School performance teams' influence on school improvement in a large urban midwest school district

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to explore and understand school performance teams (SPT) in one large urban school district through the lenses of leadership, teacher teams, school based management (SBM), and comprehensive school reform. A multiple-case study design was used to focus this study, and research was centered on two purposely selected sites, both high poverty level schools having failed to achieve adequate yearly progress (AYP) as defined by a state agency, and in their second year of school improvement as defined by the No Child Left Behind Act of 2004. The data collection process for this study included individual interviews, site observations, documentation (meeting minutes, agendas, and school improvement plans), and student assessment data. Methods consisted of pattern matching processes by which data are collected. The data were analyzed through the use of coding by looking for evolving categories and theoretical codes. The data indicated the administrative control model of SBM was effective in developing SPTs if the principal empowered others in the SPT process. Distributed leadership was shown to be important in the success of SPTs. The study data indicated the 11 components of comprehensive school reform (CSR) positively impacted the performance of SPTs and the school as a whole. This study has important implications for school boards, central office administrators, principals, and teachers.