Thesis advisor: Dr. Lauri Johnson / This qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while central office leaders also cited the positive role of the induction program, novice teachers did not perceive it provided a high level of support. Recommendations are made for central office leaders to establish greater organizational clarity and to differentiate the induction program to better meet the varying needs of novice teachers. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Joseph O'Keefe / This qualitative case study examined how central office administrators (COAs) and principals in one school district made sense of the new Massachusetts Model System for Educator Evaluation (MMSEE) and how COAs communicated their understanding and expectations of MMSEE to principals. Specifically, this study utilized the sensemaking property of enactment as central to its conceptual framework; thus, sensemaking was defined by what COAs enacted to implement MMSEE for principal evaluation. Data gathered from semi-structured interviews with COAs and principals revealed that COAs and principals lacked consistent understanding of MMSEE implementation. The data also illustrated that COAs and principals viewed communication about MMSEE in different ways. The study indicated that the district has invested in developing principals to be instructional leaders but has not yet created coherence between district initiatives and MMSEE expectations. The study recommends that COAs clearly communicate to principals the alignment of enacted district level supports with MMSEE evaluation. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Joseph O'Keefe / This qualitative case study examined the leadership practices of principals and how central office administrators (COAs) support those practices in one Massachusetts school district. Through the conceptual framework of distributed leadership, this study examined perspectives about the impact of the Massachusetts Model of Educator Evaluation (MMSEE) on principals and how they understood their leadership practices and assessment within the MMSEE. Data included semi-structured interviews with principals, artifacts from the Massachusetts Department of Education, and documents that highlighted how COAs support principals. Findings indicated that principals relied on leadership practices common to distributed leadership such as collaborative work with staff and COAs, and building organizational structures to support instructional improvements. While principals recognized support of their leadership practices from COAs, they expressed inconsistency with expectations and supports given. The study recommends continuation of the professional development plans about instructional goals for principals. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The decisions and actions of principals impact the work in schools. The purpose of this research was to investigate the decisions and actions of elementary principals who support science and then compare those to the decisions and actions of teachers and central office staff. The primary question guiding the research was, What are the decisions and actions of elementary principals that support science education? Secondary questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals? This qualitative study involved interviewing six education stakeholders: one central office staff member, two school leaders, and three teachers that represented three schools in one school division. The questions focused on six components of principal leadership: high standards for student learning, rigorous curriculum, quality instruction, culture of learning and professional behavior, connections to external communities, and systemic performance accountability. The data were analyzed to compare the decisions and actions of the principal with the decisions and actions of the central office staff and teachers. The discussion of the findings includes components involving synergy among the three stakeholder groups. Decisions by the school leaders to build time for science instruction, curriculum planning, and professional development support science instruction. Curriculum resources and professional development from the central office are supports for schools. Included are recommendations of decisions and actions that may increase the synergy among the groups and the support for science. These components and practices are not unique to science and this framework could be used to ensure a cohesive instructional program across content areas. This research could provide school and division leaders with a series of actions for addressing the components of principal leadership and increase opportunities for all stakeholders to work together to enhance student achievement in science. / Doctor of Education / Principals make a difference for student achievement in schools, but they do not work alone. Teachers and central office staff also work to increase student achievement. This research examined how decisions and actions of principals impacted the decisions and actions of the teachers and central office staff to support science instruction. The research question was, What are the decisions and actions of elementary principals that support science education? Additional questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals? Two school leaders, three teachers, and a central office science leader from three schools in the same school division were interviewed about decisions regarding standards, curriculum, instruction, professional learning, partnerships, and accountability. Their responses were analyzed to determine where the work was complementary to support science learning. This research could provide school and division leaders with a series of actions for addressing components of principal leadership and increase the opportunities for all stakeholders to work together to enhance student achievement in science.

The purpose of this study was to explore participants’ perceptions of the impact of a cultural proficiency workshop that discussed concepts of race and racism. Moreover, I was interested in understanding the factors and experiences associated with a greater likelihood that people would want to engage in dialogue on race and racism. The literature suggests that when discussions like these are broached, people can often become disinterested and disengaged (Derman-Sparks & Phillips, 1997; Diem & Carpenter, 2012; Singleton & Linton, 2006; Tatum, 1997). Therefore, if it is indeed pertinent for educators to be presented with knowledge that can be critical to student success, it is vital to understand what aspects of the training and what qualities of the participants lend themselves to a higher level of engagement and interest. To research these phenomena, a mixed method study design was employed. School district central office personnel were required to attend a culture proficiency professional development session which covered concepts of race and racism. I surveyed these participants to gather their perceptions about the impact of the training. In addition, several participants were interviewed. To answer the second research question, certain participants were asked to participate in a follow-up interview to determine the qualities and characteristics that created a greater likelihood that these individuals would see the importance of race-based discourse and continue these conversations. Findings suggest that workshop participants perceived that the workshop helped to increase their level of racial awareness and change their behaviors or disposition. However, it was found that additional follow-up was needed to sustain these efforts. They also expressed that these kinds of workshops are essential. For those who were likely to engage in race-based discourse, it was found that these individuals were racially aware, rejected notions of colorblindness, discovered race at a young age, were more likely to attend diverse schools and live in diverse neighborhoods and were likely to have faced discrimination as a person from an oppressed group or due to a close relationship with someone who was. / text

Thesis advisor: Martin Scanlan / This qualitative case study explored the role of central office leaders in supporting autonomy and accountability in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals (Honig et al., 2010), which serves as the conceptual framework for this study. Data was gathered from interviews with and observations of central office leaders and principals as well as a document review. The results of the study found that principals were granted broad autonomy in several areas of school leadership that resulted in improved student outcomes. Findings further noted that central office leaders engaged in assistance relationships and employed the key practices in their efforts to support principals. Principals reported that central office leaders employed these practices in each of the four decision-making areas of building leadership; budget, staffing, curriculum and assessment, and scheduling. While enacting autonomy for principals in building decision-making, central office leaders executed a “customer-service culture” of support. Recommendations include continual examination of assistance relationships among central office leaders in support of principals’ autonomy in the context of a turnaround district. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strands’ findings may begin to provide insights into strategies that will add to school improvement efforts for chronically underperforming schools and districts. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Rebecca Lowenhaupt / Thesis advisor: Lauri Johnson / This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, a research gap exists specifically around addressing implementation of mandated turnaround policy. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. This study seeks to understand the role of central office in turnaround policy sense-making by collecting data on superintendent and central office administrator sense-making and its impact on policy implementation. While recent research on school improvement has focused on school improvement actions and responsibilities of principals and teachers, this study seeks to address the research gap of the essential role of school district offices in school turnaround. In seeking to understand how district leaders make sense of turnaround policy implementation to support school turnaround, the findings revealed that the superintendent and central office administrators identified strong superintendent leadership, monitoring and supporting schools, strategic distribution of resources, and management of human capital as key implementer actions and areas of influence. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Martin Scanlan / This qualitative case study examined leaders’ shared data use, a process of translating data into action (Bernhardt, 2013). Understanding data use is considered conceptually by attending to the assistance relationships shared between central office leaders and principals in the context of turnaround. Such relationships are marked by occasions during which members share expertise by modeling practices; the modeling informs how systems, structures and subsequent practices are introduced and even reinforced for newer members. I focused my analysis on four manifestations of data use: data’s influence on adjusting leadership practice, data’s ability to inform instruction, data use’s benefits from technological advancement, and the intentional promotion of resilience. Data collection included document review as well as interviews with central office leaders and principals. Findings evidenced the nature of both central office leaders’ and principals’ data use as well as revealed a remarkable degree of commonality in the language and practices these leaders shared. The results of this study indicated that assistance relationships are a functioning element of leadership in the turnaround context. This study supported the research that leaders’ shared practice of data use benefits student growth and achievement in line with state-determined assessment and accountability targets. Recommendations include additional research into Lawrence Public Schools’ data use to further inform a blueprint for comprehensive district-wide reform as well as the development of exit criteria from receivership. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Rebecca J. Lowenhaupt / Background: Examining the underlying social networks of a central office leadership team in a school district focused on accelerated improvement may provide insight into the organizational structures that support or constrain improvement efforts. These networks play a critical role in identifying strategies and practices that will enable district leaders to better support marginalized student populations and strive toward the goal of halving the achievement gap for all students. Purpose and Research Questions: The purpose of this individual research study is to carefully examine and analyze the structure of social relations in a school district under sanction, aiming to answer the following research question: How do social networks between and among district leaders relate to turnaround efforts designed to support marginalized populations? Methods: This study applies social network theory of central office leadership and relationships within a public school district aimed to accelerate improvement and support traditionally marginalized students. The network boundary is limited to central office administrators. In concert with the Dissertation in Practice (DIP), this individual study was designed to be emergent and flexible. Data sources include semi-structured interviews and document review. Findings: This study found that day-to-day, central office administrators in one turnaround district, rely heavily on a high number of external ties. The advice network is highly centralized around two key players which may constrain the exchange of advice or knowledge and ultimately slows or inhibits efforts designed to improve outcomes for marginalized student populations. High personnel turnover and lack of network stability are to be expected in a turnaround district, however, it has a ripple effect on the district’s ability to establish systems and structures that facilitate accelerated improvement for marginalized student populations. Significance. Organizational change is often socially constructed. Understanding which actors have positive influences and positive social relations will ensure that formal and informal network roles are identified and maximized to their full potential. Social network analysis has the potential to provide school districts information regarding the capacity of central office administrators to implement accelerated improvements. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Rebecca Lowenhaupt / This qualitative study examined the organizational learning mechanisms (OLMs) used by school district educational leaders to improve the implementation of curriculum reform. This portion of the study focused on the OLMs used by central office boundary spanners to help school principals implement curriculum reform chosen by school district leaders. Drawing from interview and document data analysis, the results of this study indicated that OLMs used by central office boundary spanners are critical to the successful implementation of school reform. Examples of the OLMs used by central office boundary spanners included utilizing online technology and providing whole and small group support as well as individualized coaching to help school principals implement curriculum reform. Frequent communication, collaborative opportunities, and consistent messaging with school principals surfaced as the key OLM techniques used by central office boundary spanners to consistently improve the implementation of school reform. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.