Theses and Dissertations

Date of Award

2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Advisor

David B. Ross

Committee Member

Kimberly Durham

Abstract

This strategic research project was designed to provide a plan to support global implementation of equitable practices in a school district in the Pacific Northwest. Using results of a strengths, weaknesses, opportunities, and threats (SWOT) analysis, internal and external factors were analyzed to score each item to identify areas that could be addressed to improve the overall function of the organization. Grounded in cultural relevancy theory and social justice theory, the problem of implementation of equitable practice with fidelity throughout the district was identified and addressed.

Key factors impacting the implementation of equitable practices identified were teacher training, leadership structure, implementation fidelity, and quantitative measurement of outcomes. Further investigation of each of these factors was done to identify one solution that could be used to efficiently and effectively move the organization toward global implementation of equitable practices. The solution identified was the use of quantitative measurement of implementation fidelity to create plans at the district level that could be utilized to implement changes to support equity and monitor fidelity. The recommendations include identification of leadership and teacher traits that support implementation fidelity of equitable practices. This information could be used to remediate teacher and leadership behaviors that impact the implementation of equitable practices, resulting in learning for all students and potentially supporting reforming or replacing the deficit-based approach to the achievement gap.

The results of a quantitative strategic plan matrix analysis of the SWOT data were used to compare intervention plans. Based on attractiveness scores of each intervention, a final recommendation was made to use centralized data intervention teams over the course of the school district’s fiscal year. The plan included hiring an equity chief and identifying team members from stakeholders in the community and district staff. Once appointed and trained, staff would be responsible for implementing training, data collection, strengths-based staff remediation, and progress monitoring related to global implementation of equitable practices.

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