In this era of accountability there has been considerable interest in the adoption of school improvement initiatives based on systemic school-wide change. Facilitating substantive school-wide change in schools is a complex task. Increasingly, teams of educators within schools are being asked to guide their colleagues through major school improvement change initiatives.
This research study explores the phenomenon of change for members of a facilitation team responsible for guiding a large-scale, systemic school-wide initiative. The study initiative facilitated by the team is Positive Behavior Support (PBS): a systemic, proactive, preventative approach to school-wide student behavior for producing an effective learning environment for all students.
This dissertation is a case study documenting the individual belief and behavior change experienced by facilitation team members as they learn and lead the initial phase of the school-wide initiative of PBS in a rural elementary school in the Pacific Northwest. This research explored the factors influencing changes in the behavior and belief of the seven educators (teacher leaders) leading the process.
Qualitative findings revealed facilitation team members did change their beliefs and behavior as a result of leading PBS implementation through a team-facilitated leadership. Their changes were mediated by both their prior school experiences and by the predicted initiative school outcomes. The most significant influence changing team member beliefs and behavior was the act of leading a systemic school-wide change initiative as a facilitation team. Team members identified four significant factors for facilitating school-wide implementation change: (a) obtaining staff commitment for school-wide change initiatives, (b) involving staff throughout a school-wide change initiative, (c) using data to guide school-wide change initiatives, and (d) using team-facilitated leadership for school-wide change implementations. Facilitation team members found school leadership facilitation teams integral for creating and sustaining effective levels of staff involvement and in using school data to drive decisions for achieving successful school-wide change.
|Commitee:||Campbell, Kimberly, Sadler, Carol|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 69/12, Dissertation Abstracts International|
|Subjects:||School administration, Elementary education, Curriculum development|
|Keywords:||Elementary schools, Facilitating systemic school change, Implementing school initiatives, Individual teacher change from leading school change, Leading school change, Positive behavior support, Rural education, Teacher leaders, Team-facilitated leadership for improving schools|
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