Date of Award

2-6-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

First Advisor

Elizabeth Lugg

Abstract

This study examined a differentiated, bottom-up approach to school improvement planning through exploration of the qualities that make up a highly effective school department team as it related to their ability to create and meet a student-centered, data driven high achievement goal. While there are a multitude of factors that affect the ability of a team to be effective, this study focused on a measure of trust within the department teams as a basis for choosing a department that exhibited high trust levels for further investigation. The study was able to connect qualities valued by a highly effective school team to an established conceptual framework of how teams should function. All school department teams participated in training sessions for how to create habits and then were asked to connect these habits to the measurable levels within a high functioning team. The research was also able to conduct a root cause analysis of reasons that a highly effective school team was not yet able to create and meet a bottom-up, high level student achievement goal to help plan for future professional development tied to school improvement planning. Another component of the study was to measure the system efficacy within this school improvement model to see if it would have the ability to remain beyond the current school leader using the conscious competence framework.

Comments

Imported from Codron_ilstu_0092E_12536.pdf

DOI

https://doi.org/10.30707/ETD2024.20240618063948310009.999984

Page Count

137

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