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Review the problem statement on Page 14.Use the appropriate EdD doctoral Capstone Rubric and checklist (found in the Learning Resources) to analyze the quality of the dissertation’s problem statement. Walden University ScholarWorks Frank Dilley Award for Outstanding Doctoral Study Walden Dissertations and Doctoral Studies 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 contact [email protected] http://www.waldenu.edu/?utm_source=scholarworks.waldenu.edu%2Fdilley%2F22&utm_medium=PDF&utm_campaign=PDFCoverPages http://www.waldenu.edu/?utm_source=scholarworks.waldenu.edu%2Fdilley%2F22&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu?utm_source=scholarworks.waldenu.edu%2Fdilley%2F22&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu/dilley?utm_source=scholarworks.waldenu.edu%2Fdilley%2F22&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu/dissanddoc?utm_source=scholarworks.waldenu.edu%2Fdilley%2F22&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu/dissanddoc?utm_source=scholarworks.waldenu.edu%2Fdilley%2F22&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu/dilley?utm_source=scholarworks.waldenu.edu%2Fdilley%2F22&utm_medium=PDF&utm_campaign=PDFCoverPages mailto:[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 the Curriculum and Instruction Commons, Elementary and Middle and Secondary Education Administration Commons, and the Secondary Education and Teaching Commons This Dissertation is brought to you for free and open access by ScholarWorks. 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For more information, please contact [email protected] http://www.waldenu.edu/?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://www.waldenu.edu/?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu/dissertations?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://scholarworks.waldenu.edu/dissertations?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/786?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/790?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/790?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/809?utm_source=scholarworks.waldenu.edu%2Fdissertations%2F831&utm_medium=PDF&utm_campaign=PDFCoverPages mailto:[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. i Table of Contents List of Tables .......................................................................................................................v Section 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background to the Problem ...........................................................................................3 Problem Statement .......................................................................................................14 Purpose of the Study ....................................................................................................15 Research Questions ......................................................................................................15 Nature of the Study ......................................................................................................16 Conceptual Framework ................................................................................................19 Operational Definitions ................................................................................................21 Assumptions .................................................................................................................25 Scope of the Study .......................................................................................................27 Delimitations ................................................................................................................27 Limitations ...................................................................................................................28 Significance of the Study .............................................................................................29 Summary ......................................................................................................................30 Section 2: Literature Review .............................................................................................34 Introduction ..................................................................................................................34 Inclusion Criteria .................................................................................................. 37 Exclusion Criteria ................................................................................................. 38 Factors Influencing Educational Reform .....................................................................38 ii Changing Purpose of Education...................................................................................42 Change in Leadership Theories ...................................................................................44 Change Theory .............................................................................................................46 Magnitude of Change ...................................................................................................49 Leadership Roles during the Change Process ..............................................................52 Jacobs Model of Curriculum Mapping ........................................................................61 Background and Potential ..................................................................................... 61 Leadership Challenges .......................................................................................... 66 Review of Similar and Differing Methodologies.........................................................69 Summary of Critical Curriculum Mapping Studies .....................................................74 Summary ......................................................................................................................77 Section 3: Research Method ..............................................................................................80 Introduction ..................................................................................................................80 Restatement of Research Questions .............................................................................81 Research Design...........................................................................................................82 Researcher’s Role ........................................................................................................85 Data Collection Instruments and Plan..........................................................................87 Unobtrusive Data .................................................................................................. 87 Interviews .............................................................................................................. 93 Context of the Study ....................................................................................................98 Setting .................................................................................................................. 93 iii Participants ............................................................................................................ 99 Data Analysis Plan .....................................................................................................102 Interview Data Files ............................................................................................ 103 Unobtrusive Data Analysis ................................................................................. 108 Inductive Analysis .............................................................................................. 109 Theoretical Proposition ....................................................................................... 111 Validity and Reliability ..............................................................................................112 Ethical Considerations ...............................................................................................114 Summary ....................................................................................................................117 Section 4: Results .............................................................................................................118 Introduction ................................................................................................................118 Review of Data Collection .........................................................................................118 Data Organization ......................................................................................................125 Level 1 Data Analysis: Emerging Understandings ....................................................130 Level 2 Data Analysis: Single Case Findings ............................................................137 Administrative Case ............................................................................................ 137 Summary of Findings for Administrative Case .................................................. 165 Teacher Cases ............................................................................................................167 High School Teacher Case .................................................................................. 168 Summary of Findings for High School Teachers Case ....................................... 191 Junior High School Teachers Case ..................................................................... 196 Summary of Findings for Junior High School Teachers Case ............................ 217 iv Elementary School Teachers Case ...................................................................... 221 Summary of Findings for Elementary School Teachers Case ............................ 245 Level 2: Cross-Case Analysis ....................................................................................249 Cross-Case Analysis Findings ...................................................................................252 Theoretical Proposition ..............................................................................................256 Discrepant Data ..........................................................................................................261 Evidence of Quality ...................................................................................................263 Conclusion .................................................................................................................267 Section 5: Discussion, Conclusions, and Recommendations ...........................................268 Overview ....................................................................................................................268 Interpretation of Findings ..........................................................................................272 Implications for Social Change ..................................................................................281 Recommendations for Action ....................................................................................283 Recommendations for Further Study .........................................................................286 Reflection on Researcher’s Experience .....................................................................287 Conclusion .................................................................................................................290 References ........................................................................................................................292 Appendix A: Forms..........................................................................................................309 Appendix B Audit Trail ...................................................................................................315 Appendix C: Sample Unobtrusive Document and Memorable Quotes File ....................318 Appendix D: Coding ........................................................................................................320 Curriculum Vitae .............................................................................................................323 v List of Tables Table 1. Administrative Perspectives of Factors Leading to Initiative Buy-in ............... 139 Table 2. Administrative Perspectives of Leadership Attributes Inhibiting Buy-in ......... 142 Table 3. Administrative Perspectives of Leadership Attributes to Promote Buy-in ...... 143 Table 4. High School Perspectives of Factors Leading to Initiative Buy-in .................. 169 Table 5. High School Perspectives of Leadership Attributes Inhibiting Buy-in ............. 171 Table 6. High School Perspective of Leadership Attributes to Promote Buy-in ............ 172 Table 7. High School Trends in Mapping Perceptions ................................................... 175 Table 8. High School Trends in Maps Housed in Internet-based System ....................... 184 Table 9. Junior High Perspectives of Factors Leading to Initiative Buy-in .................. 197 Table 10. Junior High Perspectives of Leadership Attributes Inhibiting Buy-in ........... 199 Table 11. Junior High Perspectives of Leadership Attributes to Promote Buy-in ......... 200 Table 12. Junior High Trends in Mapping Perceptions ................................................. 206 Table 13. 2006-2007 Professional Development Training for Junior High Teachers ... 211 Table 14. Junior High Maps Housed in Internet-based System ..................................... 213 Table 15. Elementary Perspectives of Factors Leading to Initiative Buy-in ................. 222 Table 16. Elementary Perspectives of Leadership Attributes Inhibiting Buy-in ............ 226 Table 17. Elementary Perspectives of Leadership Attributes to Promote Buy-in .......... 227 Table 18. ElementaryTrends in Mapping Perceptions ................................................... 237 Table 19. Instructional Level Sustainability Perceptions ............................................... 260 1 Section 1: Introduction to the Study Introduction Sanctions established for Title I schools in the No Child Left Behind (NCLB) Act of 2001 have resulted in an increased interest in strategies to align curriculum with assessment standards and learning targets, which students must master in order to achieve Adequate Yearly Progress (AYP) (Barton, 2006; Guilfoyle, 2006). Although the NCLB Act stipulates that all schools are expected to have 100% of their students achieve proficiency targets in English Language Arts and Math by 2013-2014, only Title I schools are subject to federal NCLB sanctions. Title I schools are schools that receive federal funding and have large percentages of children from low-income families. State sanctions may also be imposed upon districts that do not meet AYP targets. Sanctions and corrective actions increase in severity if AYP targets have not been met for three or more years (“Frequently Asked,” 2007; Guilfoyle, 2006). The Jacobs model of curriculum mapping provides a framework for aligning curriculum to standards that states use to determine if schools have met AYP proficiency targets. The Jacobs model also provides a framework for social change and the establishment of district-wide professional learning communities in which teachers and administrators collaborate to identify and problem-solve curricular issues inhibiting student achievement (Hale, 2008; Jacobs, 1997, 2004; O’Neil, 2004; Truesdale, Thompson, & Lucas, 2004; Udelhofen, 2005). Unlike traditional curriculum guides, which represent the intended or specified curriculum, the Jacobs model includes monthly maps generated by each teacher. 2 Monthly maps developed by individual teachers are called Diary Maps. These maps represent the actual or implemented content and skills that students experience during a given month. Diary Maps also indicate how the content and skills were assessed and aligned with standards upon which AYP is measured (Hale, 2008; Jacobs, 1997; Udelhofen, 2005). Marzano (2003) contended that the discrepancies between the intended and implemented curriculum are problematic factors that impede student achievement. Articulation based on the implemented curriculum, which is documented in the Jacobs model of mapping, provides a more cogent means of assuring that students’ transitions among the grade levels is not wrought with unintentional gaps and redundancies in content, knowledge, or skills. Documenting the implemented curriculum also provides a more reliable means of monitoring the alignment of the curriculum with standards students must master to achieve proficiency targets (Hale, 2008; Jacobs, 1997; Udelhofen, 2005). Jacobs (1997, 2003, 2004) contended that mapping in the 21st century should include the use of Internet-based mapping technology. Mapping software afforded a mechanism to house and retrieve maps from multiple years. Mapping software also included various search and report features for data analysis and monitoring curriculum. Additionally, Internet-based technology provided quick access to mapping information among teachers in a school or among schools within a district. Finally, Internet-based mapping technology provided a database for formulating data-informed decisions 3 pertaining to the students’ actual experiences. Therefore, it is possible to identify gaps and redundancies that might impede student learning. Jacobs (2004) suggested that mapping can serve as a hub for decision making and designing professional development opportunities. Analyzing and reflecting on the data within maps provides a means of determining site-based professional development requirements. For example, an analysis of maps might reveal an over reliance on one method of assessment or an over reliance on lower-level comprehension questions. Therefore, professional development might focus on a variety of assessment opportunities which promote higher-level thinking among students. Mapping information can be used to identify site-based professional development requirements and design job-embedded learning opportunities. Mapping can serve as a professional development hub focused on data-informed decisions instead of district-imposed opportunities which may be irrelevant to specific site-based requirements. A framework that aligns the implemented curriculum to standards used to measure AYP proficiency targets as well as an electronic means to quickly identify and address gaps and monitor curriculum alignment is alluring. The benefits and potential challenges posed by the Jacobs model of curriculum mapping are described in more detail in Section 2. Background to the Problem Mapping proponents warn that the success of a mapping initiative is dependent upon the leaders’ understandings of the complexity of the mapping process and the magnitude of social change it represents for a district. The Jacobs model of curriculum 4 mapping is an on-going process that requires restructuring to provide time for mapping and articulation using mapping information. Mapping proponents recommend a year of planning and professional development for principals and teacher leaders prior to initiating implementation of mapping. Advanced planning and preparation are necessary to identify and address potential obstacles (Hale, 2008; Holt, 2004; O’Neil, 2004; Johnson & Johnson, 2004; Johnson & Lucas, 2008; Truesdale, Thompson, & Lucas, 2004). Although the high school and junior high school levels in Wards Mill School District #4 (pseudonym) are not Title I schools, they failed to meet AYP for four consecutive years. As a result, both levels were given Academic Watch Status (AWS) and were eligible for additional state sanctions (“Frequently Asked,” 2007; “Guidance to Districts,” 2008; Interactive Illinois Report Card 2007a, 2007b). In an attempt to improve student achievement, the Jacobs model of curriculum mapping was introduced into the school district during the 2005-2006 school year at the high school and junior high school levels. Mapping was initiated at the five elementary schools during the 2006-2007 school year. Mapping represents a second-order change for Wards Mill School District #4 (pseudonym) and administrators implemented mapping without a clear understanding of the processes in the Jacobs model of curriculum mapping and the degree of social reform it represents for this district. Furthermore, mapping was implemented without an understanding of how the magnitude of change impacts stakeholders and leadership 5 responsibilities and roles, which are leadership imperatives. As a result, this initiative has been met with false starts, resistance, and confusion. Marzano, Waters, and McNulty (2005) defined a second-order change as a change which is a dramatic departure from past practices, requires the acquisition of new skills and knowledge, and conflicts with existing norms and … EdD Capstone Rubrics and Checklists by Stage Revised EdD Rubrics and Checklists…Can you explain clearly what forms are required when? The stages and timing of the University Research Review process have not fundamentally changed; only the documents have changed. However, the following outline may help clarify. Proposal Writing Stage Student : Complete the proposal and the appropriate Doctoral Study Checklist by identifying the page number where items are located in the proposal. Use the comment blocks to provide any clarifying information for the reviewers. Student : Submit the proposal and Doctoral Study Checklist to the Committee Chair. 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The Committee Chair then forwards to the Committee URR: 1) final doctoral study document; 2) Turnitin Report; 3) the completed Doctoral Study Checklist completed by the student and with any comments by the committee Chair and/or Member; and 4) the Doctoral Study Minimum Standards Rubrics completed by each member indicating that all standards have been met (it is best to keep the history of comments to the student for Committee URR to review as well). Final Study Stage/Post-Oral Defense (pre-CAO review) Committee Chair and Committee Member: · Chair forwards the final study document and final quality rubric from each committee member directly to the URR, while copying [email protected] Committee URR: · Forwards review (brief statement to chair, final document, and final quality rubric—indicating if approved for CAO review) to committee chair, while copying [email protected] © 2021 Walden University, LLC Page 1 of 6 Bibliography EDDD 8003 / EDDD 8113: Tools for Doctoral Research Success Antonio, A., & Tuffley, D. (2015). First year university student engagement using digital curation and career goal setting. Research in Learning Technology, 23, 1–14. Ayres, K. D. (2011). A summative program evaluation of a systemic intervention on student achievement and AP participation (Doctoral dissertation). Retrieved from http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1018&context=dilley Butin, D. W. (2010). 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