Implications of the School Improvement Engine for Teacher Retention and School Organizational Health

Implications of the School Improvement Engine for Teacher Retention and School Organizational Health by Lisa M. DiGaudio MS, Walden University, 2005 BA, Adelphi University, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Leadership, Policy and Change in Education Walden University February 2017 Abstract Teachers working in urban schools in the United States are among those most at-risk for leaving the profession due to poor working conditions and lack of collegial relationships with school leaders and peers, among other factors. Use of professional development tools, such as the School Improvement Engine (SIE), may improve teacher retention and school organizational health; however, little research exists on the use of the SIE in charter schools. The purpose of this case study was to investigate New York City (NYC) school data on teacher retention and student achievement, how NYC charter school leaders participating in the program implemented the SIE, and how teachers and administrators perceived the impact of the implementation on their individual growth and desire to stay in their positions. Peter Senge’s organizational learning theory was used to examine how SIE tools may promote a healthy organization in 5 areas (systems thinking, personal mastery, mental models, building shared vision, and team learning). Teacher retention and student achievement archived data for NYC schools were descriptively analyzed. Individual interviews were conducted with a purposeful sample of 10 teachers and 4 school leaders from NYC charter schools implementing the SIE. Interview data were analyzed using open coding to identify key themes. Results indicated that SIE schools outperformed other NYC schools (charter and public) in English Language Arts (ELA), math, and teacher retention. Participants stated that tools like peer review helped them to become more effective in their teaching. Positive social change impacts include providing data that support the use of the SIE to improve teacher effectiveness, teacher retention, and the overall school organizational health.Teachers working in urban schools in the United States are among those most at-risk for leaving the profession due to poor working conditions and lack of collegial relationships with school leaders and peers, among other factors. Use of professional development tools, such as the School Improvement Engine (SIE), may improve teacher retention and school organizational health; however, little research exists on the use of the SIE in charter schools. The purpose of this case study was to investigate New York City (NYC) school data on teacher retention and student achievement, how NYC charter school leaders participating in the program implemented the SIE, and how teachers and administrators perceived the impact of the implementation on their individual growth and desire to stay in their positions. Peter Senge’s organizational learning theory was used to examine how SIE tools may promote a healthy organization in 5 areas (systems thinking, personal mastery, mental models, building shared vision, and team learning). Teacher retention and student achievement archived data for NYC schools were descriptively analyzed. Individual interviews were conducted with a purposeful sample of 10 teachers and 4 school leaders from NYC charter schools implementing the SIE. Interview data were analyzed using open coding to identify key themes. Results indicated that SIE schools outperformed other NYC schools (charter and public) in English Language Arts (ELA), math, and teacher retention. Participants stated that tools like peer review helped them to become more effective in their teaching. Positive social change impacts include providing data that support the use of the SIE to improve teacher effectiveness, teacher retention, and the overall school organizational health. Implications of the School Improvement Engine for Teacher Retention and School Organizational Health by Lisa M. DiGaudio MS, Walden University, 2005 BA, Adelphi University, 1997 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Leadership, Policy and Change in Education Walden University February 2017 Dedication I dedicate my dissertation to my parents, Ellen and Richard Becker; my husband, Michael DiGaudio; and my daughter Josephine DiGaudio. Without their support, I would have not been able to achieve this dream. Thank you for being the foundation of who I am, and who I hope to be. I love you all so very much. Acknowledgments There are no words that can truly express my gratitude to Dr. Sara Asmussen, who saw some glimmer of ability and supported my work as a “DCAT’er” back when this project was just getting started. It is because of her that I am where I am today. However, my path would never have crossed with Sara’s if it weren’t for Dawn Samuel, who realized that I was the “data head” among the two of us and asked me to attend the data meetings. These two incredibly talented women embody all of what I continue to strive to be a dedicated practitioner who builds capacity in my peers to make the educational experience better for all. I would be remiss if I did not thank my committee. I had the pleasure of meeting Dr. Amie Beckett, my methodologist, during my first residency. Her support for my topic and guidance has kept me rooted in my methodology. And to my dissertation chair, Dr. Felicia Blacher-Wilson: Your support has been invaluable. Dr. BW took me on when my first chair left the University. She then patiently worked with me through all sorts of personal calamities. At some points, I never thought I would finish, but Dr. BW has always been a constant cheerleader and pusher to the finish line. Thank you so very much, Dr. BW!