Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Gloria Kuchinskas
Committee Member
Charles Amuso
Committee Member
Maryellen Maher
Keywords
administrators, beliefs, collaborative decision-making, collaboration, collaborative teachers, communication, contextual process, curriculum development, dialogue, economic change, educational change, educational environment, elementary schools, Florida, integrated curriculum, intervention strategies, inquiry, mathematics education, mission and vision, Navy Point Elementary School, parent involvement, poverty, professional growth, professional learning communities, reading instruction, reflection, research-based curriculum, school improvement, single-parent homes, staff development, standards-based testing, student mobility, teacher collaboration, teacher training, teacher leadership, teacher participation, teacher practices, teacher professionalism, trust and respect, values, writing instruction
Abstract
This applied dissertation provided teachers with interventions and strategies to assist in the implementation of a professional learning community at Navy Point Elementary School. In 1999, the state of Florida changed to a standards-based state testing system. Upon receiving a grade of D in the state grading system, the administration of Navy Point Elementary School began a study of the underlying causes for the problems that existed within the school. The community had gone through numerous economic changes. Most of the children in the school were at the poverty level, lived in single-parent homes, and would move 2 or more times during the school year. Past changes had focused on new programs and textbooks with little or no commitment from the teachers and staff.
The writer implemented 5 key elements to assist in the change process: (a) the establishment of a school mission and vision; (b) the development of a collaborative decision-making process; (c) extended time for teachers to meet for collaboration; (d) staff development choices in reading, writing, and mathematics; and (e) the development and the implementation of a research-based, integrated curriculum. These intervention strategies included teachers, students, parents, and administrators.
The analysis of the data revealed the following findings: (a) educational change is an extremely complex and contextual process; (b) staff development must provide teachers with the knowledge to acquire a deep understanding that is needed for positive changes in values, beliefs, and practices; (c) the purpose of change must evolve from the teacher; (d) teachers must be part of an environment based on trust and respect; (e) inquiry plays an important part in the professional growth of teachers; and (f) the development of professional learning communities should be encouraged because communication and collaboration can provide needed reflection, dialogue, and professional growth for teachers.