This study examined the perspectives of central office personnel, principals, and teachers involved in the school transformation process. This study was guided by the two main questions: (a) What strategies (structural and instructional) do high school principals implement to lead a successful turnaround of a school? and (b) Which strategies seem to be perceived as most effective by principals, teachers, and superintendents, when measured by multiple school effectiveness indicators? A qualitative case study design was used in an in-depth comparative inquiry of two high schools, which met the criteria of turnaround schools. Data collected were inclusive of interviews, documentations, and historical artifacts to provide insights into the school planning and decision-making process. In addition, the role of the principal and its impact in the selection and implementation of specific strategies were investigated and analyzed against a research-based conceptual framework developed by the researcher, exploring the following components: (a) Principal’s Leadership Role, (b) Structural Integration Practices, and (c) Instructional Integration Practices. A three-fold investigation was conducted to gain a deeper understanding of schools undergoing restructuring. This three-fold investigation was designed to: (a) Review and summarize extant research related to high school restructuring models that relate to school turnaround, (b) Collect research findings that identify effective instructional and administrative leadership practices adopted by principals to accomplish a successful school turnaround, and (c) Conduct a comparative study of two Texas urban high schools that experienced school turnaround. This research study revealed that a principal’s leadership role in effectively implementing strategies has a great impact on the school transformation and renewal process of school turnaround. In addition, the perceptions of central office staff and teachers, principals’ structural and instructional practices chosen by schools, demonstrated the utilization of specific strategies school leaders may adopt to ensure a successful turnaround. / text

Thesis advisor: Martin Scanlan / This qualitative case study explored the role of central office leaders as they supported principals’ development of high instructional expectations in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data were gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders employed high quality practices that strengthened principals’ instructional leadership capacity and raised instructional expectations within schools and of teachers. Principals reported that having central office support through systems and structures, curriculum, culture and working conditions created heightened instructional expectations and contributed to their growth as instructional leaders. The central office leaders and principals reported the strong culture of assistance relationships contributed to increased expectations and improved student outcomes. Recommendations include continual examination of assistance relationships among central office leaders in support of principals 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 strand’s findings can serve as a guide for the practice of central office leaders who are working with principals to raise and create heightened instructional expectations required for improving achievement and equity system-wide in habitually underperforming schools and districts across our country. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

The purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia School Turnaround model of school improvement and how those models influenced school improvement practices in a rural Southwest Virginia school system. Best practices from each of the school improvement models were identified and adopted, which led to the establishment of a hybrid model of school improvement. The study documents how and why the practices were adopted and used in the hybrid model. The paper includes a literature review which examines the evolution of school improvement in the U.S. The description of the historical development of school reform sets the context for in-depth reviews of five current research studies. The studies selected for review, as well as the research study, focus on the role of the central office in school improvement. A synthesis of the studies' findings provided evidence that further research was needed. Data sources for the study include an individual interview of the superintendent, focus group interviews of central office administration and school leadership teams, archival records, and documents. The focus group interviews were conducted to describe the process of implementation of the two school improvement models and to identify school improvement practices that were adopted by the division. This study identifies the practices that were adopted and implemented throughout the rural Southwest Virginia school system. Best practices that are used in the hybrid model of school improvement are Professional Learning Communities, acceleration teams, 90-day school improvement plans, and a tiered remediation program. Barriers to implementation of school improvement were time, the initial lack of support in the Indistar model, involvement, and the understanding of data and data analysis. The themes of professional development, external and internal supports, and sustainability of school improvement are discussed in Chapter 5. Recommendations for practice and future research are presented. / Ed. D.

The purpose of this study was to investigate turnaround reform by identifying student factors from the perspective of successful turnaround leaders in Virginia that hinder or aid the process and the supports in place to address learning issues. It was determined, through a literature review, that research focused on the school culture, leadership, teacher and parent factors concerning turnaround reform efforts, but there was little mention of students beyond the scores they produce on end-of-the-year standardized tests. The central research question investigated the student-related factors that impact a school's ability to increase academic achievement within the turnaround process. Interviews were conducted with four successful turnaround principals in Virginia. The results of the study indicated the student factors thought to impact learning were reading issues, teacher competency issues, students' personal needs, attendance issues, and discipline issues. While the first inclination of school leaders in a failing school may be to find the 'quick fix' to turn scores around, the principals in this study focused on three fundamental goals: get the students to read more, keep students in the classroom, and meet students' needs. Research in the area of turnaround strategies and implementation is useful for school boards and principals as they endeavor to raise the achievement of their students. This study of successful turnaround organizations focusing on how student-related factors impact academic performance would be beneficial in determining whether the organizational structure supports or hinders Priority School reform. This examination of how student-related factors contribute to an organization's capability to turn around low performance informs administrators and policy makers on strategies to overcome the learning barriers that may exist. / Ed. D.

This instrumental case study (Stake, 1995) provides an in-depth examination of a collaborative approach to evaluation within a school district’s central office. This study analyzes the implementation of collaborative approaches to evaluation (CAE) within a school district’s central office with an emphasis on evaluation use from the evaluators’ perspectives. It also explores the role and evolution of the evaluators throughout the evaluation process. Furthermore, this study adds to educational research on how to support the implementation and use of improvement processes in school district central offices. The analysis focuses on the evaluation activities that my colleagues and I led as internal evaluators for a school district’s school improvement initiative from September 2015 to October 2016. The conceptual framework that I used to guide my case study are the Principles to Guide CAE (Shulha, Whitmore, Cousins, Gilbert, & al Hudib, 2016), which were recently developed in response to the need for clarification on collaborative approaches to evaluation. Findings suggest that: (1) the organizational context and the evaluators’ skills in using CAE impacted evaluation use, including enhancing the capacity for evaluative thinking for involved stakeholders; (2) the quality of the evaluation process, especially the formation of the findings and recommendations, enhanced the credibility of the evaluation and stakeholders’ willingness to implement the recommendations; and (3) evaluator involvement over the long-term is needed to support all aspects of the continuous improvement cycle. Findings regarding the evaluator’s role within CAE include the need for evaluators: (4) to fully understanding their role and positioning themselves as critical friends and facilitators; and (5) to create a safe space for learning and inquiry to occur. The findings from this study have implications for evaluation researchers interested in evaluation use and the implementation of CAE, as well as for educational researchers focused on incorporating evidence-based practices and improvement processes in school district central offices.

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