In order to survive the rapid increase in technology innovation, schools must develop emergent systems utilizing teachers and leaders in new roles to implement change focused on the task of supporting the academic needs of students. New roles in an emergent system result in the development of positive culture, creativity and collaboration. The innovative culture in a thriving emergent system provides the fuel needed to sustain consistent change strategy and implementation over time. This case study explored the emergent system created by Escondido Union School District (EUSD) to implement the iRead program, which focused on improving reading fluency of the English Language Learner and low socio-economic student populations. Through the use of story building this case study explored the elements of roles, strategy, and culture present in the iRead implementation. This study proposed an emergent system sustainable change model as a conceptual framework for school and district use relative to technology implementation. Specifically the model conceptualized the applicability of role theory, strategy theory, and change theory to implementation strategy.
This qualitative case study consisted of 11 interviews with various role players in the iRead implementation and an examination of the documentation data found in the iRead section of the EUSD website. The respondent data was coded through the lens of the Public Education Leadership Project (PELP) model for program implementation. The data was grouped into PELP themes of strategy, stakeholders, culture, systems, and resources. An analysis of the grouped themes revealed the existence of new roles and an emergent system for change fueled by the innovation and creativity of the iRead staff.
The EUSD educators acting in the roles of pioneer, explorer, trailblazer, implementer, mentor/coach, and standard-bearer became themselves the agents of change. The assumption of new roles to implement new programs comprised the strategy of an emergent system. The roles assumed by the participants in the iRead program provided the consistent and sustained growth of the implementation. The strategy of start small and grow over time provided the iRead program the solid foundation necessary for continued success. The environment of innovation among the iRead role players resulted in a change culture based on phases of implementation, namely idea, initiative, and implementation. Through the use of new roles, emergent strategy, and collaborative culture, EUSD has provided a model for schools hoping to keep pace with the rapid rate of technology innovation.
|Advisor:||Scott, James W.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||California, Change theory, Emergent systems, Escondido Union School District, Implementation theory, Public Education Leadership Model (PELP), Role theory, Strategy theory|
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