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ERIC Number: ED553959
Record Type: Non-Journal
Publication Date: 2013
Pages: 246
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-2469-3
ISSN: N/A
An Examination of Tri-Level Collaboration around Student Achievement Using the Gap Analysis Approach: Central Office Leadership Factors
Llamas, Sonia Rodarte
ProQuest LLC, Ed.D. Dissertation, University of Southern California
Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined collaboration around student achievement at the central office leadership level in the Pasadena Unified School District (PUSD). This study is one of three concurrent studies focused on collaboration around student achievement in the PUSD that include the teacher level conducted by Carruthers (2013) and the site administrator level conducted by Salinas (2013). The purpose of this study was to identify the knowledge and skills, motivation, and organization challenges that contribute to PUSD's gap in accomplishing its organizational goal for collaboration around student achievement from the perspective of the central office leadership. Mixed methods were used to collect survey data from 18 participants and interview data for 4 participants to identify and validate the knowledge and skills, motivation, and organization root causes that may contribute to the PUSD's central office role in achieving the District's goal. Findings show that in general central office administrators are highly motivated and have the necessary knowledge and skills to meet the goals of the district but are impeded by issues related to resources specifically the to time for professional development, creation of job aides, structures and processes to encourage and implement collaboration across the district. Based on the findings, solutions drawn from the research literature are offered to address these challenges. This study is part of a larger study, in which two concurrent studies related to site leaders and teacher leaders, demonstrates how various stakeholders can systematically apply the Gap Analysis framework to address performance issues when implementing district-wide collaboration around student academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California