Lessons from an urban underperforming turnaround school

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LESSONS FROM AN Urban UNDERPERFORMING TURNAROUND SCHOOL

A thesis presented By

Kareem Tatum to

The School of Education

In partial fulfillment for the requirements for the degree of Doctor of Education in the field of Education

Dr. Wendy Crocker Chair

College of Professional Studies Northeastern University Boston, MA June 2021

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Abstract The purpose of this retrospective case study was to examine the implementation of turnaround practices in an underperforming urban elementary school. The research was guided by the overarching question: What are the lessons that can be learned from one turnaround school in Massachusetts, United States that could be shared with other urban turnaround schools? Several additional subquestions supported the study. Data were collected from community members, educators, administrators, students, and their families who were present in the school from 20052010 through interviews, focus groups, and document analysis. The portrait that emerged was a depiction of the academic, social-emotional, and behavioral strategies that were developed and implemented as a means to improve upon the quality and effectiveness of the teaching and learning at the school. Using Burke-Litwin's (1992) model of organizational performance and change as the theoretical framework, and supported by an examination of the extant literature related to turnaround models, leadership, and culture, several key findings emerged including: (a) partnering with the wider community in myriad ways to support the school, (b) connecting with parents and families as important stakeholder voices in their child's experience of school, (c) developing collaborative structures for educators and staff, and (d) creating a positive school culture. The study recommendations were shared as lessons that may be useful to the leadership of other underperforming schools and could serve as a guide to improve the teaching and learning in turnaround schools.

3 Keywords: turnaround school, urban school, leadership, community, school climate

This thesis is intended to honor the hard work, dedication, and perseverance of the students, parents, guardians, faculty, staff, community partners, and administrators at P.S. Elementary School.

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Acknowledgements I would like to thank the many people who have played such a significant role in supporting me during this doctoral process. First, I would like to sincerely thank Dr. Wendy Crocker, who served as my advisor. You will never be able to fathom how appreciative I am for your guidance, patience, and support throughout this process. Your positive attitude and constant reassurance were vital to my ability to complete this dissertation. I would also like to thank the students, faculty, staff, families, and community partners at Union Hill Elementary School. Upon arriving at Union Hill, I could not have imagined the impact our work would have on our school community. I will always cherish my experiences with you all! To my mentor, Dr. Marie Morse, the journey from turnaround partners to the attainment of doctoral degrees has been filled with experiences that have facilitated tremendous growth in my personal and professional life. I admire your strength and wisdom and I am forever appreciative of your friendship. Thank you to all of my family members for your support. Your interest in my work has served as motivation to successfully complete this dissertation. To my mother, who was my first and most important teacher: the combination of your work ethic, determination, and desire to persevere have been a constant source of inspiration in my life. Thank you for being the light that has guided my journey. To my wife Heidi and my children, Maia and Quentin, I am grateful for the love and support you have shown to me during this process. Heidi, your selflessness and quiet

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strength are the reasons why this was all possible. Thank you for being a phenomenal wife, a wonderful mother, and a great friend.

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