Teacher and Administrator Perceptions of Administrative Responsibilities for Implementing the

340 Pages·2017·1.18 MB·English

by  Valerie Lyle

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Frank Dilley Award for Outstanding Doctoral Study
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
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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 theCurriculum and Instruction Commons,Elementary and Middle and Secondary
Education Administration Commons, and theSecondary Education and Teaching Commons
This Dissertation is brought to you for free and open access by ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral
Studies by an authorized administrator of ScholarWorks. For more information, please [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

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UMI 3428145
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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.