Inspecting What We Expect: Central Office and Transformation School Partnership to Implement Literacy Practices through High-Quality Strategic Planning

Autor/in	Munoz, Jose J.
Titel	Inspecting What We Expect: Central Office and Transformation School Partnership to Implement Literacy Practices through High-Quality Strategic Planning
Quelle	(2023), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Harvard University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9542-5
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Equal Education; School Administration; Central Office Administrators; Educational Change; Partnerships in Education; Program Implementation; Literacy; Strategic Planning; Educational Improvement; School Districts; Accountability; Educational Planning; Educational Practices; Capstone Experiences; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Bildungsreform; Hochschulpartnerschaft; Alphabetisierung; Schreib- und Lesefähigkeit; Strategy; Planning; Strategie; Planung; Teaching improvement; Unterrichtsentwicklung; School district; Schulbezirk; Verantwortung; Bildungsplanung; Bildungspraxis
Abstract	Boston Public Schools (BPS) serves approximately 49,000 students across 119 schools and is dedicated to providing equitable, high-quality education for every student, regardless of background or circumstance. While schools create improvement plans, they can struggle to use them as an adaptive tool. Central office leaders often collect these plans but only revisit them at the end of the year, leading to a lack of support and coherence from the central office to schools. The school improvement plan process has been viewed by many schools as a compliance exercise, leading to minimal progress monitoring and improvement in student outcomes and teaching practices. This capstone's strategic project elevates the implementation of school improvement plans in transformation schools. The project creates a structure that promotes collaboration between schools and the district, accountability, and ongoing attention to the school improvement plan throughout the school year. Drawing on Fullan and Quinn's "Coherence: The Right Drivers in Action for Schools, Districts, and Systems" (2016), I worked collaboratively to create a common language across schools and the district regarding instructional practices, using the school improvement plan as a living document throughout the year. In partnership with district leaders, I led a process where teams of district and school leaders observed approximately 2,000 classrooms. We use each school's improvement plan as the focus, using data from the Equitable Literacy Observational tool to guide professional development and deploy resources to schools. The strategic project offers a model for organizational leaders to move from creating high-quality goals and strategic plans to a living document with ongoing attention to implementation, resulting in increased outcomes and coherence for their organizations. The capstone outlines three project phases in detail, analyzing components of leadership using the Coherence Framework. The conclusion offers implications for both BPS and other school districts to support the implementation of school improvement plans with effective collaboration and accountability structures. [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