Date

Summer 2023

ESRP 9000 Professor

Gina L. Peyton

ESRP 9001 Professor

Gina L. Peyton

Executive Summary

This strategic research project was designed to provide insight on how to increase general education teachers’ knowledge about special education and inclusive practices. The organization studied is a school district located within a large, affluent, suburban area of New Jersey. After a strengths-weaknesses-opportunities-threats (SWOT) analysis was conducted, examining the internal and external factors of the school district, it was determined the district’s most crucial problem is the poor teacher knowledge of students with disabilities. To fix this issue, four possible solutions were researched: (a) updating the curriculum, (b) having leadership encourage inclusive culture, (c) conducting appropriate training, and (d) promoting collaboration. Ultimately, the solution of promoting collaboration within the school district was selected. The two strategies that could be used to implement more collaboration within the school district were diverse collaborative teams and Quality Teaching Rounds (QTRs).

Quantitative Strategic Planning Matrix (QSPM) was utilized to determine what strategy received the highest total attractiveness score. The total attractiveness score of QTRs was 5.16, meaning it is better to apply to the school district, as opposed to solely implementing diverse collaborative teams. QTRs are made up of diverse groups of education professionals, who participate in professional readings, observations, reflection, and discussions together. The quality of teaching, student achievement, teacher morale, the culture of schools, and collaboration are all proven benefits of QTRs. An action plan was developed which outlined steps which are required for a successful implementation of QTRs within the school district. It is recommended for further research to be done on QTRs within the United States.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Language

English

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