Sustainability of a comprehensive school reform model from the pe

SUSTAINABILITY OF A COMPREHENSIVE SCHOOL REFORM MODEL FROM THE PERSPECTIVES OF THREE PARTICIPATING PRINCIPALS By BethAnn Smith Browning John A. Freeman Hinsdale Bernard Professor of Education Professor of Education (Chair) (Committee Member) Vicki N. Johnson Professor of Education Literacy Consultant (Committee Member) (Committee Member) SUSTAINABILITY OF A COMPREHENSIVE SCHOOL REFORM MODEL FROM THE PERSPECTIVES OF THREE PARTICIPATING PRINCIPALS By BethAnn Smith Browning A Dissertation Submitted to the Faculty of the University of Tennessee at Chattanooga in Partial Fulfillment of the Requirements for the Degree of Doctor of Education The University of Tennessee at Chattanooga Chattanooga, Tennessee December 2014 ii Copyright © 2014 By BethAnn Smith Browning All Rights Reserved iii ABSTRACT School reform is a deliberate process that requires a strong commitment at all levels. The school leader plays a crucial role in establishing a vision and nurturing an environment that facilitates reform efforts.

School reform efforts have witnessed a change in the role of the elementary principal from manager to instructional leader. The purpose of this qualitative study was to examine the role of the elementary principal in sustaining school reform, in the form of Literacy Collaborative. The study was guided by one research question: how did elementary principals sustain a comprehensive school reform effort in the form of Literacy Collaborative? The study purposively sampled three elementary school principals in a northwest Georgia school district who served as principals from the implementation of the Literacy Collaborative initiative to the time of the study, a ten-year period. The development of individual case studies utilized multiple data sources including face-to-face interviews and archival documents such as literacy team minutes, school evaluation plans, and Literacy Collaborative Fidelity of Implementation documents.

The data were analyzed using a constant comparative method both within the three cases and between the cases to determine what themes emerged. The analysis revealed that the comprehensive school reform model, Literacy Collaborative, was a top-down, mandated initiative that allowed the principal and staff at these three schools to “buy-in” to the program. The data suggested that Literacy Collaborative provided a framework that allowed each participant to utilize those aspects they deemed critical iv in leading a school as well as allowing them to closely align the program with his/her leadership styles. The Literacy Collaborative comprehensive whole school reform model, developed by Dr.

Fountas and Dr. Gay Su Pinnell, encompassed components identified by innovative change leaders to be critical in any reform effort, specifically school leadership. Implications of the research suggested that leaders attempting to sustain whole school reform efforts must: align their leadership styles with a school reform model, employ clear communication, ensure learning occurs at all levels, engage collaborative teams in collective decision making and problem solving, allocate resources, and adapt to change. v DEDICATION This dissertation is dedicated to several effective leaders who greatly influence my life each and every day.

My husband, Joe; my mom, Carol; and my brother, Bryant, who keep me grounded and who remind me what is really important in life. My precious sons, Smith and Bo, who keep me constantly aware of the impact one’s leadership has on others. Finally, my dad, Dr. Thomas Logan Smith, and my mentor, Dr.

Donna Goldin Johnson, whom I cannot find the words to capture the impact you have had on my life, so borrowing from the author, Margaret Warren: “Virtually every great accomplishment or movement was started by someone who believed passionately in something-and someone who believed passionately in that person.” I am forever changed because of you. vi ACKNOWLEDGEMENTS This dissertation was the product of years of thought and hard work, and its completion would not be possible without the support of several individuals. First, to my dissertation chair, Dr. John Freeman, I offer my deepest heartfelt gratitude.

Freeman’s reputation of excellence preceded him, and because of him, I entered the doctoral program at the University of Tennessee at Chattanooga. He was instrumental in the designing and writing of this study. His honest criticisms and unwavering support were instrumental in each step of the dissertation process. I also wish to thank my committee members, Dr.

Hinsdale Bernard and Dr. Vicki Petzko, for their numerous readings of my work. Their feedback and support guided me in each step of the process to ensure completion. In addition, I thank Dr.

Donna Johnson, not only for serving on my committee but for mentoring me from the first day we met. She has and will always be my mentor, coach, and role model. Next, I am grateful to the three participants in this study. Without each of them, this study would not have been possible.

Thank you for trusting me. I am also indebted to my colleagues and dearest friends, Mrs. Alice Ensley, Mrs. Becky Keck, and Ms.

Julie Stokes, for their intellectual and emotional support. Their shared interest in my passions and support of my research made the completion of this dissertation possible. Words will never be enough to express how much their kind words, encouragement, and willingness to listen meant to me. vii To my colleagues, Dr.

Lisa Goode, Dr. Alan Martineaux, Mrs. Krista Paige, Mrs. Janet Johnson, Ms.

Mary Kiker, Mrs. Jill Parker, and Dr. Sanjuana Rodriguez, I am grateful for their continual support and encouragement. Finally, there are no words to describe the love and gratitude that I have for my family and their willingness to assume additional roles and responsibilities in order for me to accomplish this milestone.

It is with great humility that I thank my parents for their sacrifices to ensure that I had every opportunity to excel in all my endeavors. The encouragement of my brother, Thomas Bryant Smith, was ever present when I needed it the most, along with the numerous hours of formatting this dissertation. To my beloved husband, Joseph Browning, and my precious sons, Smith James and Bowman Hartwell, for their unconditional love and support. viii TABLE OF CONTENTS ABSTRACT.

vii LIST OF TABLES .1 Background of the Problem .2 Statement of the Problem .4 Rationale for the Study .6 Purpose of the Study .7 Significance of the Study .8 Overview of Methodology .9 Assumptions of the Study .9 Delimitations of the Study .10 Limitations of the Study.10 Definition of Terms. REVIEW OF LITERATURE .15 School Improvement and Reform .15 History of School Reform .16 Literacy Education and Reform .18 Comprehensive School Reform Models.21 Sustaining Comprehensive School Reform Models .25 Elements of Sustainability .26 ix Organizational Development and the Change Process.30 Culture and Climate in the School Improvement Process .36 Culture and Climate for Reform .42 Role of the Principal .47 Role of Teams .58 Case Study Protocol .58 Data Collection Procedures.60 Validity and Reliability. ANALYSIS OF DATA AND FINDINGS .63 Overview of the Dawson Public School District .64 Case Study A: Dr.68 Overview of Ark Elementary. Andrews’ Professional Background .68 Developed an Instructional Leadership Style with Literacy Collaborative .69 Demonstrated Clear Communication .71 Participated as a Learner .72 Engaged Collaborative Teams in Collective Decision Making and Problem Solving.74 Adapted to Change .75 Summary of Dr.

Andrews’ Case Study.76 Case Study B: Dr.77 Overview of Brook Elementary. Bates’ Professional Background .78 x Aligned Principal’s Leadership Style with Literacy Collaborative .78 Valued Learning at All Levels .79 Engaged Collaborative Teams in Collective Decision Making and Problem Solving.80 Planned for the Future .81 Summary of Dr. Bates’ Case Study .81 Case Study C: Mrs.82 Overview of City Elementary. Carter’s Professional Background .83 Aligned Principal’s Leadership Style with Literacy Collaborative .83 Employed Clear Communication .83 Participated as a Learner .86 Engaged Collaborative Teams in Collective Decision Making and Problem Solving.87 Summary of Mrs.

Carter’s Case Study .88 Findings from the Cross-Case Analysis .88 Aligned Principal’s Leadership Style with Literacy Collaborative .89 Employed Clear Communication .91 Valued Learning at All Levels .92 Engaged Collaborative Teams in Collective Decision Making and Problem Solving.96 Adapted to Change .98 Summary of Chapter IV. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS.101 Findings and Conclusions .103 Elements that Supported Sustainability of Top-Down Mandates .103 Aligned Leadership Styles with Literacy Collaborative .106 Employed Clear Communication .107 Valued Learning at All Levels .109 Engaged Collaborative Teams in Collective Decision Making and Problem Solving.113 Adapted to Change .114 Recommendations for Practice .116 Align Leadership Styles with a School Reform Model .117 Employ Clear Communication .118 Ensure Learning Occurs at All Levels .120 Engage Collaborative Teams in Collective Decision Making and Problem Solving.122 Adapt to Change .123 xi Recommendations for Further Study. LITERACY COLLABORATIVE FIDELITY OF IMPLEMENTATION DOCUMENT. INFORMED CONSENT FORM.

DAWSON PUBLIC SCHOOL DISTRICT’S LITERACY COLLABORATIVE IMPLEMENTATION, JULY 2002-JUNE 2014. INSTITUTIONAL REVIEW BOARD OF THE UNIVERSITY OF TENNESSEE AT CHATTANOOGA APPROVAL TO CONDUCT RESEARCH. INDIVIDUAL CASE STUDY OVERVIEW. CASE STUDY PARTICIPANTS’ SCHOOL DEMOGRAPHICS 2012-2013 TITLE I DATA .167 xii LIST OF TABLES TABLE 1: The Five Practices and Ten Commitments of Leadership .47 TABLE 2: Participants’ Experience As Principal since the Literacy Collaborative Reform Implementation in 2004 .54 xiii CHAPTER I INTRODUCTION Reform is at the forefront of our national education agenda with an emphasis on the need for public education to better equip students with the knowledge and skills necessary for success in the 21st century workplace (Lyons & Pinnell, 2001).

One primary objective in this national effort is increasing achievement levels in the subject areas of both mathematics and literacy. To achieve this objective, federal legislation and grants, such as No Child Left Behind (NCLB, 2002) and Race to the Top (U. Department of Education, 2009) have placed a greater emphasis on learning for all and improving student achievement. As school-based educators continue to examine the issue of increasing student achievement levels, the concept of comprehensive school reform, sometimes referred to as whole school reform, is often included within these conversations as a potential solution.

Findings from a study commissioned by The Wallace Foundation on how leadership influences student learning concluded that among school related factors, leadership is second only to teaching in its impact on student learning (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Such evidence supports the “wide-spread interest in improving leadership as a key to the successful implementation of large-scale reform” (Leithwood et al. The emphasis for the present research study was to examine the practices of elementary principals who have successfully sustained school reform initiatives for an extended period of 1 time to determine if there are consistencies or commonalities that may inform other principals as they engage in school reform efforts. Background of the Problem The No Child Left Behind Initiative of 2001 left no question regarding the need for academic improvement in literacy and mathematics.

The law placed greater accountability upon schools, allowed greater choice for parents and students attending low-performing schools, and required a stronger emphasis on reading (NCLB, 2002). As the emphasis on accountability increased in the 21st century for public education, educators continued to “work wiser to improve in all facets and dimensions within [the] educational structure” (Cooper, 2012, p. Simply, when given the right conditions, schools can improve the quality of education for all students (Schmoker, 2001). The concept of comprehensive school reform was viewed as an important change process to build the capacity to improve student achievement (Fullan, 2005).

Schools turned to comprehensive school reform models because they were designed to provide a “coherent strategy to improve all aspects of learning for all students in all subjects” (Martinez & Harvey, 2004, p. Regardless of the reform model, comprehensive school reform required collaboration and commitment from the entire faculty (Cooper, 2012; Schmoker, 2006). This type of commitment moved educators from working autonomously to collaboratively. Moreover, the school leader played a crucial role in establishing and nurturing the setting that facilitated this type of reform.

Comprehensive school reform challenged principals to move from a traditional leadership model to a distributive leadership model (Schmoker, 2006). Distributive leadership required leaders to seek contributions from others within the organization (Leithwood et al. In 2 addition, distributive leaders developed and supported leaders at all levels, and stressed the importance of collegial relationships (Leithwood et al.