2024-03-29T13:32:14Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1525922021-08-30T18:35:15Zoai_pmh:all152592
https://hdl.handle.net/2286/R.I.24935
http://rightsstatements.org/vocab/InC/1.0/
All Rights Reserved
2014
xi, 98 p. : ill
Doctoral Dissertation
Academic theses
Text
eng
Cruz, Jennifer
Zambo, Debby
Foulger, Teresa
Tseunis, Paula
Arizona State University
Partial requirement for: Ed. D., Arizona State University, 2014
Includes bibliographical references (p. 80-87)
Field of study: Educational leadership and policy studies
Public demands for accountability and educational change are at an all-time high. No Child Left Behind set the stage for public accountability of educators and the recently created Race to the Top grant raised the stakes of public school accountability even more with the creation of national standards and assessments as well as public accountability of individual teacher performance based on student test scores. This high-stakes context has placed pressure on local schools to change their instructional practices rapidly to ensure students are learning what they need to in order to perform well on looming Partnership for Assessment of Readiness for College and Careers (PARCC) exams. The purpose of this mixed methods action research study was to explore a shared leadership model and discover the impact of a change facilitation team using the Concerns Based Adoption Model tools on the speed and quality of innovation diffusion at a Title One elementary school. The nine-member change facilitation team received support for 20 weeks in the form of professional development and ongoing team coaching as a means to empower teacher-leaders to more effectively take on the challenges of change. Eight of those members participated in this research. This approach draws on the research on change, learning organizations, and coaching. Quantitative results from the Change Facilitator Stages of Concern Questionnaire were triangulated with qualitative data from interviews, field notes, and Innovation Configuration Maps. Results show the impact on instructional innovation when teacher-leadership is leveraged to support change. Further, there is an important role for change coaches when leading change initiatives. Implications from this study can be used to support other site leaders grappling with instructional innovation and calls for additional research.
Educational leadership
Education
Administration
CBAM
Change
Leadership
Transition
Educational innovations--United States--States.
Educational innovations
Diffusion of innovations--United States--States.
Diffusion of innovations
Mentoring in education--United States--States.
Mentoring in education
Employees--Coaching of--United States--States.
Employees
Teachers--In-service training--United States--States.
Teachers
The effect of change facilitation coaching using the concerns-based adoption model with an urban elementary school teacher-leadership team