Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2021
Committee Chair or Co-Chairs
Pamela Scott
Committee Members
William Flora, Virginia Foley
Abstract
The purpose of this phenomenological study was to examine elementary education teacher perceptions of the change process that occurred in a public-school district during the four-year transition from a traditional grade reporting process to a standards-based system. The director of elementary education and a district leadership team provided oversight as the initial teacher cohort participated in a full school year of planning and designing the new standards-based report card for kindergarten and was executed the following school year. First-grade cohort teachers began their initial year of planning and design the same year kindergarten began implementation. The second-grade teacher cohort followed with the same progression.
This study was designed to collect qualitative data from district cohort teachers who participated in the shift to the standards-based report card. The evidence was used to determine the successes and challenges involved with the collaborative reform process between district leaders and grade level cohort members in designing, creating, and implementing the standards-based report card. The system-change that occurred was explored and compared to Fullan’s (2016b) three dimensions of change model. The results of this study demonstrate a general interpretation of how cohort teachers perceived the relationships and interactions that influenced the leadership quality, effectiveness, and sustainability of change.
Document Type
Dissertation - unrestricted
Recommended Citation
Rainey, Melinda Ford, "Educator Perceptions of the Organizational Change Experienced in the Shift from Traditional Grading to a Standards-Based System" (2021). Electronic Theses and Dissertations. Paper 3949. https://dc.etsu.edu/etd/3949
Copyright
Copyright by the authors.