The purpose of this phenomenological study was to examine elementary education teacher perceptions of the change process that occurred in a public-school district during the four-year transition from a traditional grade reporting process to a standards-based system. The director of elementary education and a district leadership team provided oversight as the initial teacher cohort participated in a full school year of planning and designing the new standards-based report card for kindergarten and was executed the following school year. First-grade cohort teachers began their initial year of planning and design the same year kindergarten began implementation. The second-grade teacher cohort followed with the same progression.
This study was designed to collect qualitative data from district cohort teachers who participated in the shift to the standards-based report card. The evidence was used to determine the successes and challenges involved with the collaborative reform process between district leaders and grade level cohort members in designing, creating, and implementing the standards-based report card. The system-change that occurred was explored and compared to Fullan’s (2016b) three dimensions of change model. The results of this study demonstrate a general interpretation of how cohort teachers perceived the relationships and interactions that influenced the leadership quality, effectiveness, and sustainability of change.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5450 |
| Date | 01 August 2021 |
| Creators | Rainey, Melinda Ford |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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