Response to Intervention (RD) has been shown to be an effective method for the identification and remediation of poor readers especially in the early grades. Given the extensive advantages of RTI school districts across the country are interested in adopting such a model however very little research in this area has been completed. This case study sought to discover how one school district in California successfully completed the task of adopting and implementing an RTI program with relatively few complications. Themes from interviews and documents revealed that adoption and implementation of the RTI model closely followed Rogers Diffusion of Innovation theory. Among other findings it is also suggested that teachers are more likely to support innovation when they consider themselves part of a team and when they feel their students will benefit from the innovation. Several practical implications regarding the adoption of and implementation of an RTI program are discussed. These include the development of teams to research and garner support for the program as well as administrative techniques such as allowing staff to modify the program to make it their own.

This study examined the process for implementation of the SB 1969 Staff Development in Sacramento City Unified School District. This case study focused on the implementation process from its inception in 1995 to the full implementation of training K–12 teachers during the 1997–98 school year. The data revealed that the policy implementation process occurred in three stages: (1) the planning phase, (2) the K–8 implementation phase, (3) the full K–12 implementation phase with modifications to the K–8 training component. The analysis revealed that local choices about how to proceed from policy to practice have had more significance for policy implementation than did policy features such as program design, funding levels, or governance requirements. The recommendations in this study are based on the research, findings, and conclusions. They include: (1) districts need to plan for policy implementation as a gradual process, (2) districts need to understand that successful implementation can only be achieved through a developmental process that consists of frequent reviews and modifications, (3) there must be an effective and committed group of people in the district guiding the implementation process, (4) districts must anticipate resistance to change by dealing with it accordingly, with flexibility built into the process, (5) the State must continue to provide an alternative means of credentialing teachers, who work with Limited English Proficient students in California. The recommendations for policy makers include: (1) policy makers should obtain information about policies directly from educators at the beginning of the policy development process; (2) policy makers should create liaisons with organized groups that represent the educational community in order to obtain feedback about policies affecting education; (3) policy makers need to ensure that they are obtaining information from the key stakeholders that will be affected by the educational policy, or gather information from other education-related organizations; (4) policy makers should utilize the internet, and other forms of communication to disseminate educational policy information.

The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations iv to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey. Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.

Thesis advisor: Martin Scanlan / Problem and Purpose: Without time for preparation, COVID-19 caused a wave of operational and structural changes that encumbered much of the time and energy educational leaders previously spent on moving the district forward. The ripple effect of the pandemic exposed new challenges in teaching and learning, requiring superintendents and principals to establish efficient and effective responsive systems to support the needs of students. Even so, amid crisis principals were given new managerial tasks. This led to tension as principals’ identities as instructional leaders were threatened by increased workloads and changed responsibilities. To better understand this tension, the purpose of this study is to examine how a superintendent strives to increase the organizational commitment of their principals regarding instructional leadership. Methods: This bounded single-site design examined the interactions between superintendent and principals in one urban district of medium size in Massachusetts where at least 50% of students are high needs. Learning capabilities were used as a conceptual framework to analyze how the superintendent and principals interacted within a Community of Practice. Implications: This study found that strengthening principals’ organizational commitment during this time of crisis was the result of superintendent interactions in three areas: supervisor support, perceived autonomy, and alignment of personal and district goals. Principals’ investment increased in a culture where connection, candor, and capacity-building existed. Additionally, organizational commitment increased when there was greater alignment between principals’ personal and district goals and the district allowed for more autonomy to achieve goals. Under these conditions principals felt empowered to take on complex challenges and develop innovative solutions. These findings can assist superintendents in cultivating principal investment that will be integral during post-pandemic recovery and reconstruction. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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No description available.

This study examines the effects of the Breakthrough to Literacy (BTL) reading program on first grade African American males in two urban elementary schools in southeastern Virginia. The BTL computer enhanced reading program includes computer assisted instruction as a major component that research from the National Reading Panel (NRP) indicates is beneficial in the education of African American males (NRP, 2000). This is a comparative study utilizing quantitative methodology to report the reading outcomes of African American males in grade one and their teacher's perceptions of the BTL program. The study measures reading outcomes as well as teachers' perceptions of the BTL program. The treatment group consisted of the first grade populations from schools A and B who received the BTL treatment in kindergarten (2006-2007) and first grade (2007-2008). The treatment group was compared to schools C and D, the control group, who received the BTL treatment in kindergarten (2006-2007) only. The data were gathered to determine if there were mean gains from the treatment and control groups through pre and posttests. Frequency, mean, and standard deviation were calculated for each variable. Inferential statistics were used to determine mean differences and comparisons among both groups' reading results. To determine if there was a difference in the reading outcomes of African American males who received the BTL treatment as compared to other racial/ethnic groups and gender, ANOVAs were utilized. Overall results indicated higher level performance by the treatment group. The study also incorporated survey methodology to determine the utility of the BTL program on first grade students in the year 2007-2008 from a teacher's perspective. The teachers in the BTL treatment group were administered the Children's Software Evaluation Instrument Surveys (Children's Software Revue, 2008). Out of a 5-point Likert scale, teachers rated the overall value of the BTL program as good (Overall rating 4.0). The teachers also gave overall ratings of good (4.0) and excellent (5.0) in the following areas: Childproof; Ease of Use; Entertaining; Design Feature; and Educational. / Ph. D.

The researcher became interested in the topic regarding job satisfaction amongst male teachers when he attended his university reunion, more than 40% of the male teachers who graduated with a degree in education left the education system within 5 years. After making contact with some of the graduates, the researcher found that all of them left the education system because they were not satisfied within their work environment; hence, the researcher became interested in the topic. The most rewarding aspect of being a teacher is the joy of being in the classroom with learners and seeing them progress. However, what if there is no progression, but only statistics indicating failure to educate learners, an education system in crisis and educators without proper qualifications? A shortage of teachers, increasing learner enrolment and work overload are enough to create a highly stressful profession. The learning environment of a school depends on teachers, because they are in the frontline and directly involved with the transfer of knowledge. Teachers have a direct impact on a school’s success. Therefore, it is important that principals identify ways to support their staff in order to promote job satisfaction and motivation. The aim of this study is to investigate, from an educational management perspective, the factors that influence job satisfaction amongst male teachers in schools in the Ehlanzeni school district, Mpumalanga. The sequential explanatory mixed-method approach is used during this study; the quantitative phase investigated factors affecting job satisfaction amongst male teachers by means of distributing 200 Likert-scale questionnaires amongst male teachers in the Ehlanzeni school district. Structured interviews is being scheduled with twelve school principals (three rural primary school principals, three former Model-C primary school principals, three rural secondary school principals and three former Model-c secondary school principals) in the Ehlanzeni school district in order to determine the cause and effect of factors affecting the job satisfaction amongst male teachers. / Educational Leadership and Management / M. Ed. (Education Management)

No description available.

Strategic planning practices and superintendents' opinions regarding the effectiveness of strategic planning are different among small, medium, and large Texas independent school districts. This study sought to find areas of agreement and areas of disagreement among school district superintendents relating to the practice and effectiveness of strategic planning. Strategic planning practices examined include the development of a mission statement, operating plan, and budget; involvement of stakeholders, and strategic planning logistics. A stratified random sample of 96 superintendents each from small, medium, and large school districts was selected from a population of 1,042 school districts. Data was also collected and reported from the 7 mega school districts. Questionnaires were sent to 295 superintendents and 246 (83.4%) were returned. The questionnaire contained nine questions relating to 19 strategic planning practices and a five-part question relating to the effectiveness of strategic planning. The data was analyzed using Crosstabs, Chi-square, and one-way ANOVA statistics. The level of significance was established a priori at .05. School district size was an independent variable for six strategic planning practices of small, medium, and large school districts. Significant differences were found regarding (a) whether outside consultants were employed to assist with the district's strategic planning, (b) whether central office administrators participated in the district's planning process, (c) whether a sequence of steps was followed with a time frame for each step in the district's planning process, (d) whether someone other than the superintendent was responsible for the district's planning, (e) whether school district support staff participated in the district's planning process, and (f) whether students participated in the district's planning process. Also, a significant difference was found between large school district superintendents' and small school district superintendents' ratings of the effectiveness of strategic planning for improving management effectiveness. Finally, a correlation was observed between superintendents' ratings of strategic planning effectiveness and professional skill sets.