Lessons from an urban underperforming turnaround school

• Online Access: http://hdl.handle.net/2047/D20412920

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 2005-2010 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. --Author's abstract