School Improvement Is Not a Plan on a Shelf: The Impact of the Illinois Statewide System of Support on a District's Improvement Practices

Autor/in	Tighe, Jayme
Titel	School Improvement Is Not a Plan on a Shelf: The Impact of the Illinois Statewide System of Support on a District's Improvement Practices
Quelle	(2022), (211 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-4397-4
Schlagwörter	Hochschulschrift; Dissertation; Educational Improvement; Accountability; Suburban Schools; School Districts; Low Achievement; Administrator Attitudes; Outcomes of Education; Data Use; Educational Planning; Coaching (Performance); Professional Development; Educational Finance; Educational Practices; State Programs; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Unterdurchschnittliche Leistung; Lernleistung; Schulerfolg; Bildungsplanung; Bildungsfonds; Bildungspraxis; Regierungsprogramm
Abstract	This qualitative, phenomenological case study was to determine the impact the state accountability system has on school improvement practices for schools that have been designated under the statewide system of support. Nine district and school level leaders were interviewed from one suburban school district designated as "Underperforming" to "understand and present the participants' subjective experiences" (Seidman, 2006) on the impact the statewide system of support has on the processes and activities that are tied to school improvement efforts. To enhance and build upon the essence of the systematic processes in the district, additional data was collected through team meeting observations, school improvement planning observations, and document review. As a result, four main themes emerged to illustrate the impact the state accountability system has on school improvement practices, organizational processes, and structures in designated schools. First, in order to see improvement in student and adult outcomes, a district must develop and sustain systematic processes across the district. Next, data should be used at every level of the improvement process, from the initial needs assessment to the monitoring and evaluation of goals and strategies in improvement plans. The next theme centered around promoting a district's improvement journey through targeted coaching and professional learning from internal and external partners to meet improvement plan goals. Finally, the state's involvement in the improvement process has a direct impact on how the school responds to the program, fiscal, and reporting accountability requirements of a designated school district. This study concludes with implications and recommendations for future study on standards of effective statewide systems of support and school improvement practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01