Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the PDF
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Walden University ScholarWorks Walden Dissertations and Doctoral Studies Frank Dilley Award for Outstanding Doctoral Study Collection 2010 Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping Valerie Lyle Follow this and additional works at:http://scholarworks.waldenu.edu/dilley This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Frank Dilley Award for Outstanding Doctoral Study by an authorized administrator of ScholarWorks. For more information, please [email protected]. Walden University ScholarWorks Walden Dissertations and Doctoral Studies 1-1-2010 Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping Valerie Lyle Walden University Follow this and additional works at:http://scholarworks.waldenu.edu/dissertations Part of theCurriculum and Instruction Commons,Elementary and Middle and Secondary Education Administration Commons, and theSecondary Education and Teaching Commons This Dissertation is brought to you for free and open access by ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Valerie Lyle has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Deanna Boddie, Committee Chairperson, Education Faculty Dr. Clarence Johnson, Committee Member, Education Faculty Dr. Pamela Warrick, University Reviewer, Education Faculty Chief Academic Officer David Clinefelter, Ph.D. Walden University 2010 Abstract Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping by Valerie Lyle M.A., Southern Illinois University, Carbondale, 1983 B.S., Southern Illinois University, Edwardsville, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University December 2010 Abstract The problem that compelled this study is one faced by district across the nation, which is the alignment of district curriculum with state standards and assessments. The Jacobs model of curriculum mapping was developed to address these alignment issues. The Jacobs model represents a large scale change initiative, and large scale reforms may be unsustainable if leaders misunderstand the magnitude of change and its impact on leadership. The purpose of this multiple case study was to explore administrator and teacher perceptions of administrative responsibilities for implementing the Jacobs model of curriculum mapping in a rural Midwestern school and how administrative leadership impacted teacher perceptions of sustainability. The conceptual framework for this study was based on change theories in relation to the work of Fullan and Senge. Data were collected from multiple sources, including interviews with 25 teachers at the elementary, middle, and high school levels and 5 administrators at all instructional levels. Archival documents and artifacts from 5 school years were also collected. Single case data was inductively analyzed and coded into 3 frames of analysis, and a cross case analysis of patterns, relationships, and themes was conducted. The findings of this study identified leadership challenges that impeded sustainability. Results suggest that for large scale reform to be successful, leaders need to identify and address potential change barriers and assume non-traditional leadership roles and responsibilities. Implications for positive social change include raised teacher awareness about the need for curricular alignment with state standards and the importance of horizontal, vertical, and lateral collaboration to address curricular gaps and redundancies in order to improve student learning. Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the Jacobs Model of Curriculum Mapping by Valerie Lyle M.A., Southern Illinois University, Carbondale, 1983 B.S., Southern Illinois University, Edwardsville, 1976 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University December 2010 UMI Number: 3428145 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3428145 Copyright 2010 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106-1346 Dedication I would like to dedicate this study to Dr. Anthony Chan. Dr. Chan began this doctoral process with me and guided me through until the final chapters of my dissertation. Due to illness, Dr. Chan had to resign as my doctoral chair and from my doctoral committee. However, I am very cognizant and appreciative of the support, guidance, and encouragement he provided me. He challenged my thought processes and in doing so sparked personal insights and fostered my intellectual growth. I consider myself very fortunate and privileged to have had the opportunity to work under his guidance. I am grateful to him for helping me reach this point in my academic career. Acknowledgments I would like to thank my family and friends for providing encouragement and support as I journeyed through this doctoral process. To my husband, Herman, and my brother, Wally, thank you for assuming extra responsibilities so that I might concentrate efforts on completing my dissertation. I would especially like to thank my son, Galen, for listening to my frustrations and providing technological assistance. To my son, Chad, thank you for believing in me and providing encouragement. I would like to thank my friend Janet for being my prayer partner. We know that God has helped both of us to persevere through challenging times and has opened doorways which brought us together. We know that God is the author of our successes and that He deserves our gratitude. I am extremely grateful to the administrators and teachers of Wards Mill School District #4 for being willing to participate in my study. I am deeply appreciative of the candor with which you responded to my inquiries. I am hopeful that the information we have provided about the challenges we faced and the lessons we learned during the implementation process will be beneficial to others. I would like to thank Heidi Hayes Jacobs for suggesting a leadership study as the focus of my dissertation. I would like to thank the members of my doctoral committee for their support and guidance. I would especially like to thank my chair, Dr. Deanna Boddie. I can not begin to adequately express the deep gratitude that I have for all you have done to help me complete this doctoral journey. It has been a pleasure to learn from you.
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