic success (ibo.org).
Role of the Stakeholder Group of Focus
This chapter will present the role of teachers to achieve the “CD” school district’s goals,
a description of what was required to achieve the goals, and the conceptual framework. This
chapter will discuss the role of teachers as stakeholders. Next, this chapter will focus on what
the research literature stated about the types of teacher knowledge, motivation, and
organizational influences that were utilized in this study. The literature in this chapter will also
discuss the effect of the International Baccalaureate curriculum framework in other schools, and
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ask if it has accomplished the IB MYP mission statement (Lineham, 2013). This chapter will
conclude by presenting a conceptual framework for the goal of “W” Middle School to become an
International Baccalaureate Middle Years Program site.
Clark and Estes’ (2008) Knowledge, Motivation and Organizational
Influences Framework
The Clark and Estes Framework can be summarized by pointing out that the framework
provides an explanation for the causes of performance gaps. In organizations, research states
that employee lack of knowledge and skills, lack of motivation to accomplish goals,
organizational barriers, and lack of support, are reasons for performance gaps within
organizations (Clark & Estes, 2008). This chapter will discuss the causes of performance gaps
described in the Clark and Estes Framework.
The Organizational Mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of Southern California. The Organizational
Performance Goal is that by August 2019, “W” Middle School will provide IB MYP
professional development to teachers and the IB MYP curriculum framework will be taught to
the student population. The first Stakeholder Goal is that by August 2019, the teachers at “W”
Middle School will receive professional development to implement the IB MYP curriculum.
The second Stakeholder Goal is that by August 2019, “W” Middle School will provide the IB
MYP curriculum framework. The third Stakeholder Goal is that by August 2019, the students at
“W” Middle School will engage in inquiry-based learning, and preparation to compete in a
global society by courses in engineering and technology, foreign language, visual and
performing arts, and develop and launch community service projects.
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Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge and Skills, Knowledge Influences
The literature regarding knowledge and skills will be discussed here. A review of
literature is important in order for organizations to determine the level of knowledge and skills of
their employees in order to implement effective organizational change. For example, if a new
curriculum is to be utilized school-wide by instructors, the first thing that should be determined
is the level of knowledge and skills through the use of surveys and/or interviews. Based on the
data from the surveys and/or interviews, the professional development provider can develop a
program of professional development that could accomplish the intended goal for organizational
change. There are four types of knowledge identified in the Revised Bloom’s Taxonomy that
delineate the characteristics of specific knowledge (Krathwohl, 2002). The first type is factual
knowledge, which includes terminology, specific details and elements. An example of factual
knowledge would be to explain the acronyms of the International Baccalaureate Middle Years
Program (such as IB MYP), to teachers who need to understand what the acronym stands for,
and the grade level and courses that it represents. The second is conceptual knowledge, which
includes classifications, categories, theories and models. An example of conceptual knowledge
would be to provide a presentation of the principles that define an IB MYP education, and to
send teachers to observe instruction at an IB MYP school site. The third is procedural
knowledge, criteria for knowing when to implement correct procedures in alignment with goals.
For example, if all teachers were required to receive IB MYP training, they would need to know
whom to contact to schedule the training. Teachers need to know how to select the level of
training needed, including when and where the training will be held, and teachers need to know
what they are expected to learn and how to proceed after the training. The fourth is
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metacognitive knowledge, which is needed to accomplish strategic, cognitive tasks and self-
knowledge (Anderson & Krathwohl, 2001). For example, teachers need to have access to
student assessment data results. Also, research suggests that teachers would need to know how
to facilitate change, and have self-knowledge to believe that they are able to implement the
strategies required (Mayer, 2011).
Knowledge influence 1. This research will focus on factual knowledge, which is defined
by terminology, specific details and elements (Krathwohl, 2002). Research shows that specific
behavioral objectives for learning need to be identified (Daly, 2006). Reports reveal that there
were 5,494 schools offering the IB curriculum globally (Wright et al., 2016). Reports show that
the expansion of the IB MYP schools in England, France, Israel, Argentina, and Chile have
utilized the IB curriculum for the insertion of the IB into national education markets and national
systems (Resnik, 2012). Research studies have examined other reasons why schools around the
world have chosen to implement the IB curriculum framework. Studies show that the IB
pedagogy, holistic approach, philosophy and teaching students global citizenship, are reasons to
offer the IB MYP (Wright et al., 2016). The ten IB Learner Profile values promoted within the
IB MYP curriculum are also associated with global citizenship to prepare students for a
globalized society (Brunold-Conesa, 2010). Reports have shown that the IB MYP curriculum
requires integration of arts education, and specifically, music as one tenet of an international
education (Field, 2010). The IB MYP fosters intercultural awareness and promotes curriculum
design theories that promote intercultural and international connectedness (Field, 2010).
Research supports the direction to achieve school improvement taken by the “CD” school
district, and that it is in alignment with the ESSA requirements by offering the IB MYP
curriculum as an improvement practice, as have other schools around the world.
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Knowledge influence 2. This study will focus on conceptual knowledge, which includes
classifications, categories, theories and models (Krathwohl, 2002). In order to accomplish the
goals set forth by the “CD” district governing board, stakeholders, in this case are teachers who
need to know conceptual theories and models to improve the educational environment for
learning (Tuckman, 2006). The IB curriculum promises to provide a respected approach for
students to engage in environments that facilitate inquiry-based learning and prepare students to
be able to compete in a global society. Research shows that the application of Organizational
Behavior Management (OBM), the science of behavior that influences the development of
improvement in performance, is hinged on the principles that organizational change will be more
productive, effective and efficient when the environment of the organization meets employee
satisfaction (McGregor, 2007). Additionally, Human Performance Technology (HPT) utilizes a
set of methods to solve problems related to under-performance that will provide opportunities for
improvement, and both OBM and HPT are hinged on the work of B. F. Skinner (McGregor,
2007). Research shows that it is important to provide immediate feedback and reinforcement
(Tuckman, 2006).
Knowledge influence 3. This study will focus on procedural knowledge, which can be
described as rules or procedures to be able to accomplish given tasks (Star & Stylianides, 2013).
It is defined as to have an understanding of how to perform specific tasks, and is the criteria that
can be utilized for knowing when to implement correct procedures in alignment with goals
(Anderson & Krathwohl, 2001). The information that was received from a critical analysis study
examined the use of assessment tools for the IB MYP, and provided feedback about the
development of students’ critical thinking, reflection, service projects, and encouragement
toward global-mindedness. The feedback revealed that the IB MYP use of performance projects
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(also known as community service projects), as well as proficiency-related assessments (also
known as project-based assignments), promotes considerable gains for learning (Hughes, 2014).
Table 1 shows the Organizational Mission, Organizational Goal, and information that is relevant
to knowledge influences, knowledge types, and knowledge influence assessments. Table 2
reveals that there is one factual form of knowledge, one conceptual form of knowledge, and one
procedural form of knowledge that were utilized to gain information about what teachers need to
know to implement the IB MYP curriculum to students school-wide.
Knowledge influence 4. Metacognitive knowledge can be utilized in lieu of procedural
knowledge. Metacognitive knowledge can be described as the intrinsic need for information to
accomplish specific tasks. Metacognitive knowledge also includes having cognitive awareness
and self-knowledge (Anderson & Krathwohl, 2001). For example, it is necessary that teachers
know assessment data results in order to plan effective instruction for their students. Also,
research suggests that teachers would need to know how to facilitate change, and have self-
knowledge to believe that they are able to implement required tasks involved for the effective
delivery of instruction (Mayer, 2011).

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Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
The organizational mission is to meet the requirements of ESSA and to narrow the achievement gap
in a low-socioeconomic region of Southern California.
Organizational Global Goal
By August 2019, “W” Middle School will provide IB MYP professional development to teachers and
the IB MYP curriculum framework will be taught to the student population.
Stakeholder Goal 1
By August 2019, the teachers at “W” Middle School will receive professional development to
implement the IB MYP curriculum.
Stakeholder Goal 2
By August 2019, “W” Middle School will provide the IB MYP curriculum framework.
Stakeholder Goal 3
By August 2019, the students at “W” Middle School will engage in inquiry-based learning and
preparation to compete in a global society by courses in engineering and technology, foreign
language, visual and performing arts, and develop and launch community service projects.
Knowledge Influence
Knowledge Type (i.e.,
declarative, factual or
conceptual, procedural or
metacognitive) Knowledge Influence Assessment
100% of the teachers need to
know the data information that
shows a need for school
improvement.
Factual Provide information to teachers on
educational and administrative
policies, political referendums,
federal and state laws that have
facilitated school improvement.
100% of the teachers need to
know the IB MYP theories to
improve the educational
environment for learning.
Conceptual Provide teachers with training in
the IB MYP theories and reflective
practice for improvement.
100% of the teachers need to
know how to make instructional
decisions in alignment with the
IB MYP curriculum.
Procedural Provide teachers with a job aid
flow chart to delineate the
principles of IB MYP instruction.

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The Organizational Mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of southern California. The Organizational
Performance Goal is that by August 2019, “W” Middle School will provide IB MYP
professional development to teachers and the IB MYP curriculum framework will be taught to
the student population. The first Stakeholder Goal is that by August 2019, the teachers at “W”
Middle School will receive professional development to implement the IB MYP curriculum.
The second Stakeholder Goal is that by August 2019, “W” Middle School will provide the IB
MYP curriculum framework. The third Stakeholder Goal is that by August 2019, the students at
“W” Middle School will engage in inquiry-based learning, and preparation to compete in a
global society by courses in engineering and technology, foreign language, visual and
performing arts, and develop and launch community service projects.
Motivation
The mental effort that is required to accomplish goals is internal. The first motivation
influence is based on a decision to work towards achieving organizational goals, the second is
perseverance to continue working toward achieving goals until they are accomplished, and third,
the investment of mental effort that is required in order to complete work. Researchers have
defined motivation as an important factor in learning that includes three factors, active choice,
persistence, and mental effort (Clark & Estes, 2008). With regard to the tenets of motivation,
active choice is the intention to do something important because it is pursuing a goal actively.
An example of teachers making an active choice could be described as a decision to meet
collaboratively to develop IB MYP unit plans to achieve the goals required for IB MYP
certification. Persistence involves resolution to accomplish goals in spite of distractions. An
example of persistence demonstrated by teachers, would be accepting extra duty assignments,
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such as providing weekly after-school sports coaching, or academic tutoring in addition to
multiple professional duties and responsibilities. Mental effort involves confidence, or lack of
confidence invested to accomplish tasks. Active choice and persistence are accompanied by a
degree of mental effort, or a lack of mental effort (Clark & Estes, 2008). During this time of
school reform, it is imperative for teachers to utilize effective curriculum strategies and resources
to successfully implement the education policies of the state and federal government. Research
literature reveals that motivation is part of a triad that shows educators require self-efficacy to be
able to become motivated regarding the goals and objectives of the organization (Rueda, 2011).
This section of this dissertation will provide motivation research literature fostered by social
cognitive theory, which recommends that time needs to be provided for teachers to observe
models, organize, and practice what they have learned, and implement the practice they have
learned (Mayer, 2011). Further, teachers need to utilize strategies to manage motivation, time,
and learning strategies; control physical and social environment and monitor performance
(Dembo & Eaton, 2000). There are many theories that study motivation. Research shows that
motivation is needed to move forward, to keep moving, and the amount of effort that will be
needed to accomplish tasks (Clark & Estes 2008). This study focused on two motivation
influences. The first motivation influence was regarding teacher thoughts and attitudes whether
or not a task or activity is useful to achieve goals (Rueda, 2011). The second motivation
influence is regarding teacher self-efficacy, the revelation of personal beliefs about reasons for
success or failure (Rueda, 2011).
Utility value and motivation influence 1. Research findings show that teachers need to
be able to recognize the utility value of the IB MYP research design (Mayer, 2011). In order for
the IB MYP curriculum to be implemented teachers need motivation to learn the required
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curriculum framework. Research findings show that the IB MYP training will show teachers and
students how to engage in inquiry-based learning, and prepare students to be able to compete in a
global society, by providing courses in engineering and technology, foreign language, visual and
performing arts, collaborate, develop, and launch community service projects (Lineham, 2013).
In addition to providing the Common Core State Standards, the IB MYP curriculum
implementation in secondary schools will prioritize 100% student attendance, academic
excellence, and provide mentorship for students. Research has identified specific instructional
practices relevant to the implementation of the curriculum, such as broad instructional
leadership, curriculum articulation, cross-program staffing and strategic staffing (Lee, Hallinger,
& Walker, 2012). Teachers will need to examine student data, and evaluate their own self-
knowledge to decide the utility value of their participation in the IB MYP to improve instruction.
Self-efficacy motivation influence 2. Research shows that social cognitive theory, such
as self-efficacy, is foundational to motivation (Bandura, 1982). Self-efficacy can be defined as a
person’s belief in his or her capacity to execute behaviors necessary to produce specific
performance attainments (Bandura, 1982). Self-efficacy is the confidence in the ability to exert
control over personal motivation, behavior, and social environment (Bandura, 1982). Research
shows that specific feedback regarding competence and self-efficacy targeted on the
development of competence, expertise, and skill can build motivation that may lead to teacher
confidence (Pintrich, 2003).
Research shows that motivation for performing a given activity is determined by the
expected benefits and the expected cost to perform the activity (Studer & Knecht, 2016).
Teachers will need to utilize strategies to manage motivation, time, and new curriculum, control
physical and social environments, and monitor performance (Dembo & Eaton, 2000).
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Researchers have studied the extent to which the IB MYP has delivered the IB mission
philosophy (Maughan, 2008). Teachers will need to determine whether or not they want to teach
at an IB school site through a process of self-examination. Teachers need to be able to examine
and evaluate their personal beliefs and expectations about their ability to provide instruction.
Teachers who intend to receive IB MYP certification will need to participate in professional
development and training for a period of two to three years (ibo.org). Teachers will need to be
motivated to examine attitudes to determine the reasons for the low achievement of students
(Rueda, 2011).
Table 3 identifies two motivational influences that focus on utility value and self-
efficacy. These influences lend understanding as to how motivation impacted teachers to
become engaged to receive professional development to implement the IB MYP curriculum to
improve instruction.
The Organizational Mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of Southern California. The Organizational
Global goal is that by August 2019, “W” Middle School will provide IB MYP professional
development to teachers and the IB MYP curriculum framework will be taught to the student
population. The first Stakeholder Goal is that by August 2019, the teachers at “W” Middle
School will receive professional development to implement the IB MYP curriculum. The second
Stakeholder Goal is that by August 2019, “W” Middle School will provide the IB MYP
curriculum framework. The third Stakeholder Goal is that by August 2019, the students at “W”
Middle School will engage in inquiry-based learning, and preparation to compete in a global
society by courses in engineering and technology, foreign language, visual and performing arts,
and develop and launch community service projects.
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Table 3
Motivation Influences, Types, and Assessments for Motivation Gap Analysis
Organizational Mission
The organizational mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of Southern California.
Organizational Global Goal
By August 2019, “W” Middle School will provide IB MYP professional development to
teachers and the IB MYP curriculum framework will be taught to the student population.
Stakeholder Goal 1
By August 2019, the teachers at “W” Middle School will receive professional development
to implement the IB MYP curriculum.
Stakeholder Goal 2
By August 2019, “W” Middle School will provide the IB MYP curriculum framework.
Stakeholder Goal 3
By August 2019, the students at “W” Middle School will engage in inquiry-based learning,
and preparation to compete in a global society by courses in engineering and technology,
foreign language, visual and performing arts, and develop and launch community service
projects.
By August 2019, “W” Middle School will provide the IB MYP curriculum framework.
Motivation Influence Motivation Influence Assessment
Utility Value — Teachers need to believe in
the utility value of the IB MYP curriculum to
improve instruction.
Provide teachers with examples regarding
the usefulness of the IB MYP strategies.
Self-Efficacy — Teachers need to believe in
their ability to effectively deliver IB MYP
instruction.
Provide immediate feedback to improve
instruction.

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Organization
Organizational barriers. Support provided by the organization is key in order for
employees to perform. If there is a lack of support in the area of equipment needed to perform
tasks, inadequate resources, or outdated policies, procedures or training, organizational goals will
not be accomplished. Research findings show that teachers need to be able to recognize the
value of the IB MYP research design (Mayer, 2011). In order to examine the various problems
of practice in an effort to facilitate improvement, it is imperative to utilize research literature to
identify organizational barriers. The first Stakeholder Goal is that by August 2019, the teachers
at “W” Middle School will receive professional development to implement the IB MYP
curriculum. The second Stakeholder Goal is that by August 2019, “W” Middle School will
provide the IB MYP curriculum framework. The third Stakeholder Goal is that by August 2019,
the students at “W” Middle School will engage in inquiry-based learning, and preparation to
compete in a global society by courses in engineering and technology, foreign language, visual
and performing arts, and develop and launch community service projects.
Stakeholder-specific factors. The organizational goal for the CD school district in
California is to provide students with an education that is more than just a collection of facts. On
June 30, 2016, the CD School District governing Board of Trustees took action to approve
funding to obtain professional development for teachers to acquire training to implement the
International Baccalaureate Middle Years Program (IB MYP), and submitted candidacy
applications for three secondary schools, “E” Middle School, “W” Middle School, and “Z” High
School. In addition to providing the Common Core State Standards (CCSS), by the end of 2019,
“W” Middle School will have 100% of teachers trained for IB MYP, and the IB MYP curriculum
framework will be taught to the student population. Student achievement will be measured by
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teacher delivery of instruction that directs students to reflect on their attitudes toward global-
mindedness, and deepen their academic capacity through inquiry and reflection. In December
2015, school reform in the United States was under the auspices of the Every Student Succeeds
Act (ESSA). In order for states to receive federal funding for schools, education organizations
are required to utilize effective strategies to implement the goals of ESSA (USDoE, 2015). The
ESSA school goals provide educational organizations the autonomy to state how they will
provide equity in education. The ESSA also requires that students be taught to high academic
standards, and ensure college and career preparation. Additionally, the ESSA requires
accountability and actions to effect positive change in schools (USDoE, 2015).
Cultural model influence 1. School administrators must communicate the problem of
low student performance to teachers in the organization in order to begin the process of changing
the delivery of instruction (Bullis et al., 2016). The organization must inform teachers of the
requirement that educational organizations must provide evidence of implementation of federal
and state laws that impact K-12 schools. The responsibility of the organization is to ensure that
information is provided to the public about the status of students in the district (CDE, 2019b).
The K-12 schools identified as Title I under federal regulations require schools to provide an
improvement plan that is accessible to parents and community (CDE, 2019b).
Cultural model influence 2. The organization must facilitate a culture of trust in order
to initiate effective change. The educational and administrative policies and processes need to be
aligned to support the organizational goals (Clark & Estes, 2008). The organization can facilitate
a culture of trust through a concerted effort to communicate to teachers with transparency by
explaining the federal and state laws that school districts are required to conform to in order to
receive funding (Clark & Estes, 2008).
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Cultural setting influence 1. In order for IB MYP goals to be accomplished it is
necessary for the organization to provide teacher support, address and eliminate barriers that
hinder transformation to IB MYP school certification (Clark & Estes, 2008). The organization
should provide an appropriate setting for implementation of the IB MYP culture.
The organization must convince teachers that implementation of the IB MYP curriculum
framework would provide a better approach for students to engage in inquiry-based learning, and
prepare students to be able to compete in a global society (Hughes, 2014). The organization
must present data that explains why the IB has become a respected brand in education with 5,494
schools offering the IB curriculum globally based on research (Wright et al., 2016). The
organization must convince teachers that the vision of school improvement includes the IB MYP
design because it supports the development of creativity, critical thinking, global mindset and
values (Lovat, Clement, Dally, & Toomey, 2010). The organization must provide data that
shows how the IB Learner Profile is the catalyst of the IB MYP. The organization must show
data includes a comparison of student performance assessment results with those of IB MYP
schools, an examination of IB MYP school profiles within the United States, and internationally
(Wright et al., 2016).
The teaching staff roles must be defined in relation to the distribution of instructional
leadership within the IB MYP (Lee et al., 2012). The organization will need to ensure that
teachers are able to observe and facilitate the instructional leadership practice implemented in IB
MYP (Resnik, 2012). The organization must ensure that teachers see demonstration of daily
school operations in order to conform to the principles of the IB MYP Learner Profile, and the
global leadership philosophy within the IB MYP.
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Table 4 identifies organizational influences that include two cultural models and two
cultural settings and these influences were utilized to lend understanding as to how
organizational influences supported teachers to become empowered to see the vision of the “CD”
district to implement school improvement.

Table 4
Assumed Organizational Influences
Organizational Global Goal
By August 2019, “W” Middle School will provide IB MYP professional development to
teachers and the IB MYP curriculum framework will be taught to the student population.
Stakeholder Goal
By the end of August 2019, “W” Middle School will provide the International Baccalaureate
Middle Years Program professional development to 100% of the teachers.
Assumed Organizational Influences Organizational Influence Assessment
Cultural Model Influence 1: There needs to be a
general acceptance and willingness to align the
delivery of instruction to the instructional
practices of the IB MYP curriculum framework.
Interview questions will reveal the
willingness to change instructional
practices to achieve organizational goals.
Cultural Model Influence 2: Establish trust to
implement the curriculum framework of the IB
MYP.
Interview questions will reveal staff
attitudes about issues of trust or barriers
that could inhibit implementation of the
IB MYP curriculum framework.
Cultural Setting Influence: Teachers will need to
have time to collaborate to infuse the principles
of the IB Learner Profile into instruction.
Interview questions will reveal perception
of support for planning time and
availability of resources.

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Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation
and the Organizational Context
The definition of a conceptual framework is to provide a strategy to determine what is
going on with the issues, theories, and settings, prior to the research findings. Additionally, the
conceptual framework informed the type of research literature that was needed, and a starting
point to draw personal experiences from the persons who were interviewed, provided
descriptions of the issues involved, and the settings that were studied for data collection
(Maxwell, 2013). The research questions in this study were developed utilizing a gap analysis
model (Clark & Estes, 2008) that led to the purpose of the conceptual framework in this study.
The research literature supports the motivation influences and value, that teachers need to
be motivated to see that student data reflects underachievement in content areas English
language arts, reading, mathematics, science, and history/social studies (Daly, 2006). Teachers
need to be motivated through self-efficacy, to examine their beliefs and attitudes to determine
whether or not they can improve the delivery of instruction (Wright, 2016). In turn, the
motivation influence connects to the knowledge influence.
The literature provided research that supported the organizational context, by the end of
August 2019, “W” Middle School could potentially provide the IB MYP instructional curriculum
to the student population in the core and elective content areas (Hughes, 2014). The
organizational influence is connected to both knowledge influence, and motivation influence.

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Figure 4. Conceptual framework for implementation of the IB MYP at “W” Middle School.
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Conclusion
The identification of problems and solutions to those problems is needed in order to
facilitate narrowing the achievement gap in urban schools. This chapter discussed the Every
Student Succeeds Act (ESSA), and the goals for educational organizations in the United States
that receive federal and state funding under the auspices of the ESSA law. The purpose of this
project is to conduct a gap analysis to examine the knowledge, motivation, and organizational
influences that interfere with the implementation of the International Baccalaureate Middle
Years Program at “W” Middle School. The research literature presented in this chapter
discussed the assumed influences required for teacher knowledge, motivation and organization
influences that would need to be addressed in order to facilitate school improvement. A
conceptual framework was also introduced to explain how teacher knowledge, motivation, and
organizational influences connect to facilitate organizational change in this study. Chapter 3 will
explain the methodological approach that was utilized in this study with regard to selection of
participants, data collection methods, and analysis.

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CHAPTER 3
METHODS
Methodological Approach and Rationale
This study chronicles the implementation of the International Baccalaureate Middle
Years Program as an instructional curriculum for school improvement at “W” Middle School in
the “CD” school district, located in Southern California. The purpose of this project is to
conduct a gap analysis to examine the knowledge, motivation, and organizational influences that
interfere with the implementation of the International Baccalaureate Middle Years Program at
“W” Middle School. Research has shown that the International Baccalaureate Middle Years
Program (IB MYP) has become a respected brand in education. This research will provide
information regarding the effect of the transition to utilize the IB curriculum framework for
school improvement. Reports reveal that there were 5,494 schools offering the IB curriculum
globally (Wright et al., 2016). Research studies state that the IB curriculum promises to provide
a respected approach for students to engage in inquiry-based learning, and prepare students to be
able to compete in a global society by providing courses to students in technology, engineering,
world language, and performing arts (Hughes, 2014).
Participating Stakeholders
The “W” Middle School is located in south Los Angeles County in the “CD” school
district. The “W” Middle School is in an urban city that provides instruction to students in
grades six through eight. There are 12 teachers who provide classroom instruction at “W”
Middle School, the total population of focus for this study. The instructional staff at “W” Middle
School consists of one teacher of English for grades six and seven, and one history social-studies
teacher for grades six and seven, and two teachers for mathematics and science for grades six
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and seven. There is one English teacher for grade eight, one teacher of mathematics for grade
eight, one science teacher for grade eight, and one history social-studies teacher for grade eight.
There is one technology teacher for grades six, seven and eight. There are two teachers of
foreign language, one teacher of music, and one physical education teacher. The participants
that will be selected for this study are six of the 12 instructors who teach core subjects English,
mathematics, science, and history-social studies and foreign language to approximately 370
students in grades six, seven and eight.
Interview Sampling Criteria and Rationale
In educational organizations, the identification of problems, and solutions to those
problems, are needed in order to narrow the Achievement Gap in urban schools. Although all
sections of the research study are important, it is vital to select the appropriate sampling strategy.
This study was conducted by qualitative research design. The problem of practice determined
the purpose of the study and was key to making informed decisions about the sample selection
(Merriam & Tisdell, 2016). This study utilized purposeful sampling, non-probability. The data
collection method will be discussed, including the rationale. There are criteria that were used for
the selection of participants (Johnson & Christensen, 2015).
Criterion 1
The first criterion focus was to study teachers who have taught at “W” Middle School for
at least five years. The rationale for the first criterion in this study was that teachers who had
taught at “W” Middle School for five or more years would be professionally credentialed by the
State of California. They would also possess experience teaching at “W” Middle School.
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Criterion 2
The second criterion focus was to study teachers who taught English, mathematics,
science, or history social-studies. The rationale for the second criterion is that teachers who were
assigned to teach core and elective subjects would need to have professional development
training in order to be certified to teach the IB MYP at “W” Middle School.
Criterion 3
The third criterion focus was that qualitative research would be used for this study of the
implementation of the IB MYP at “W” Middle School. The rationale for this criterion was that
the purposeful, non-random sampling strategy was best aligned to the research questions and
conceptual framework used for this study.
Interview Sampling (Recruitment) Strategy and Rationale
Teachers at “W” Middle School were recruited as volunteers to participate in this
research study by in-person conversation with the researcher. The setting of the study took place
in a location agreed upon by the volunteer teacher participants and the researcher that was most
convenient for the teacher. The sampling strategies began in Winter 2019 and were concluded
by Spring 2019. A small token of appreciation was offered to teachers who volunteered to
participate in this study.
Data Collection and Instrumentation
Interviews
Questionnaires were used to determine teacher knowledge and skills, motivation, and
organizational context. The researcher conducted interviews with teachers individually, and
utilized an informal conversational format for interview questions (Johnson & Christensen,
2015). Research has shown that the interview questions should be written to allow the researcher
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to probe (Patton, 2002). The rationale for the in-person interview format was to enable the
researcher to have the autonomy to probe and to obtain additional information from participants
(Johnson & Christensen, 2015).
Interview Protocol
The semi-structured Interview Protocol was utilized in this study. The questions were
prepared in advance, and all questions were asked to each teacher participant in this study. In
order to provide teacher participants the opportunity to speak freely, a series of open-ended
questions were asked that allowed the researcher to probe for clarity and depth of meaning of the
responses offered by the teachers. The interview questions were used to provide responses to the
questions delineated in the conceptual framework of this research (Merriam & Tisdell, 2016).
Initially, the interview protocol was explained regarding the type of questions that were to be
asked. Additionally, the questionnaire requested information about teacher knowledge and
skills. For example, participants were asked to describe their own professional experience as
teachers at “W” Middle School. The questionnaire inquired about teacher motivation. For
example, participants were asked to share their thoughts about teacher commitment to the IB
MYP curriculum to deliver instruction. Finally, the questionnaire asked about organizational
structure. For example, participants were asked to describe the type of organizational support
that they believed would be needed to implement the IB MYP curriculum.
Interview Procedures
The interviews with teachers were conducted individually on the school campus. The
rationale for selecting the on-campus location was because it was most convenient for the
teachers. The teachers were able to remain comfortable in their own classrooms. The formal
interviews included a list of 12 questions that were asked to all of the participants. The
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interviews took 45 to 60 minutes per teacher and took place during the course of six weeks. The
interview process and data collection, transcription of interviews with teachers, and analysis of
the data collection took 40 hours. All of the teachers spoke English, therefore, all interview
questions and questionnaires were written and delivered in the English language. All data
collection utilized notes for instrumentation. Additionally, reflective notes were taken during the
interview audio recording. A copy of the signed notice from each teacher participant granting
permission to be recorded was made available for all teacher participants (Maxwell, 2013).
Data Analysis
Data analysis was an iterative process utilized to identify levels of agreement among
volunteer participants in this study. After exit from the field, interview audio transcripts were
transcribed. An inductive approach was used for coding the transcripts generated from the
interview process. Data collection for this study included data analysis and analytic memos that
were prepared for each teacher participant interviewed. Interview transcript data went through
cycles of open and axial coding to identify significant words and phrases, contrasting and
identical statements, and identical patterns about the implementation of the IB MYP at “W”
Middle School. The weight of the evidence was assessed to reveal trends and draw conclusions
to answer the research questions. The themes were refined through analytic memorandums and
data sandwiches to organize the results and findings. Documents were collected such as
approved board reports and district approved applications to attend professional
development/conference for teachers as evidence consistent with the concepts in the conceptual
framework.
The Organizational Mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of Southern California. The Organizational
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Global goal is that by August 2019, “W” Middle School will provide IB MYP professional
development to teachers and the IB MYP curriculum framework will be taught to the student
population. The first Stakeholder Goal is that by August 2019, the teachers at “W” Middle
School will receive professional development to implement the IB MYP curriculum. The second
Stakeholder Goal is that by August 2019, “W” Middle School will provide the IB MYP
curriculum framework. The third Stakeholder Goal is that by August 2019, the students at “W”
Middle School will engage in inquiry-based learning, and preparation to compete in a global
society by courses in engineering and technology, foreign language, visual and performing arts,
and develop and launch community service projects.
Credibility and Trustworthiness
Although it was not the intention of the researcher in this study to confuse ethics with
credibility and trustworthiness, approval to perform this study by the researcher was a vetting
process that ensured that participants made their own choices, and that beneficence was stressed,
which was intended to maximize the benefits of this research for instructional improvement, and
minimizing harm. Also, it is important to execute justice, to be able to determine that all
stakeholders could benefit from this research (Merriam & Tisdell, 2016).
The initial factor of evidence for credibility and trustworthiness was provided by using a
sampling strategy that was representative of participants who were teachers in five content areas
of the curriculum at “W” Middle School. Teachers were selected who volunteered to participate
using a guideline of having at least five years of experience working at “W” Middle School,
which was the time span before the IB MYP curriculum was initiated. The second evidentiary
factor of credibility and trustworthiness was the questionnaire utilized during interviews with
teacher participants. During the interviews, the same questions were asked to all teachers who
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volunteered to participate in this study (Patton, 2002). The third factor was the use of reflective
notes and audio recording during all of the interviews. The use of audio recordings was intended
to ensure clarity in conjunction with note-taking during the interview process.
Ethics
There is a great responsibility assigned to every researcher with regard to involvement
with persons who are subjects that will provide information in any research study. The
researcher/s must know and understand that he/she/they will talk to people about their
perceptions and experiences that are hinged on the specific research questions (Patton, 2002).
The researcher/s must be prepared and equipped and knowledgeable to be able to show respect
for persons, employ beneficence, and justice (Merriam & Tisdell, 2016). As a researcher,
conscientious ethics was demonstrated by showing respect, beneficence and justice to all
teachers who participated in this study as they were interviewed, and that there was full
disclosure about the purpose of this research study (Patton, 2002). Multiple opportunities for
conversations with teachers were extended by the researcher to explain why this study was being
conducted, who was involved, and how it could provide information that may be useful to attain
the school improvement. At the beginning of the meeting, the teacher participants were
encouraged to ask questions about the interview process that would inform and enable them to
decide whether or not to participate in this study. The researcher utilized an informed consent
document to delineate the purpose of the research study (Merriam & Tisdell, 2016). The
document stated that participation was voluntary, and confidential. The informed consent
document also stated that the data collected and the information received by notes and via audio
recording would be utilized in this research study (Merriam & Tisdell, 2016). The informed
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consent also stated that all data collected would be secured and maintained by the researcher for
five years.
Limitations and Delimitations
The researcher for this study is an instructional curriculum specialist in the “CD” school
district. Although the research for this study is from an organization that I am familiar with, the
approach for this study occurred with the intention to explore the subject as an academic
researcher with integrity (Merriam & Tisdell, 2016). It has been recommended that the main
point to remember in research is that it is important to have a detached perspective in order to
remain neutral and unbiased.
Limitations
The limitations of this research involve my experience having worked in the field of
education for many years in the “CD” school district. It was imperative for me to restrict myself
from thoughts of my own experience as an educator, who is also part of an organization that is
expected to provide instruction to students that will result in narrowing the achievement gap. In
the process of data collection, it was important to listen carefully and record the answers to the
questions provided by the volunteer participants in this research. I was aware that it was my
responsibility to listen objectively as a researcher to the opinions and perceptions of the teachers.
Delimitations
The interviews that were conducted with the participants in this study were approached
with the mindset of an academic researcher, whose goal was only to seek and discover the
personal experiences of a group of educators who work together at the same school site, as part
of an organization with the goal of school improvement. The delimitations of this research were
to erect boundaries to separate what I have studied in organizational change and leadership in
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order to discover the various attitudes, and beliefs of the subjects in this research, and to capture
their perspectives about the knowledge, motivation, and organizational support involved in this
implementation of an improvement practice.
Finally, it was important for the researcher in this study to be seen and perceived by the
participants in this research as not having any particular expectation of the outcome, whether it
be a success, or a failure. The researcher for this study proceeded with full disclosure to all
participants involved with regard to the rationale for this study. The researcher for this study
carefully answered all questions from the participants with full disclosure and transparency.

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CHAPTER 4
RESULTS AND FINDINGS
Chapter 4 will discuss the data collection process and describe how the results of the data
collection process were analyzed. The results of the data collection process provided details that
explained how the assumed causes were categorized under knowledge, motivation, and
organizational challenges. When a new instructional curriculum is to be utilized school-wide by
instructors, the first thing that should be determined is the level of knowledge and skills through
the use of interviews with the teachers (Clark & Estes, 2008). Based on the analysis from the
interview data collected, recommendations will be presented for the type of professional
development that is needed to implement the delivery of the IB MYP instructional curriculum.
There are four types of knowledge identified in the Revised Bloom’s Taxonomy that
delineate characteristics of specific knowledge (Krathwohl, 2002). Research states that a
foundation of knowledge and skills is needed to support teacher knowledge and motivation
(Clark & Estes, 2008). There are four types of knowledge identified in the Revised Bloom’s
Taxonomy that delineate characteristics of specific knowledge (Krathwohl, 2002). The first type
is factual knowledge, which includes terminology, specific details and elements. The second is
conceptual knowledge, which includes classifications, categories, theories and models. The third
is procedural knowledge, that is the criteria for knowing when to implement correct procedures
in alignment with the identified goals. The fourth is metacognitive knowledge, which is needed
to accomplish strategic, cognitive tasks and self-knowledge (Anderson & Krathwohl, 2001).
The results garnered from this study will be organized by the categories of assumed
knowledge, motivation, and organization causes. Sources from qualitative data have been
collected to validate the assumed causes. Qualitative research interviews with volunteer
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participants in this study provided data that was collected to understand the knowledge,
motivation, and organization challenges that have been obstacles encountered by educational
organizations in pursuit of school improvement. The goal of school improvement that is written
into the ESSA is focused on improving the delivery of instruction by classroom teachers. The
organizational goals of the “CD” school district to increase student achievement and narrow the
achievement gap will be examined through the assumed influences to improve instruction
through teacher knowledge and skills, motivation, and organizational context.
The interviews with teachers were conducted individually in their classrooms on the
school campus. The rationale for selecting the on-campus location is because it was convenient
for the teachers to give an interview in their classrooms. The formal interviews included a list of
12 questions that were asked to all of the teachers who participated in this study. The interviews
took 45 to 60 minutes per teacher, and occurred during one session. The interviews were
conducted during the course of six weeks. The interview process, data collection, transcription
of audio interviews, and analysis of the data collected, occurred within the time span of 40 hours.
All interview questions were written and delivered in the English language. All of the data
collected included notes taken by the researcher for instrumentation, including reflective notes
that were taken during the audio recording of each teacher during the interview session. All of
the teacher participants signed a disclosure notice that affirmed participation in this study that
granted their permission to be recorded. A copy of the disclosure notice was provided to all of
the teacher participants in this study (Maxwell, 2013).
Participating Stakeholders
The teachers are the stakeholders who participated in this study. The teachers who
volunteered to participate in this research teach the core and elective curriculum shown on the
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master schedule at “W” Middle School. Fifty percent of the teachers at “W” Middle School
volunteered to participate and be interviewed for this research study. One hundred percent of the
participants have taught at “W” Middle School for five or more years. One hundred percent of
the participants in this study have obtained the professional certified teaching credentials issued
in California. One hundred percent of the participants in this study are full-time, permanent
employees in the “CD” school district. One hundred percent of the teachers who were
interviewed have participated in one or more IB MYP professional development training
sessions. For the purpose of this study, the participants have been given pseudonyms.
Interviews were conducted individually with each teacher in the following order.
Teacher 1 (T1), is an instructor in the “CD” school district who has taught elementary
and secondary school for 23 years. Teacher 1 has taught at “W” Middle School for 21 years. T1
is assigned to teach science, a core subject, and engineering, an elective subject. T1 has received
one session of the IB MYP training for three consecutive days.
Teacher 2 (T2), is an instructor in the “CD” school district who has taught secondary
school for 14 years. T2 has taught at “W” Middle School for 12 years. T2 is assigned to teach
core subjects, mathematics and science. T2 has received one session of the IB MYP training for
three consecutive days.
Teacher 3 (T3), is an instructor in the “CD” school district who has taught elementary
and secondary school for 31 years. T3 has taught at “W” Middle School for 14 years. T3 is
assigned to teach history/social studies. T3 has received one session of IB MYP training for
three consecutive days. T3 has also attended a global IB professional development conference
for three consecutive days.
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Teacher 4 (T4), is an instructor in the “CD” school district who has taught secondary
school for eight years. T4 has taught at “W” Middle School for seven years. T4 is assigned to
teach multiple subjects—English, mathematics, history/social studies, and science—in a self-
contained classroom setting. T4 has received one session of IB MYP training for three
consecutive days.
Teacher 5 (T5), is an instructor in the “CD” school district who has taught secondary
school for nine years. T5 has taught at “W” Middle School for seven years. T5 is assigned to
teach Foreign Language, a required elective subject for IB school certification. T5 has received
one session of IB MYP training for three consecutive days. T5 has also attended an IB global
professional development conference for three consecutive days.
Teacher 6 (T6), is an instructor in the “CD” school district who has taught elementary
and secondary school for 51 years. T6 has taught at “W” Middle School for 19 years. T6 is
assigned to teach English Language Arts. T6 has received one session of IB MYP training for
three consecutive days.
The Organizational Mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of Southern California. The Organizational
Performance Goal is that by August 2019, “W” Middle School will provide IB MYP
professional development to teachers and the IB MYP curriculum framework will be taught to
the student population. The first Stakeholder Goal is that by August 2019, the teachers at “W”
Middle School will receive professional development to implement the IB MYP curriculum.
The second Stakeholder Goal is that by August 2019, “W” Middle School will provide the IB
MYP curriculum framework. The third Stakeholder Goal is that by August 2019, the students at
“W” Middle School will engage in inquiry-based learning, and preparation to compete in a
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global society by courses in engineering and technology, foreign language, visual and
performing arts, and develop and launch community service projects.

Figure 5. Teacher participants’ years of experience at “W” Middle School.

Determination of Assets and Needs
The sources of data utilized for the determination of needs were acquired through
research and interviews with teachers. The first tenet of the triangulation of data sources began
with the approval of the goals to support secondary schools in the CD school district to become
IB schools. The CD board of trustees meeting minutes provided background knowledge about
the presentations at the board of trustees meetings regarding the benefit for the staff and students
of the CD school district to send teachers to receive professional development training to learn
the IB philosophy and methods of instruction, and teach it in classrooms at the identified school
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sites. The board reports are public documents that delineated the process for the approval from
the governing board of the CD school district to procure the IB MYP professional development
and resources for “W” Middle School. The next tenet of triangulation of data sources occurred
as the researcher collected documentation from “W” Middle School in the form of approved
applications for IB MYP professional development and training for teachers. The board of
trustees official meeting minutes are public documents that show the schools and names of
administrators and teachers who attended an IB professional development session. The third
tenet of triangulation of data sources occurred during the interviews with the teachers who
volunteered to participate in this study. The teachers who were interviewed were asked if they
had received IB MYP professional development training. All of the teacher participants in this
study stated that they had received at least one session of IB MYP professional development
training.
Results and Findings for Knowledge Causes
The results and findings for the knowledge influences for each category will be discussed
here. The research questions that guided this study focused on knowledge and skills, motivation,
and organization structures.
Factual Knowledge
Influence 1: Teachers need to know the data information that shows a need for
school improvement.
Survey findings. No survey for this study.
Interview findings. It was determined that the teachers’ response to provide a description
of their professional experience at “W” Middle School revealed a need for teachers to know the
data information that shows a need for school improvement. The interview findings show that
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the teacher participants categorized their professional experience as 25% academic support, 25%
relationships, 25% family and community, and 25% adjunct duties.
Question 1: Describe your professional experience as a teacher at “W” Middle School.
One hundred percent of the teachers have taught for at least five years at “W” Middle School.
The teachers were asked a question about their perceptions of the interaction between
organizational culture and context, and teacher knowledge and motivation to support the
implementation of the IB MYP at “W” Middle School. Each teacher participant was asked to
describe their professional experience as a teacher at “W” Middle School. The themes that
emerged from this question were that the professional experience of teachers at “W” Middle
School had been one of ongoing growth, learning and self-improvement as teachers and as
human beings, and that their experiences have allowed them to become aware that the job
requires collaboration with colleagues, parents and community. T1 said:
Learning from being a new teacher to becoming a seasoned teacher has provided the
opportunity to be able to manage stress, control emotions, let things go, and try to make
the best of every situation, and that for the most part collegiality had been great.
T2 said, “Different scenarios experienced in the classroom happened and the results of these
experiences added to becoming seasoned teachers.” T3 described the teaching career experience
as being extremely complex. T3 said, “Besides being required to deliver the state curriculum, we
have to have a bag of tricks in order to deliver the state curriculum to their students.” T3 also
said, “We did not learn how to engage students in the real world in teaching methods classes that
were required in college to become certified instructors.” T3 discussed the importance of
understanding the community that their students are from. It was stated by T3 that not very
many teachers live in the community where they teach. T3 said:
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Teachers need to learn to be able to connect with parents in order to be able to engage
many of the students in the learning process at school, and by developing knowledge of
the community, and good relationships with the parents, teaching the curriculum can
begin.
T3 stated that because some teacher colleagues are not really aware of the community where
they teach, they are intimidated by contacting parents, and oftentimes they do not help the
students reach their full potential because the teacher-parent relationship is missing. T3 also
said, “Although they have the curriculum, we need the teacher-parent relationship, and contact
with the parents, and that all teachers need to become well versed in what goes on in the
community.” T4 said, “I have gained numerous amounts of experience.” T5 said, “My teaching
experience has helped to see things from an administrative standpoint by learning how the
budget determines decisions that are made for the school site.” T6 said, “We have had
opportunities to observe each other, and that some teachers have taken the responsibility upon
themselves to become mentors to guide new teachers through the processes of performing the job
every day.”

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Figure 6. Teacher experiences at “W” Middle School.

Question 2: What knowledge do teachers need to teach the IB MYP to “W” Middle
School students? (Declarative) Teacher participants were asked about their perception of the
depth of teacher knowledge needed to teach the IB Middle Years Program to “W” Middle School
students. The themes that emerged from this question were that the knowledge required to
effectively teach the IB to “W” Middle School students involves understanding the importance
of having a relationship with the students in this age group. T1 said:
It is important to create a rapport with the students, and that creating relationships with
students would enhance teaching IB to middle school students, and learning how to create
a rapport with the students goes hand-in-hand with data, both are important.
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T2 said:
Middle school students are going through a lot of physical and emotional changes, and as
teachers, it is imperative to be cognizant of their stages of development between the ages
11 through 14, and to be empathetic, and have a lot of patience to deal with the different
moods and behaviors that the students exhibit at school, and having student background
knowledge is very important.
T3 said, “Teachers need to know facts about their students, and hone in on them, in order to
teach them.” T4 said, “It is important to be aware of what is happening with middle school
students with social media and peer pressure.” T5 said:
Teachers need to know what motivates their students in this age group. Some of my
colleagues have a hard time reflecting back to when they were in middle school and it
becomes a barrier to motivating their students. I like to create positive relationships with
students, for example, talking to my students about famous Latino, African-American,
and Pacific Islander historical figures, and other people that look like them, to motivate
them. It is important to discuss the inventions that Latinos, African-Americans, and
Pacific Islanders have created, and how they have built the United States, and all of the
advancements they have made, and the contributions they have made to the world.
T6 said, “It is important to understand the experiences of students, and if these things are known,
it is easier to teach them by forming positive mentoring relationships.”
Observation. No observations were made for this influence.
Document analysis. No document analyses were made for this influence.
Summary. The summary of the responses that address the influence, revealed that none
of the participants who were interviewed discussed educational and administrative policies,
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political referendums, or federal and state laws that have facilitated school improvement.
Teachers understand the need for school improvement equipped with factual information. Fifty
percent of the teachers interviewed state that it takes experience, knowledge and skill to be able
to engage all of the students at the same time because there are 20 or 30 students in a class, and
guiding students to focus on curriculum requires background information (district and state
assessment results, attendance reports, etc.), about the students who are assigned to them. The
teachers also state that it is important to have a clear understanding of the instructional subject
matter.
Conceptual Knowledge
Influence 1: One hundred percent of the teachers need to know the IB MYP theories
to improve the educational environment for learning.
Survey findings. No survey for this study.
Interview findings. The teachers were asked to share their perceptions about the goals of
the IB curriculum. The themes that emerged from this question were that the goals of the IB
curriculum are considered to be valuable to students. The teachers discussed the benefits for
their students to be able to communicate in other languages, and globalization.
Question 3: What do you think about the IB curriculum? (Conceptual) T1 said, “The
focus of IB is about how the world is becoming a smaller place, and that business, finance,
education, and languages are becoming globalized.” T2 said, “It is important to recognize the
process of globalization.” T3 said, “Teachers need to try to encourage students to experience
education from a global perspective, and not as only localized, as has been practiced in the past.”
T4 said, “Students are learning to become bilingual, and tri-lingual, and the incentive to become
multilingual has really come from the IB goals.” T5 said, “Learning more than English will
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benefit all students, especially in California, where communication in multiple languages is
definitely an asset.” T6 said, “The IB program appears to be a good program, but I am not sure
that it will work in the ‘CD’ school district because new programs come and go frequently.”
Observation. No observations were made for this influence.
Document analysis. No document analyses were made for this influence.
Summary. The responses that address the influence, indicate teachers’ need to know the
IB MYP theories to improve the educational environment. All of the teachers interviewed stated
that they believe the goals of the IB are beneficial to their students, however, they did not
articulate the IB MYP theories and reflective practices for improvement. Teachers did discuss
the relevance of learning more than one language and the opportunity for students to learn about
the world around them, and globalization, however they did not discuss the IB MYP theories.
The teachers are willing to deliver the IB MYP curriculum instruction to their students and teach
their students to buy into something bigger than traditional school curriculum because the IB
promotes a global goal that could help their students to become open to developing a global
mindset. The teachers expressed that globalization has been discussed with students every day in
the classroom to lead students to develop a global mindset. Teachers talked about how important
it is to remind students that the world is much bigger than their street, their city, county and state,
and the entire United States, however, everything is connected.
Procedural Knowledge
Influence 1: One hundred percent of the teachers need to know how to make
instructional decisions in alignment with IB MYP curriculum.
Survey findings. No survey for this study.
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Interview findings. The teachers were asked to share their perceptions about the depth of
teacher knowledge needed to make instructional decisions to teach in alignment with the IB
MYP curriculum. The teachers discussed instructional strategies and the need for collaboration
and time for planning.
Question 4: What do teachers need to teach the IB Middle Years Program?
(Procedural) T1 stated that in order to teach the IB Middle Years Program, teachers need to
have access to an effective writing program for students, because writing is a large portion of the
IB MYP. Whatever the subject content, including math, there is a writing component in every
subject. T2 stated that becoming an effective writing teacher is important in the IB program. T3
discussed the importance of planning time. T4 stated that the IB program takes an enormous
amount of planning, especially cross-curricular lesson planning. T5 said that the instructional
curriculum is developed by creating the goals of the IB Learner Profile as a staff. T6 stated that
planning in advance is required, as well as collaboration and preparation time to meet with other
teachers to plan the units.
Observation. No observations were made for this influence.
Document analysis. No document analysis were made for this influence.
Summary. The responses to the influence, teachers need to know how to make
instructional decisions in alignment with IB MYP curriculum, reveal that the most important
thing for teachers to recognize about the IB MYP is that it is a new method of teaching. The
teachers discussed learning how to collaborate to write the lesson plans, unit plans, and the IB
Learner Profile requires a significant amount of collaboration. The teachers discussed their
beliefs, and said that they are not able to learn how to deliver the IB MYP curriculum in one
training session, and that teaching the IB MYP curriculum takes time. The teachers expressed
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that In all aspects, the instructional goals for IB need to be placed center stage, because it is very
easy to get lost and go back to the way they taught before the IB curriculum was introduced.

Figure 7. Prioritize instructional decisions.

Results and Findings for Motivation Causes
Utility Value
Influence 1: Teachers need to believe in the utility value of IB MYP curriculum to
improve instruction.
Survey findings. No survey for this study.
Interview findings. The teachers were asked to share their perceptions about the
recommended knowledge and skills, motivation, and logistics related to implementation of the
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IB MYP at “W” Middle School. The teachers were asked to describe their role in the
implementation of the IB MYP at “W” Middle School. The theme that emerged from the
analysis is the need for all teachers to be able to understand their role as stakeholders.
Question 5: What do you believe about your role as a teacher to be able to implement
the curriculum of the IB MYP? (Utility value) The response to this question was 80% of the
teachers stated that their role is to be a teacher in the assigned content areas, such as math and
science (T1 and T2), English and history and social studies (T3, T5 and T6), and foreign
language (T4), however, T2 and T3 are not utilizing the IB MYP curriculum framework due to
perceived constraints. T1 said, “We [teachers] provide the focus of the content area that is taught
as a part of unit plan being created.” T2 said:
My role is as a teacher, however, I am not really using the unit plans, and creating cross
curriculum unit plans is not being followed through. I have not taught much science this
year, and that is because mainly math concepts and strategies were taught during this
school year. The curriculum focus has been on teaching core subjects such as math and
utilizing technology software to teach math.
T3 said, “Some teachers feel under pressure to teach the concepts students need to know for state
testing, and that there is not much time to get to other parts of the curriculum that they should be
teaching.” T4 said, “My role as a teacher is one piece of the puzzle in trying to produce IB
learners by teaching the IB principles, and ensuring that the students know what is expected of
them.” T5 said:
I promote the IB curriculum every day to students, to become inquiry-based thinkers and
learners and to develop a mindset that has a greater connection to the world. We are
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teaching lessons that portray not only what is going on in the local community, but also
showing students the lives of students in other countries that they can really relate to.
T6 said:
Teachers try to show students that the same events that happen to us here [California] are
also happening somewhere else in the world, and that we are attempting to lead students
to see the underlying causes and guide students to be able to identify solutions to solve
common problems.
Interview findings. The teachers were asked to share their perceptions about their
colleagues’ motivation and commitment to the utility value of the IB program. One hundred
percent of the teacher participants made statements that implied the overall motivation and
commitment to the IB program is minimal.
Question 6: What do you believe is the motivation and commitment of your colleagues
to the utility value of the IB program? (Utility value) T1 said, “We have had changes in
administration on campus, and it hasn’t really been strongly emphasized that teaching IB is what
we should be doing.” T2 said:
Teachers heard about the IB MYP implementation a few times here and there, and that
they thought, okay, we have to do this IB plan, but then, that’s it. If we had more support
from the organization it would enable teachers to better meet the expectations of the
district, and that would give teachers more motivation also.
T3 said, “Some of their colleagues said that they heard that the school was no longer planning to
implement the IB MYP.” T4 said, “I believe that every teacher on campus would teach the IB
program, however, plans to do so have to be consistent, and the teachers need constant training
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and resources.” T5 said, “Teachers could easily get information about the IB from the internet,
but that does not seem like the best way to teach the IB program.” T6 said:
Someone is needed to come here [to the school site] and say, this is what we are going to
do, and that it all goes back to gaining more knowledge to implement the IB program,
and make it the main thing.
Observation. No observations were made for this influence.
Document analysis. No document analyses were made for this influence.
Summary. The responses to the influence, teachers need to believe in the utility value of
IB MYP curriculum to improve instruction, show that 100% of teachers perceive that lack of
support hinders the motivation and commitment of colleagues to believe in the utility value of
the IB MYP to improve instruction.
Self-Efficacy
Influence 1: Teachers need to believe in their ability to effectively deliver IB MYP
instruction.
Survey findings. No survey was conducted for this study.
Interview findings. The teacher participants were asked to share their beliefs about
whether the IB curriculum will help students learn. The teachers made reference to the IB
curriculum as cross-curricular teaching, that is a method of instruction that involves effort to
apply knowledge, principles, or values to more than one academic discipline simultaneously
(Jacobs, 1989).
Question 7: Do you believe the IB curriculum will help students learn? (Self-efficacy)
T1 said, “Students learn much better when they have access to hands-on activities,” and that the
IB program includes hands-on activities because they are project-based. T2 said, “The type of
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curriculum that helps students learn is the cross-curricular model because it really allows
students to connect to prior knowledge through inquiry and reflection.” T3 said, “The IB
curriculum is relevant to the time period that we’re living in now.” T4 said, “The IB curriculum
allows for application to practice a lot of hands-on activities.” T5 said, “The IB curriculum is
interesting and the students will be open to learning the principles of the IB.” T6 said, “In regard
to IB, writing practice and reinforcement of daily routines should be a part of the instructional
curriculum.”

Figure 8. Teachers’ self-efficacy based instructional strategies.

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Interview findings. The teachers were asked to share their thoughts about how they
perceive the ability of their colleagues to deliver IB instruction. Teachers said that they believe
there is a mixture of opinions. All of the teachers interviewed believed that colleagues would be
motivated to teach the IB curriculum if they had more support.
Question 8: What do you believe about teachers’ motivation to teach the IB MYP at
your school? (Self-efficacy) T1 said, “Some colleagues are very excited about the IB program,
and others are hesitant about implementing the IB program because it is something new for us.”
T2 said, “It is a good program, however, some are not sure if this will work for us or not.” T3
said, “The motivation of some colleagues regarding the IB program is mild, or minimal because
most of the teachers feel we don’t have the time to plan and implement all the requirements for
IB.” T4 said, “If we had more time to meet together to do the planning most of the teachers
would be more excited about implementing it.” T5 said:
It is important that the math and science for sixth and seventh grade have time to meet
with the history social studies teacher for sixth and seventh grade, including the English
language arts and foregn language teachers for sixth and seventh grade.
T6 said:
We need to be able to sit together to decide what the theme of the units are going to be,
and how everything is going to be cross-connected, and that would take hours and hours
to do, especially when starting from nothing, and some teachers believe that there has
been no time allotted to collaborate.
Observation. No observations were made for this influence.
Document analysis. No document analyses were made for this influence.
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Summary. The teachers’ response to the influence, teachers need to believe in their
ability to effectively deliver IB MYP instruction, revealed that 100% of the teachers interviewed
talked about the need to improve the delivery of instruction. The themes that emerged from
teachers responses regarding the type of curriculum that they believe helps students learn
described hands-on project-based activities, and cross-curricular instruction throughout the
content areas, inclusion of writing skills practice, and reinforcement of the IB principles because
the IB requires students to use higher order thinking skills and helps students to have an open
mind to learning. The teachers expressed their perception that self-efficacy is impeded by the
teachers’ perception of lack of guidance, guided practice and immediate feedback to improve the
delivery of instruction.
Results and Findings for Organization Causes
Cultural Models
Influence 1: There needs to be a general acceptance and willingness to align the
delivery of instruction to the instructional practices of the IB MYP curriculum framework.
Survey findings. Not for this study.
Interview findings. The teachers were asked to share their perception about the
organizational culture and teachers.
Question 9: Describe the organization culture. T1 said, “Most of the teachers need
more support in some areas.” T2 said, “The organizational structure of the school district is
mediocre, and the way that information gets trickled down from the district offices is relatively
hit or miss.” T3 said:
Students have the opportunity to thrive in an IB school culture; however, teachers should
be supported by the organizational culture of the district in regard to planning time, a
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student grading system in alignment with IB, and all other components of the IB
program.
T4 said, “Teachers want to do more, however they do not receive enough support from the
organization.” T5 said, “There needs to be support from the organization to implement anything.
Support is not there for the changes that are expected, and support for the IB is not there.” T6
said, “Some people may hear about something going on, however, everyone does not receive the
same information. The instructional expectations are high from the organization and school
standpoint, and teachers are expected to adhere to high curriculum expectations.”
Observation. No observations were made for this influence.
Document analysis. No document analyses were made for this influence.
Summary. The teachers’ responses to the influence, there needs to be a general
acceptance and willingness to align the delivery of instruction to the instructional practices of the
IB MYP curriculum framework, revealed that teachers need more communication and support
from the district to implement any instructional program, especially the IB. All of the teachers
perceive that the support is not there, and that the organization does not seem to understand the
need for more support. Some teachers stated that they believe decisions are being made, and
teachers are being told to do something without the necessary support.
Influence 2: Establish trust to implement the curriculum framework of the IB MYP.
Survey findings. No survey for this study.
Interview findings. Teachers were asked to share their perceptions about the
instructional expectations of the organization. The teacher participants were cognizant of the
expectations of the organization for student achievement. One hundred percent of the teachers
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expressed a need for organizational support to be able to meet the expectations of the “CD”
school district.
Question 10: What are your thoughts about the instructional expectations of the
organization? (Organizational) T1 said, “The instructional expectations are to teach a rigorous
program, to follow curriculum protocols, and to fulfill the academic needs of students.” T2 said,
“The expectations are fairly clear as a school district, and the expectations are that every year, all
students should be showing growth.” T3 said, “The expectation is that all students will test
proficiently on district bench-marks, and state assessments. T4 said, “The organization has high
instructional expectations for all teachers to do what they are supposed to do in the classroom
through the use of collaborative unit plans, lesson plans and curriculum guides.” T5 said, “It is
shared and known what all teachers in the district are expected to do, and that is to teach all
students, and student learning is the desired goal.” T6 said:
The organization has instructional expectations that are high, and teachers are expected to
adhere to the high expectations of the curriculum. If there is a lack of support or
resources, it is very difficult to meet the expectations of the district.
Observation. No observations were made for this influence.
Document analysis. No document analyses were made for this influence.
Summary. The teachers’ responses to the influence, establish trust to implement the
curriculum framework of the IB MYP, was that 100% of the teachers stated that they understand
the organizational expectations, but do not feel supported. The organization needs to become
more responsive to the needs of teachers in the form of support. The organization needs to know
what is needed in order for teachers to be able to meet the instructional expectations, and to
become aware of the attitudes and perceptions of teachers.
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Cultural Settings
Influence 1: Teachers will need to have time to collaborate to infuse the principles of
the IB Learner Profile into instruction and have time to visit and observe other IB MYP
schools.
Survey findings. No survey was conducted for this study.
Interview findings. Teachers were asked to share their thoughts and perceptions about
receiving IB professional development at established IB sites. One hundred percent of the
teacher participants believe that they need to have more opportunities to observe instruction at
other IB schools.
Question 11: What are your thoughts about receiving IB professional development at
established IB sites? (Organizational) T1 said:
If the expectation is that the implementation of IB is going forth, and that is what we are
supposed to be doing, it is important to the success of the program for teachers to have
more training and to have opportunities to observe other IB school sites.
T2 said, “If the expectation is that this is going to happen we need to see exemplary examples. It
is necessary to visit other IB school sites to observe classroom instruction.” T3 said:
It is important to see examples of what what an IB School looks like, and to observe the
day-to-day running of the school, and to observe what the campus looks like, for
example, what do they have on the walls, and what are the expectations, and what does
instruction look like in the classroom, and what does the curriculum and assessment look
like?
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T4 said:
The best way to learn is by exposure. School visits to other IB school sites would help
teachers learn what they need to know and what they are supposed to do, and the best
way to learn how to do something is to observe someone else doing it.
T5 said:
Attending one training session is not enough. We need to know if we are providing
instruction correctly. If there is an IB school that is receiving accolades and recognition
for doing it correctly, it can only benefit us, by observing other IB sites.
T6 said, “Professional development at IB sites would be helpful to teachers so that they can
fulfill the IB curriculum requirements at their school site.”
Interview findings. The teachers were asked to describe the type of organizational
support that would be needed to implement the IB program. All of the teachers stated that
planning time is the support that is needed to implement the IB MYP, and the reason that
teachers need time for planning is because the IB is newly developed, therefore, in the beginning,
all of the teachers need to be given time to collaborate and plan together.
Question 12: What type of organizational support do you believe would be needed to
implement the IB program? (Organizational) T1 said, “I believe that we need more training, to
be sent to other IB schools to see models of what IB looks like and to see the program in action,
and all other IB materials.” T2 said:
Instructional support by the organization should allow planning time for teachers because
the IB Program is being built from nothing. We need time to meet together by grade
level, and by subject matter, and we need to collaborate and align the IB to state
standards.
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T3 said, “Organizational support is needed and someone should be assigned to oversee the IB
implementation. Also the IB should be offered in elementary and secondary school.” T4 said,
“Teachers need to have professional development time to be trained and allowed to visit other IB
schools in their assigned content and subject areas.” T5 said:
Teachers need time to meet and work out the requirements of the IB as a team and
perhaps an on-site advisor who is solely focused on IB implementation should visit the
school on a regular basis to provide support and coaching and training, and answer
questions about IB instruction.
T6 said, “The organization should follow up to ensure that the program is being implemented.”
Observation. No observations were made for this influence.
Document analysis. No document analyses were made for this influence.
Summary. The teachers’ responses to the influence, teachers will need to have time to
collaborate to infuse the principles of the IB Learner Profile into instruction and have time to
visit and observe other IB MYP schools, revealed that 100% of teachers stated that they need
support from the organization to have time for planning and collaboration to implement the goals
of the IB. Teachers also expressed that support from someone who is assigned to oversee the IB
sites, who could visit IB schools daily, and to teach the staff about IB, could support teachers’
needs and coordinate the successful implementation of the IB program.

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Summary of Validated Influences
Tables 5, 6, and 7 show the knowledge, motivation and organization influences for this
study and their determination as a need.

Table 5
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influences Need
Factual
Teachers need to know the data
information that shows a need for school
improvement.
Provide information to teachers on
educational and administrative policies,
political referendums, federal and state laws
that have facilitated school improvement.
Conceptual
Teachers need to know the IB MYP
theories and models to improve the
educational environment for learning.
Provide teachers with training in the IB MYP
theories and reflective practice for
improvement.
Procedural
Teachers need to know how to make
instructional decisions in alignment with
IB MYP curriculum.
Provide teachers with a job-aid flow chart to
delineate the principles of IB MYP
instruction.

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Table 6
Motivation Assets or Needs as Determined by the Data
Assumed Motivation Influences Need
Utility Value
Teachers need to believe in the utility
value of the IB MYP curriculum to
improve instruction.
Provide teachers examples regarding the
usefulness of the IB MYP strategies.
Self-Efficacy
Teachers need to believe in their ability
to effectively deliver IB MYP
instruction.
Provide instruction, guided practice, and
immediate feedback to improve delivery of
instruction.

Table 7
Organizational Assets or Needs as Determined by the Data
Assumed Organizational Influences Need
Cultural Model Influence 1
There needs to be a general acceptance
and willingness to align the delivery of
instruction to the instructional practices
of the IB MYP curriculum framework.
Provide professional development to change
instructional practices to achieve
organizational goals.
Cultural Model Influence 2
Establish trust to implement the
curriculum framework of the IB MYP.
Establish a culture of trust to eliminate
barriers that could inhibit the implementation
of the IB MYP curriculum framework.
Cultural Setting Influence
Teachers will need to collaborate to
infuse the principles of the IB Learner
Profile into instruction.
Provide support, planning time, and
availability of resources.

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Chapter 5 will provide recommendations for practice based on data and literature, and
will include recommendations for an integrated implementation of the IB MYP and an
evaluation plan.

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CHAPTER 5
SOLUTIONS AND INTEGRATED IMPLEMENTATION AND EVALUATION PLAN
Purpose of the Project
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation and organizational influences that interfere with the implementation of the
International Baccalaureate Middle Years Program at “W” Middle School. The IB MYP
curriculum promises to provide opportunities for teachers and students to engage in inquiry-
based learning, and prepare students to be able to compete in a global society by providing
courses in engineering and technology, foreign language, visual and performing arts, and
develop and launch community service projects.
Organizational Context and Mission
The achievement gap has become a focal point of education reform. This dissertation
was focused on one Southern California school district, and its effort to close the achievement
gap. The “CD” School District Board of Trustees passed legislation to transform secondary
schools from low-performing to high-performing schools by means of implementing the
research-based International Baccalaureate Program to change the delivery of instruction. This
dissertation focused on the knowledge, motivation and organizational structures needed to
accomplish the goals of the “CD” school district to provide professional development and
resources to teachers to provide instruction utilizing the IB curriculum framework. The rationale
to provide IB MYP professional development and training to teachers at “W” Middle School was
to initiate a practice for school improvement, to meet the requirements of ESSA by providing a
curriculum that utilized research-based delivery of instruction to students in secondary schools,
and to narrow the achievement gap.
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The influences for this study included research literature that discussed what would be
needed to transform the instructional curriculum of an underperforming school into that of the
globally recognized International Baccalaureate Middle Years Program. The types of knowledge
that were discussed in this study focused on the behavioral theories and objectives teachers
needed to accomplish the transformation and recommendations to improve the educational
environment by the organization. This research utilized the qualitative research method to
interview teachers who received IB professional development to provide feedback. This
research also included discussion about the types of knowledge and skills that provide what is
needed for teacher knowledge and motivation (Clark & Estes, 2008). This research also
discussed the importance for organizations to determine the level of knowledge and skills of their
employees in order for effective change to occur (Clark & Estes, 2008). This research also
discussed the mental effort that was required to accomplish goals, including the motivation that
influenced the decision to work towards achieving organizational goals, the perseverance to
continue working toward achieving goals until they are accomplished, and the investment of
mental effort that was required in order to complete work. This research discussed the support
that should be provided by the organization, and that was needed in order for employees to
perform, because if there is a lack of support in the area of equipment needed to perform tasks,
inadequate resources, or outdated policies, procedures or training, organizational goals will not
be accomplished (Clark & Estes, 2008). This research discussed the process and strategies that
were used to achieve school improvement taken by the CD school district in an attempt to align
with ESSA requirements by offering the IB MYP curriculum to students at “W” Middle School.

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Table 8
Organizational Mission and Organizational Performance Goal
Organizational Mission
The organizational mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of southern California.
Organizational Performance Goal
By August 2019, “W” Middle School will provide IB MYP professional development to
teachers and the IB MYP curriculum framework will be taught to the student population.

Description of Stakeholder Groups
The student demographic at “W” Middle School is 85% Hispanic, 10% African-
American, and 5% Pacific Islander. In order to meet the educational needs of students and to
address the problem of under-achievement, on February 9, 2016, the CD Board of Trustees
entertained a presentation about the International Baccalaureate Middle Years Program, a
recommendation as a vehicle for school improvement by the district’s administrative leaders and
teachers. The IB MYP curriculum encourages students across the world to become active,
compassionate, and lifelong learners who understand that other people, with their differences,
can also be right (IBO, 2008a). The IB MYP states that IB learners strive to become “inquirers,
receive international education, values and attitudes, become knowledgeable, thinkers,
communicators, principled, open-minded, caring, risk-takers, balanced and reflexive” (IBO,
2008a, p. 5). The IB MYP is described as a respected approach to offering a world-class,
internationally-recognized educational process.
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Goals of the Stakeholder Group for the Study
Teachers will be the stakeholder group for this study. The IBO mission statement
describes the responsibility of teachers as follows:
The responsibility of educators is no longer just to prepare good mathematicians, good
biologists or good historians. The mission of schools is to prepare young people—
decision makers of tomorrow—to live in a complex multicultural society undergoing a
rapid process of change and opening up a new world order . . . Even more important is
the acquisition of attitudes in the learning process in a context of cultural exchanges.
(IBO, 2008b, p. 12).
Teachers were the stakeholder group for this performance goal because they are the
group that provide direct instruction to students at “W” Middle School. The teachers were also
selected as the stakeholder group for this study because they have the job task and responsibility
to teach the CCSS curriculum for the state of California. Instruction in California K-12 public
schools is delivered by educators who serve all of California’s diverse students as directed by the
California Commission on Teacher Credentialing (2017).

Table 9
Goals of the Stakeholder Group for the Study
Stakeholder 1 Goal Stakeholder 2 Goal Stakeholder 3 Goal
By August 2019, the
teachers at “W” Middle
School will receive
professional development
to implement the IB MYP
curriculum.
By August 2019,
“W” Middle School,
will provide the IB
MYP curriculum
framework.
By August 2019, the students at “W”
Middle School will engage in inquiry-
based learning, and preparation to
compete in a global society by courses
in engineering and technology, foreign
language, visual and performing arts.

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Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. Table 10 shows analysis and will begin by generating a list of possible, or
assumed, interfering influences that will be examined systematically to focus on actual or
validated interfering influences. While a complete gap analysis would focus on all stakeholders,
for practical purposes the stakeholder group focused on in this analysis are teachers.
The first gap that is an assumed knowledge influence is factual knowledge. According to
research, factual knowledge is needed to accomplish tasks (Anderson & Krathwohl, 2001). The
second gap that is an assumed knowledge influence is conceptual knowledge. The teachers need
conceptual knowledge to discover theories and models of educational philosophy, including
specific details and elements (Krathwohl, 2002). The third assumed knowledge gap is
procedural knowledge, that is criteria to determine knowing when to implement correct
procedures in alignment with goals (Krathwohl, 2002).

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Table 10
Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Validated
as a Gap?
Yes, High
Probability
or No?
(V, HP, N)
Priority?
Yes, No
(Y, N)
Principle and
Citation
Content-Specific
Recommendations
(D) Teachers
need information
data and
education
policies that
facilitate school
improvement.
Validated Yes Factual knowledge
is needed to
increase knowledge
to accomplish
strategic tasks
(Anderson &
Krathwohl, 2001).
Provide information to
teachers on educational
and administrative
policies, political
referendums, federal and
state laws that have
facilitated school
improvement.
(C) Teachers
need to know IB
MYP theories to
improve the
educational
environment for
learning.
Validated Yes Conceptual
knowledge is
needed to discover
theories of
educational
philosophy,
including specific
details and elements
(Krathwohl, 2002).
Provide teachers with
training in the IB MYP
theories and reflective
practice for
improvements.
(P) Teachers
need to know
how to make
instructional
decisions in
alignment with
IB MYP
curriculum.
Validated Yes Procedural
knowledge is
criteria that can be
utilized to increase
knowledge through
demonstration, and
feedback for
procedures in
alignment with
goals (Krathwohl,
2002).
Provide teachers with a
job-aid flow chart to
delineate the principles of
IB MYP instruction. The
steps of a job-aid for
teachers, such as a flow-
chart, would provide
answers to teachers
questions regarding
instructional goals.

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Factual knowledge solution. The results and findings of this study reveal that teachers
need information data about education policies that facilitate school improvement. Teachers
need to be provided information that reflects the status of their students, such as reports
concerning chronic absenteeism, suspension rates, English Learner progress, and English
Language Arts and mathematics state assessment results. A recommendation based on
information processing theory has been shown to close this declarative knowledge gap. Factual
knowledge is needed to accomplish strategic tasks (Anderson & Krathwohl, 2001). Factual
knowledge includes obtaining an understanding of terminology, specific details, and relevant
elements necessary to provide comprehension (Krathwohl, 2002). Specific behavioral objectives
for learning need to be identified (Daly, 2006). The recommendation is to provide information
to teachers on educational and administrative policies, political referendums, federal and state
laws that have facilitated school improvement, and school site state assessment results (Clark &
Estes, 2008).
Conceptual knowledge solution. Teachers need to know IB MYP theories to improve
the educational environment for learning. Table 10 shows the results and findings of this study
reveal that the teachers need to know the IB MYP theories to improve the educational
environment for learning. A recommendation based on theory of conceptual knowledge implies
that teachers need IB MYP classroom management strategies utilized to facilitate the concepts
for learning (Tuckman, 2006). Conceptual knowledge is needed to discover theories of
educational philosophy, including specific details and elements (Krathwohl, 2002). In order to
close this gap, research shows that teachers need professional development to discover theories
of educational philosophy, including specific details and elements (Krathwohl, 2002). The
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recommendation is to provide teachers with training in the IB MYP theories and reflective
practice for improvements.
Procedural knowledge solution. Table 10 shows the results and findings of this study
reveal that teachers need to know how to make instructional decisions in alignment with the IB
MYP curriculum. Procedural knowledge is encompassed within the six foundational processes
of cognitive processing, including to remember, understand, apply, analyze, evaluate, and create
(Mayer, 2011). Procedural knowledge is criteria that can be utilized for knowing when to
implement correct procedures in alignment with goals (Krathwohl, 2002). A recommendation
based on procedural knowledge theory is offered here to close this procedural knowledge gap.
Research shows that meaningful learning occurs when learners participate in specific cognitive
processing, for example, organizing information into relevant material (Mayer, 2011). The
recommendation then is to provide teachers with a job-aid flow chart to delineate the principles
of IB MYP instruction. The steps of a job-aid for teachers, such as a flow-chart, would provide
answers to the teachers’ questions regarding instructional goals.
Motivation Recommendations
Introduction. Table 11 shows assumed motivation influences that were validated as a
gap or have a high probability of being validated as a gap. The influences have been prioritized
by those having the most impact. Recommendations for those influences are based on
theoretical principles.

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Table 11
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence
Validated as
a Gap?
Yes, High
Probability,
or No
(V, HP, N)
Priority?
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
Utility Value —
Teachers need to
believe in the
utility value of
the IB MYP
curriculum to
improve
instruction.
Validated Yes Utility Value is
determined by the
expected benefits and
the expected cost to
perform the activity
(Studer & Knecht,
2016).
Provide teachers with
opportunities to dialog
regarding the
importance of the IB
MYP curriculum.
Self-Efficacy —
Teachers need to
believe in their
ability to
effectively
deliver IB MYP
instruction.
Validated Yes Self-efficacy is
enhanced by credible
communication and
feedback for
motivation (Bandura,
1982).
Provide instruction,
guided practice, and
immediate feedback
on improving their
delivery of instruction.

Utility value: teachers need to believe that the IB MYP has utility value to improve
the delivery of their instruction. Utility value is determined by the expected benefits and the
expected cost to perform the activity (Studer & Knecht, 2016). Research shows that motivation
for performing a given activity is determined by the expected benefits and the expected cost to
perform the activity (Studer & Knecht, 2016). Teachers will need to utilize strategies to manage
motivation, time, and new curriculum (Dembo & Eaton, 2000). The recommendation is to
provide teachers opportunities to collaborate, observe, organize, and to be encouraged regarding
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the usefulness of improving the delivery of instruction by utilizing the IB MYP instructional
strategies.
Teachers need motivation to learn the required curriculum framework. Teachers will
need to examine student data, and evaluate their own self-knowledge to decide the utility value
of their participation in learning the curriculum framework. Research also shows that motivation
is needed for teachers to be able to move forward, to keep moving, and initiate the amount of
effort that will be needed to accomplish tasks (Clark & Estes, 2008). Therefore, teachers need
opportunities to observe instruction at nearby IB MYP schools to be encouraged regarding the
usefulness of utilizing the IB MYP instructional strategies.
Self-efficacy: teachers need to believe in their ability to effectively deliver IB MYP
instruction. Self-efficacy is enhanced by credible communication and feedback for motivation
(Bandura, 1982). Teachers need to believe in their ability to effectively deliver IB MYP
instructional strategies as research suggests there is a need to examine and evaluate self-efficacy
(Bandura, 1982). The recommendation is to provide instruction, guided practice, and immediate
feedback on improving their delivery of instruction. Researchers have defined motivation as an
important factor in learning that includes three factors: active choice, persistence, and mental
effort (Clark & Estes, 2008).
There is a need to examine and evaluate attitudes about perceptions to determine the
reasons for the low achievement of students (Rueda, 2011). Research shows that specific
feedback regarding competence and self-efficacy targeted on the development of ability,
expertise, and skill, builds motivation and leads to teacher confidence (Pintrich, 2003).
Therefore, instruction, guided practice, and immediate feedback on improving delivery of
instruction needs to be provided.
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Organization Recommendations
Introduction. Table 12 shows a summary of assumed or possible organizational
influences and recommendations based on research by Clark and Estes (2008). The assumed
influences listed below were validated as a gap. The assumed influences have been prioritized
and selected because they have the most impact. Effective change ensures the group knows why
it needs to change. It then addresses organizational barriers, and then knowledge and skills
needs (Clark & Estes, 2008). Effective change efforts ensure that all key stakeholders’
perspectives inform the design and decision-making process leading to the change (Clark &
Estes, 2008). Effective change efforts ensure that everyone has the resources (equipment,
personnel, time, etc.) needed to do their job, and that if there are resource shortages, then
resources are aligned with organizational priorities (Clark & Estes, 2008).

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Table 12
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence
Validated
as a Gap?
Yes, High
Probability,
No
(V, HP, N)
Priority?
Yes, No
(Y, N) Principle and Citation
Context-Specific
Recommendation
There needs to be
a general
acceptance to
change the
delivery of
instruction to the
instructional
practices of the
IB MYP
curriculum
framework.
Validated Yes Effective change
ensures the group
knows why it needs to
change. It then
addresses
organizational barriers
and then knowledge
and skills needs (Clark
& Estes, 2008).
Provide informational
meetings for
stakeholders that
explain the goals and
expectations of
ESSA.
Establish trust to
implement the
curriculum
framework of the
IB MYP.
Validated Yes Effective change
efforts ensure that all
key stakeholders’
perspectives inform
the design and
decision-making
process leading to the
change (Clark & Estes,
2008).
Provide transparency
and opportunities for
teachers to participate
in policy
development,
organizational culture
beliefs,
organizational values,
and priorities.
Teachers will
need to
collaborate to
infuse the
principles of the
IB Learner
Profile into
instruction.
Validated Yes Effective change
efforts ensure that
everyone has the
resources (equipment,
personnel, time, etc.)
needed to do their job,
and that if there are
resource shortages,
then resources are
aligned with
organizational
priorities (Clark &
Estes, 2008).
Arrange time for
teachers to observe
instruction at IB
MYP schools.
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Policies. There needs to be a general acceptance to change the delivery of instruction to
the instructional practices of the IB MYP curriculum framework. Organizational effectiveness
increases when leaders are trustworthy and, in turn, trust their team. The organization needs to
establish trust to implement the curriculum framework of the IB MYP. Effective change ensures
the group knows why it needs to change. It then addresses organizational barriers and then
knowledge and skills needs (Clark & Estes, 2008). Organizational effectiveness increases when
leaders facilitate creative and collaborative problem solving. According to research, adult
learners resist learning when they feel others are imposing information, ideas or actions on them
(Fidishun, 2000). Research shows that effective change efforts ensure that all key stakeholders’
perspectives inform the design and decision-making process leading to the change (Clark &
Estes, 2008). It is paramount to include stakeholders in the process of change as research has
shown that a strong organizational culture controls organizational behavior and can block an
organization from making necessary changes for adapting to a changing environment (Schein,
2004). The recommendation for the organization is to provide transparency and opportunities for
teachers to participate in policy development, organizational culture beliefs, organizational
values, and priorities. For example, the organization should formulate sub-committees with
teacher representatives to discuss expectations and provide feedback regarding policy and the
process of change in the curriculum framework.
Establish trust to implement the curriculum framework of the IB MYP. Collaboration
between the organization and stakeholders involves transparency. The organization should
ensure that participants engaging in reflective work have complete and accurate information
about the topic for discussion, are free from bias, and meet in an environment of acceptance,
empathy, and trust (Mezirow, 1997, 2000).
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Teachers will need to collaborate to infuse the principles of the IB Learner Profile into
instruction. In order to facilitate engagement in discussions regarding policy and culture, the
organization should gather input from stakeholders during times of change to involve them in the
process (Lewis & Hurd, 2011). Effective change efforts ensure that everyone has the resources
(equipment, personnel, time, etc.) needed to do their job, and that if there are resource shortages,
then resources are aligned with organizational priorities (Clark & Estes, 2008). Additionally, the
organization must use effective communication strategies to build and maintain positive
relationships with employees (Denning, 2005). Opportunities for teachers to observe instruction
at IB MYP schools needs to be arranged. Research shows that effective leaders use storytelling
to communicate the organization’s mission, vision and goals to its members and stakeholders.
Processes. Table 13 shows that there needs to be a general acceptance to change the
delivery of instruction to the instructional practices of the IB MYP curriculum framework. The
organizational performance goal for improvement is that “W” Middle School will provide IB
MYP professional development to the teachers to implement the IB MYP curriculum framework
to students in secondary grades six through eight to IB MYP schools in the district. The solution
is based on the theory that organizational effectiveness increases when leaders identify,
articulate, and focus the organization’s efforts on and reinforce the organization’s vision, they
lead from the why (Clark & Estes, 2008). Effective change ensures the group knows why it
needs to change. It then addresses organizational barriers and then knowledge and skills needs
(Clark & Estes, 2008). According to research, focusing the work on the school’s vision was
correlated with improvements in student learning (Marzano, McNulty, & Waters, 2003).
Research also shows that adults are more motivated to participate and learn when they see the
relevance of information, a request, a task (the “why”) to their own circumstances (Knowles,
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1980). The organization should provide informational meetings for stakeholders that explain the
goals and expectations of ESSA, including the rationale for utilizing the IB MYP curriculum for
school improvement. For example, specific organization presentations about the IB MYP
curriculum could occur for “W” Middle School along with other selected school sites during
scheduled staff development meetings to inform teachers about the goals of the organization.
Research has shown that education administrators must have leadership skills to be able
to communicate with stakeholders to provide information regarding the goals and objectives of
the organization (Bullis et al., 2016). The ESSA provides educational organizations the
autonomy to state how they will provide equity in education. Research shows that effective
leaders understand the intricacies of organizational communication and that they are
knowledgeable about the use of effective communication skills to facilitate change and enhance
organizational capacity (Conger, 1991; Fix & Sias, 2006; Lewis & Hurd, 2011).
Cultural models. Support provided by the organization is key in order for employees to
perform. If there is a lack of support in the area of equipment needed to perform tasks,
inadequate resources, or outdated policies, procedures or training, organizational goals will not
be accomplished. Teachers will need to have time to collaborate to infuse the principles of the
IB Learner Profile into instruction and have time to visit and observe other IB MYP schools.
Research shows that learning tasks that are similar to those that are common to the individual’s
familiar cultural settings will promote learning and transfer (Gallimore & Goldenberg, 2001).
Research also shows that effective change efforts ensure that everyone has the resources
(equipment, personnel, time, etc.) needed to do their job, and that if there are resource shortages,
then resources are aligned with organizational priorities (Clark & Estes, 2008).
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The recommendation is that the organization should arrange time for teachers to observe
instruction at IB MYP schools. For example, the district could reach out and collaborate with
other IB MYP schools to facilitate visits to observe by teachers.
The organization will need to ensure that teachers are able to observe and facilitate the
instructional leadership practice implemented in IB MYP (Resnik, 2012). Teachers need to have
time to observe IB MYP school sites that utilize the IB MYP Learner Profile school-wide. To
accomplish this task, the organization should procure substitutes to provide opportunities for
teachers to visit other IB MYP school sites.
The recommendation is that the organization will ensure that instructional leadership
practice includes coordination and communication with participating school sites to develop a
plan of action and timeline including the appropriate protocols and logistics to schedule and
initiate field trips for teachers to visit other nearby IB MYP school sites.
Integrated Implementation and Evaluation Plan Summary
Implementation and Evaluation Framework
The New World Kirkpatrick Model will be utilized to evaluate the integrated
implementation and evaluation plan for this study. The purpose for the use of New World
Kirkpatrick Model evaluation tool is to improve the program, to maximize transfer of learning to
behavior and other desired organizational results, and to show the value of training to the
organization (Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick Model evaluation
tool utilizes four levels to measure the effectiveness of a professional development or training.
The focus of Level 1 — Reaction, is the degree to which the participants enjoy the training and
find it useful. The tenets of Level 1 include customer satisfaction, engagement, and relevance.
The focus of Level 2 — Learning, is the degree to which the participants obtain the knowledge,
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skills, attitude, confidence and commitment developed as a result of the training. The focus of
Level 3 — Behavior, is the degree to which the participants apply what they learned during the
training when they are back at work. The focus of Level 4 — Results, is the degree to which the
targeted outcomes occur as a result of the training, support, and accountability (Kirkpatrick &
Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The organizational mission is to close the achievement gap for the CD school district. To
this end, the IB MYP research-based program was presented to the board as a potential school
improvement practice on June 30, 2016, during a board of education meeting. The IB MYP
works with schools, governments, and international organizations to develop challenging
programs of international education and rigorous assessment. The CD School Board of Trustees
took action to approve the funding to purchase the IB MYP fees for candidacy applications for
three school sites, and the focus of this study is “W” Middle School. In addition to providing the
Common Core State Standards (CCSS), by the end of 2019 the CD school district will provide
the IB MYP to 100% of the student population at “W” Middle School. The IB MYP curriculum
includes measuring academic achievement by delivery of instruction that directs students to
increase capacity through inquiry and reflection. By August 2019, “W” Middle School will
provide IB MYP professional development to teachers and administrators; the IB MYP
curriculum framework will be taught to the student population at IB MYP schools in the district.
By August 2019, the teachers at “W” Middle School will receive professional
development to implement the IB MYP curriculum. By August 2019, “W” Middle School will
provide the IB MYP curriculum framework, and become an authorized IB MYP school site. By
August 2019, the students at “W” Middle School will engage in inquiry-based learning, and
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preparation to compete in a global society by courses in engineering and technology, foreign
language, visual and performing arts, and development and launch community service projects.
Teachers were the stakeholder group for this study. The IBO mission statement describes
the responsibility of teachers as follows:
The responsibility of educators is no longer just to prepare good mathematicians, good
biologists or good historians. The mission of schools is to prepare young people—
decision makers of tomorrow—to live in a complex multicultural society undergoing a
rapid process of change and opening up a new world order . . . Even more important is
the acquisition of attitudes in the learning process in a context of cultural exchanges.
(IBO, 2008b, p. 12).
The organizational mission and goal is to meet the federal requirements of ESSA. The
expectation of ESSA is that school administrators and teachers are no longer limited to the
preparation of students to become proficient in the Common Core State Standards, English
Language Arts, mathematics, history and science. There are components of the ESSA that
require underperforming students to be taught to develop a mindset that will support them to be
able to graduate from high school, and to become prepared for college and career readiness.
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation and organizational influences that interfere with the implementation of the
International Baccalaureate Middle Years Program at “W” Middle School. The expectations of
the results of the recommendations offered in this study are intended to chronicle the
organizational change that occurred at “W” Middle School and reveal the journey of teachers
who shared their perceptions of the implementation and change in the curriculum framework.
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Level 4: Results and Leading Indicators
The short-term observations and measurements that indicate whether the teachers are
achieving the desired results are shown in Table 13.

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Table 13
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
“W” Middle School will complete the application
process to be recognized as an International
Baccalaureate Middle Years Program (IB MYP)
Candidate School.
Master Schedule Master schedule submitted
to the office of the
principal
The IB MYP will provide courses and opportunities for
students to engage in rigorous and relevant inquiry-
based learning and prepare 21st century students for
the global society.
Master Schedule Master schedule submitted
to the office of the
principal
The organization will provide support for the
implementation of IB MYP.
Board Report Funding approved by the
governing Board of
Trustees
Teachers will attend Professional Development
Conferences such as IB Training, that provide
scientifically-based research strategies for improving
achievement or substantially increasing the knowledge
and skills of teachers and integrate technology in core
areas English, mathematics, science and history/social
science and electives, such as foreign language,
technology and engineering, art, drama, and music.
Number of teachers
who attend
Professional
Development
Conferences
Professional Development
Conference applications
approved by the Board of
Trustees
Frequent communication with organization
administrators and other MYP schools in the district to
receive program status.
Number of emails
tracked between
administration and IB
MYP schools
Utilize a leadership agenda
and meeting notes
Internal Outcomes
Integrate IB MYP approaches to learning into each
subject, ensuring connections integrate between
different subjects.
Number of approaches
integrated
Reserve a portion of the
staff development for
collaborative planning
meeting times and/or
during vertical and
horizontal meeting
planning time to address
this objective
Incorporate differentiation for students’ learning needs. Number of
differentiated lesson
plans submitted
Collaborate with teachers
to apply IB MYP strategies
to meet all the needs of all
students
Implement the IB learner profile for every student. Number of students
who have an IB
learner profile
Discuss specific IB
Learner Profile traits in
unit planning and
classroom conversations

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Level 3: Behavior
Critical behaviors. The key critical behaviors that teachers should demonstrate to
achieve the desired outcomes are shown in Table 14.

Table 14
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Teachers will collaborate to develop IB
MYP instructional unit plans.
Number of IB
MYP lesson plans
IB Lesson
plans
Monthly
Teachers will guide students to develop
their IB Learner Profile.
Number of IB
Learner Profiles
IB Learner
profiles
Semester,
Monthly
Teachers will guide students toward
inquiry-based reflection about their
learning.
Number of
Journal entries
IB Journal
entries
Semester,
Monthly

Required drivers. The knowledge, motivation, and organizational influences that are
necessary to drive the desired outcomes are shown in Table 15.

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Table 15
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Provide information to teachers on educational and
administrative policies, political referendums, federal and
state laws that have facilitated school improvement.
Ongoing 1, 2, 3
Provide teachers with training in the IB MYP theories and
models, reflective practice for improvements.
Ongoing 1, 2, 3
Provide teachers with a job-aid flow chart to delineate
procedures that show procedural solutions that include
demonstration, feedback, and reflective practice for IB
MYP curriculum instruction.
Ongoing 2, 3, 4
Encouraging
Provide teachers opportunities to organize, and to be
encouraged regarding the usefulness of IB MYP strategies
that they have learned.
Ongoing 2, 3
Rewarding
Provide instruction, guided practice, and immediate
feedback on improving their delivery of instruction.
Ongoing 2, 3, 4
Monitoring
Provide informational meetings for stakeholders that
explain the goals and expectations of ESSA.
Ongoing 1, 2, 3
Provide transparency and opportunities for teachers to
participate in policy development, organizational culture
beliefs, organizational values, and priorities.
Ongoing 2, 3, 4
Arrange time for teachers to observe instruction at IB MYP
schools.
Ongoing 2, 3, 4

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Organizational support. In order for the plan to hold the organization accountable, it is
imperative that the organization implement the following solutions. The recommendations
included in the organization table indicate how the organization will support the teachers’ critical
behaviors. For example, the organization will need to provide informational meetings for
teachers that explain the goals and expectations of the ESSA. The organization will need to
provide transparency and opportunities for teachers to participate in policy development,
organizational culture beliefs, organizational values, and priorities. Finally, the organization will
need to arrange a time for teachers to observe instruction at IB MYP schools.
Level 2: Learning
Learning goals. It is important that teachers have information about their students.
Teachers need to have access to reports of the attendance rates of students, chronic absenteeism,
and middle school drop out. Teachers will need to integrate the course offerings in the master
schedule. Teachers will need to disaggregate the current district English Language Arts,
mathematics, and writing student assessment data results. Teachers will need to be able to
access student Lexile levels. The learning goals for teachers are listed as follows.
1. Teachers will interpret the tenets of the IB Learner Profile. (K)
2. Teachers will be able to utilize the IB MYP rubric. (M)
3. Teachers will determine their expected outcomes for lesson design in alignment with
CCSS and the approved district resources, textbooks and technology. (P)
4. Teachers will develop their ideas to create IB MYP Unit Plans with colleagues. (P)
5. Teachers will compare IB MYP inquiry strategies with colleagues. (P).
6. Teachers will measure and monitor the impact of instruction. (M)
7. Teachers will create IB MYP reflection strategies with colleagues. (P)
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8. Teachers will discuss the results of collaboration. (M)
9. Teachers will transform the delivery of instruction to the IB MYP curriculum
framework. (M)
10. Teachers will improve delivery of instruction and become IB MYP certified
instructors. (M)
Program. The recommendation for the organization that will support the achievement of
learning goals for the teachers is as follows. The goals listed in the previous section will be
presented at the beginning of the school year. Prior to the first day of school, the principal will
schedule the IB MYP activity during a half-day staff development training session for teachers.
The principal will motivate the teachers by reminding them of their commitment to “W” Middle
School students by reiterating the goals of the district, and the importance of the delivery of their
instruction. The principal will briefly share the tenets of the IB Learner Profile. Additionally,
the principal will provide teachers with a poster-size job-aid that lists the tenets of the IB Learner
Profile. The principal will direct teachers to post the poster inside of their classrooms in a
conspicuous location.
The principal will introduce three to four teacher leaders to the group who have received
IB MYP training. The teacher leaders should represent core subject areas, such as English and
language arts, mathematics, science, history/social studies, and electives such as foreign
language, technology and engineering, art, drama, and music. The teacher leaders will facilitate
the staff development presentation featuring the IB MYP learning goals for their colleagues. The
objective of the presentation is for teachers to deliver the IB MYP curriculum and instruction to
their students. The learning goals will be presented to teachers using media such as video or
PowerPoint, in a whole-group setting. To ensure clarification of the learning goals, after the
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presentation the principal and teacher leaders will provide an opportunity for teachers to ask
questions.
The teachers will continue training by moving into groups by content area. The teachers
will need to have student data reports. The focus of the data should be for current and incoming
students in grades six through eight. In groups delineated by grade level, teachers will analyze
current and incoming student data results. Teachers will disaggregate the data utilizing the
Common Core State Standards (CCSS) for student achievement. The rationale for use of CCSS
data is to show the current level of student mastery in core subject areas.
In designated groups, teachers will share their ideas for IB MYP unit plans. The teachers
will develop lesson design in alignment with CCSS and the approved district resources,
textbooks and technology. Teachers will transform the delivery of their instruction to the IB
MYP curriculum framework. Teachers will share their ideas and discuss how to measure and
monitor the impact of their instruction through IB MYP inquiry and reflection strategies.
Teachers will need to become IB MYP certified instructors. The principal and teacher leaders
will visit each group and pass out poster paper and markers to record the ideas generated by the
group. The principal and teacher leaders will entertain and answer questions for clarity.
The closing activity will involve all participants by asking groups to share and report out
on their findings. The principal and teacher leaders will record the information. All of the
information gathered will be put into the appropriate format for IB MYP learning goals meeting
minutes and archived for documentation. Additionally, all teachers will receive a copy of the
meeting minutes that will serve as a job aid. The job aid will provide guidance for teachers to
implement instruction. The meeting minutes should also be electronically archived as an IB
MYP toolkit resource.
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Evaluation of the components of learning. Table 16 provides the methods and
activities that will be used to evaluate the components of learning. The purpose is to provide
data to gauge the effectiveness of presenting the learning goals of the program. The activities are
categorized as Declarative Knowledge, Procedural Skills, Attitude, Confidence, and
Commitment. Teachers will participate in activities after the presentation of learning goals by
teacher leaders. A New World Kirkpatrick model Level 1 evaluation tool will be given to gauge
the components of learning that will be completed individually by each teacher participant
immediately after presentation of the IB MYP Staff Development training. In 30 days, the New
World Kirkpatrick Level 2 evaluation tool will be given to teacher participants to measure the
effectiveness of the IB MYP Staff Development training.

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Table 16
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge — “I know it.”
Knowledge check — teachers need to have access to reports to know of the
attendance rates of students, chronic absenteeism, middle school drop-outs.
During and
after
Knowledge check — teachers need to know where to integrate the course offerings
in the master schedule.
During and
after
Think in pairs and share out with everyone — teachers will need to disaggregate the
current data to know district English Language Arts, mathematics, and writing
student assessment data results.
During and
after
Knowledge check — teachers will need to know how to access student Lexile
levels.
During and
after
Procedural Skills — “I can do it right now.”
Scenarios — teachers will role play to be able to explain the IB MYP rubric. During and
after
Checklist — teachers will discuss their expected outcomes for lesson design in
alignment with CCSS and the approved district resources, textbooks and
technology.
During and
after
Attitude — “I believe this is worthwhile.”
Discussion — teachers will share their ideas to create IB MYP Unit Plans. During and
after
Discussion — teachers will talk about IB MYP inquiry strategies. During and
after
Confidence — “I think I can do it on the job.”
Discussion in groups — teachers will discuss the transformation of the delivery of
instruction to the IB MYP curriculum framework.
During and
after
Q & A — teachers need to measure and monitor the impact of instruction. During and
after
Commitment — “I will do it on the job.”
Action plan — teachers need to develop IB MYP reflection strategies. During and
after
Self reports of their progress — teachers will need become IB MYP certified
instructors.
During and
after

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Level 1: Reaction
Table 17 provides the components to measure reactions to the program through the New
World Kirkpatrick Model. The components are engagement, relevance, and customer
satisfaction (Kirkpatrick & Kirkpatrick, 2016). The first component of engagement will utilize a
mini quiz/check that will consist of two questions to gauge the level of teacher knowledge. The
second component of engagement will ask teachers to respond to a quick-write by listing three
things that they want to know about the IB MYP. The first component of relevance will be a
group pulse check via discussion. The second component of relevance will be a think, pair,
share activity that will ask teachers to explain the tenets of the IB MYP Learner Profile. The
first component of customer satisfaction will direct teachers to participate in focus groups to
discuss the results of collaboration. The second component of customer satisfaction will ask
teachers to respond to a quick-write by listing three things they have learned that will improve
instruction.

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Table 17
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Knowledge mini quiz/check pre-test During and after
Quick-write three things you want to know During and after
Relevance
Pulse check via discussion During and after
Think, pair, share to explain the tenets of the IB Learner Profile During and after
Customer Satisfaction
Focus group to discuss the results of collaboration. During and after
Quick-write three things you have learned that will improve your
instruction.
During and after

Evaluation Tools
Immediately following the program implementation. Appendix B provides an
evaluation tool that shows the Components to Measure Reaction to the Program. In order to
generate data to determine the level of effectiveness of the IB MYP Staff Development training,
teachers will be asked to complete a training evaluation survey/questionnaire. The reasons why
training programs need to be evaluated are to improve the program, to maximize transfer of
learning to behavior and subsequent organizational results, and to demonstrate the value of
training to the organization (Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick
Model evaluation tool begins with Level 1 — Reaction, which features three tenets. The first is
Engagement, which is the degree that participants are actively engaged in the training. The
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second is Relevance, the level to which the participants in the training are able to apply what
they learned on the job. The third is Customer Satisfaction, which is the participant’s measure of
satisfaction with the training (Kirkpatrick & Kirkpatrick, 2016). The Level 1 — Reaction
evaluation instrument created for this research is as follows. The Evaluation Instrument outlines
Engagement as completion of practice scenarios. The method for Engagement is that teachers
will role-play to explain the IB MYP rubric. The Relevance component is a pulse check with
participants. The method for Relevance is that teachers will discuss their expected outcomes for
lesson design in alignment with CCSS, and the approved district resources, textbooks and
technology. The Customer Satisfaction component will require teachers to utilize an anonymous
Likert survey to provide their responses regarding satisfaction with the training.
The tenets of Level 2 are based on the degree to which participants acquire the intended
knowledge, skills, attitude, confidence and commitment initiated by their participation in the
training (Kirkpatrick & Kirkpatrick, 2016). The components are Declarative Knowledge (“I
know it”), Procedural Knowledge (“I can do it right now”), Attitude (“I believe this is
worthwhile”), Confidence (“I think I can do it on the job”), and Commitment (“I will do it on the
job”). The activities shown in Level 2 created for this research are as follows. Declarative
Knowledge includes knowledge checking, which provides teachers with reports about student
data, such as attendance reports, chronic absenteeism, and incoming and current student
assessment data results. Procedural Knowledge activities include scenarios where teachers will
role-play to be able to explain the IB MYP rubric and discuss their expected outcomes for lesson
design. The Attitude component activities include discussion about how teachers will share their
ideas to create IB MYP Unit Plans, and implement IB MYP inquiry strategies. The activities for
Confidence include discussion in groups where teachers will prepare for the transformation of
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the delivery of instruction to the IB MYP curriculum framework, and to measure and monitor the
impact of instruction. The activities for Commitment include development of action plans for
inquiry and reflection strategies.
Delayed for a period after the program implementation. Appendix C provides a
blended evaluation instrument. The recommendation for successful training includes using the
New World Kirkpatrick Levels 1, 2, 3, 4 to generate a delayed blended evaluation instrument to
determine the effectiveness of a training 30, 60, 90 days later. Level 4 includes the desired
organizational Results, and Level 3 includes the transformation to the desired organizational
Behavior as a result of training. Level 2 includes Learning how to apply training on the job, and
Level 1 includes basic, initial Reaction to the training. Levels 1 and 2 measure the quality of the
training and the degree to which it resulted in knowledge and skills that can be utilized on the
job. Levels 3 and 4 measure on-the-job performance and subsequent business results that occur,
in part, due to training and reinforcement (Kirkpatrick & Kirkpatrick, 2016).
Data Analysis and Reporting
After the IB MYP Staff Development presentation, the findings of the immediate
evaluation instrument will be collected in the form of posters generated by small teacher groups,
and wall posters generated by participants in whole-group discussion, pre-post quiz data results,
and observation. The findings generated as a result of responses are recorded for questions one
through five. Figure 9 shows results as follows: 9% Strongly Disagree, 11% Disagree, 42%
Agree, and 39% Strongly Agree. Questions six through eight are open-ended questions that will
be collected, analyzed and reported in a narrative format.
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Figure 9. IB MYP staff development training immediate evaluation survey.

The findings from the delayed evaluation instrument are the responses to 17 questions
answered by the training participants. The surveys were collected, coded and analyzed. Figure
10 shows results as follows: 3% Very Low, 15% Low, 30% High, and 52% Very High. Figure
10 shows the results of the delayed evaluation instrument.

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Figure 10. IB MYP training evaluation survey data results.

Summary
The Learning Goals, and Program presented to “W” Middle School was delivered by the
school principal and IB MYP trained teacher leaders. The presentation included Staff
Development training for the teachers at “W” Middle School to transition to the IB MYP
curriculum framework. The recommendations for the organization were based on the New
World Kirkpatrick Model to plan, implement and evaluate recommendations for the
organization, and to optimize achieving the stakeholder and organizational goal. The expectation
for using the framework and the advantages of integrating implementation and evaluation, is that
if the organization would approve and issue the directive to apply the recommendations
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including knowledge, motivation and organization support (KMO), the goal of the “CD” school
district for implementation of the IB MYP certification at “W” Middle School could be achieved.
The Organizational Mission is to meet the requirements of ESSA and to narrow the
achievement gap in a low-socioeconomic region of Southern California. The Organizational
Performance Goal is that by August 2019, “W” Middle School will provide IB MYP
professional development to teachers and the IB MYP curriculum framework will be taught to
the student population. The first Stakeholder Goal is that by August 2019, the teachers at “W”
Middle School will receive professional development to implement the IB MYP curriculum.
The second Stakeholder Goal is that by August 2019, “W” Middle School will provide the IB
MYP curriculum framework. The third Stakeholder Goal is that by August 2019, the students at
“W” Middle School will engage in inquiry-based learning, and preparation to compete in a
global society by courses in engineering and technology, foreign language, visual and
performing arts, and develop and launch community service projects.

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APPENDIX A
INTERVIEW PROTOCOL
Thank you for volunteering to participate in this research today. The purpose of the research is
to look at the knowledge, motivation and organization support teachers at “W” Middle School
have, and to determine what is needed to implement the International Baccalaureate Middle
Years Program by August 2019. As a reminder, your participation is voluntary and confidential.
You may choose not to answer any of the interview questions if you feel uncomfortable. Thank
you for agreeing to allow the audio recording of this interview. If you have any questions about
the process, please feel free to ask me. I want you to know that the data collected from this
interview is for the purpose of this research. After this research study is complete, the data and
recording obtained from this interview will be stored confidentially. I will begin by asking you
questions about teacher knowledge. The next series of questions are related to teacher
motivation. The final series of questions are related to organizational culture.

1. Describe your professional experience as a teacher at “W” Middle School.
2. What knowledge do teachers need to teach the IB MYP to “W” Middle School students?
3. What do you think about the IB curriculum?
4. What do teachers need to teach the IB Middle Years Program?
5. What do you believe about your role as a teacher to be able to implement the curriculum
of the IB MYP?
6. What do you believe is the motivation and commitment of your colleagues to the utility
value of the IB program?
7. Do you believe the IB curriculum will help students learn?
8. What do you believe about teachers’ motivation to teach the IB MYP at your school?
9. Describe the organization culture.
10. What are your thoughts about the instructional expectations of the organization?
11. What are your thoughts about receiving IB professional development at established IB
sites?
12. What type of organizational support do you believe would be needed to implement the IB
program?

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

131
APPENDIX B
IMMEDIATE EVALUATION INSTRUMENT
Appendix B provides an evaluation tool that shows the Components to Measure Reaction to the
Program. In order to generate data to determine the level of effectiveness of the IB MYP Staff
Development training, teachers will be asked to complete a training evaluation
survey/questionnaire. The reasons why training programs need to be evaluated are to improve
the program, to maximize transfer of learning to behavior and subsequent organizational results,
and to demonstrate the value of training to the organization (Kirkpatrick & Kirkpatrick, 2016).

Immediately after the training teachers will complete the following evaluation instrument.

Directions: Check mark the answer choice that best reflects your experience at the staff
development training for IB MYP.

Scale for questions (1–5):
Strongly disagree _____
Disagree _____
Agree _____
Strongly agree ______

1. I know how to access information for student attendance records, student assessment data,
and student Lexile levels. (L2: Declarative)
Strongly disagree _____
Disagree _____
Agree _____
Strongly agree _____

2. I believe the employing the IB MYP curriculum is important to classroom instruction. (L2:
Attitude)
Strongly disagree _____
Disagree _____
Agree _____
Strongly agree _____

3. I am confident about applying what I learned in the staff development training for the IB
MYP curriculum. (L2: Confident)
Strongly disagree _____
Disagree _____
Agree _____
Strongly agree _____

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

132
4. The staff development training for IB MYP today held my interest. (L1: Engagement)
Strongly disagree _____
Disagree _____
Agree _____
Strongly agree _____

5. I have clarity about what is expected when I return to my classroom. (L1: Relevance)
Strongly disagree _____
Disagree _____
Agree _____
Strongly agree ____

Open Ended Questions (6–8)

Directions: Please respond to the questions below based on your experience today.

6. How will you apply what you learned today to your delivery of instruction? (L2: Procedural)

7. What steps will you take to create the IB Learner Profile for your students? (L2:
Commitment)

8. Do you believe that you would recommend today’s staff development training to your
colleagues? (L1: Customer Satisfaction)

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

133
APPENDIX C
BLENDED INSTRUMENT
Scale: Very High > Very Low
Survey 30 days after the IB MYP Staff Development Training

Item

L1 — Reaction I was able to view reports and analyze assessment reports.
L2 — Learning I was able to use IB MYP instructional strategies better than before the
staff development training.
L3 — Behavior The staff use job aids daily to guide the path to IB certification.
L4 — Results All students have created an IB Learner Profile.

Evaluation Survey: IB MYP Staff Development Training Date: __________________
Directions: Thank you for your participation in the IB MYP Staff Development training. In
order to provide effective and relevant professional development regarding this training, please
provide your feedback on the Evaluation Training Survey by reading each question and circling
the answer choice that best describes your opinion.

Evaluation Training Survey Items Measuring Kirkpatrick Levels 1 and 2
1. Describe the level of your participation during the training. __________ (Level 1:
Engagement)
Very high, high, low, very low
2. What is the level of the importance of this training to classroom instruction? __________
(Level 1: Relevance)
Very high, high, low, very low
3. What is the level of your satisfaction of this IB MYP training? ___________ (Level 1:
Customer Satisfaction)
Very high, high, low, very low
4. The level of interaction between organizational culture and teacher knowledge and
motivation to support the implementation of the IB MYP is __________ (Level 2:
Declarative Knowledge)
Very high, high, low, very low
INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

134
5. The opportunities that teachers have to review student data results __________ (Level 2:
Declarative Knowledge)
Very high, high, low, very low
6. The level of support and resources teachers need to become IB MYP certified is
__________ (Level 2: Procedural Knowledge)
Very high, high, low, very low
7. The opportunities for group analysis of student data that are offered to teachers during the
school year are __________ (Level 2: Confidence)
Very high, high, low, very low
8. The level of motivation among my colleagues regarding implementation of the IB MYP at
“W” Middle School is _________ (Level 2: Attitude)
Very high, high, low, very low
9. The level of teacher commitment to learning IB MYP curriculum is ___________ (Level
3: Commitment)
Very high, high, low, very low
10. The level of teachers who support the implementation of the IB MYP at “W” Middle
School is __________ (Level 3: Attitude)
Very high, high, low, very low
11. The level of teacher experience and training required to become IB certified is
_________ (Level 4: Results)
Very high, high, low, very low
12. My expectation to transform the curriculum into a model of the IB is __________ (Level
3: Transfer)
Very high, high, low, very low
13. My expectation for the level of organizational support to “W” Middle School to achieve
certified IB status is _________ (Level 4: Results)
Very high, high, low, very low
14. My expectation to be held accountable to apply what I have learned in the training is
___________ (Required Drivers: Monitoring)
Very high, high, low, very low
INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

135
15. My expectation to observe other IB MYP schools is _________ (Required Drivers:
Reinforcing)
Very high, high, low, very low
16. My expectation to become an IB certified instructor is __________ (Required Drivers:
Rewarding)
Very high, high, low, very low
17. My expectation to be rewarded for applying what I have learned is __________
(Required Drivers: Rewarding)
Very high, high, low, very low

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Asset Metadata

Creator Roberson, Leah Jeanine (author)

Core Title Implementation of the International Baccalaureate Middle Years Program in an urban secondary school: an improvement practice to address closing the achievement gap

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/03/2020

Defense Date 01/13/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag achievement gap,curriculum,instruction,middle school,OAI-PMH Harvest,teaching

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hasan, Angela (committee chair), Foulk, Susanne M. (committee member), Lyons-Moore, Akilah (committee member)

Creator Email Lrcarson777@yahoo.com,Lroberso@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-275404

Unique identifier UC11673977

Identifier etd-RobersonLe-8220.pdf (filename),usctheses-c89-275404 (legacy record id)

Legacy Identifier etd-RobersonLe-8220.pdf

Dmrecord 275404

Document Type Dissertation

Rights Roberson, Leah Jeanine

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA