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Restructuring in a rural Nebraska school
Abstract
The purpose for conducting this study was to examine the restructuring process in a rural Nebraska public school. Areas investigated were the quality of student learning, equity and inclusion of all students, the redefinition and integration of curriculum, and the systematic planning and measurement of results. The McCook Public School District was the system selected for the case study. Data were collected and reviewed from the following surveys: community, staff, students, and McREL. Additional forms of documentation were letters, memorandums, meeting minutes, internal documents, and news reports. Based on the case study, the following conclusions were determined: (1) The McCook Board of Education was committed to the restructuring process and the School Improvement Plan. (2) A cadre of teachers provided the impetus for school reform. (3) Effective principals were the strong leaders who had the courage to share their beliefs and the confidence to empower their teachers, thus giving staff a role in decision-making. (4) With professional development and administrative support, a majority of teachers gained ownership of the school improvement process. (5) There was a marked improvement in agreement among staff members on the definition of school improvement. (6) There was a common vocabulary and increased interaction among staff members district wide, principally in the area of curriculum. (7) Strategic planning within the district did not eliminate the need for traditional planning; however, it provided a framework to guide other decision-making.
Subject Area
School administration|Curricula|Teaching
Recommended Citation
Hoehner, Patricia Louise, "Restructuring in a rural Nebraska school" (1997). ETD collection for University of Nebraska-Lincoln. AAI9736934.
https://digitalcommons.unl.edu/dissertations/AAI9736934