Date of Submission

6-20-2024

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

student success coach, collaborative planning, ecology of teacher agency, Kotter, professional development, multi-tiered system of support

Abstract

This dissertation-in-practice delves into student success coaching at Parkview (pseudonym), noting gaps in support for diverse academic needs within the school’s strategic plan for a learner-driven ecosystem. Overwhelmed student success coaches struggle to aid all students, creating the need for change. The problem of practice is the lack of a comprehensive strategy at Parkview to support all students’ academic needs in a personalized learning environment. As such, this study aims to redefine roles, prioritize student needs, support inclusive classrooms, and shift mindsets toward strengths-based approaches for equitable academic success. This dissertation-in-practice utilizes a teacher instructional leadership approach from an ecological systems perspective as the leadership perspective that helps to frame the leadership vision for change. Parkview’s organizational structure is illustrated from a hierarchical perspective outlining the move to its current distributed leadership structure. Using the Organizational Change Readiness Belief questionnaire and Quinn’s competing values model, Parkview is assessed as moderately ready to change. Three solutions are proposed: a multi-tiered system of support, professional development, and collaborative planning, with collaborative planning emerging as the preferred solution. To help in implementing collaborative planning between teachers and student success coaches, a change implementation plan is created using Kotter’s eight-step model. It is then outlined how this plan will be communicated, monitored, and evaluated to all necessary parties so that it can be altered and adjusted to ensure that change is successful.

Download

Share

COinS