Using school improvement planning to improve teacher practice: A qualitative case study in evaluating school improvement planning in one elementary school

This study focuses on the structure of a school improvement initiative, the processes used, and the results of a two-year planning process in a K-8 elementary school. The work of Thomas Guskey was used to develop the structure and guide the processes used to create teacher training and collect and analyze data results. The design includes a case study using a qualitative, descriptive format. The participants include administration, faculty members, and members of the continuous improvement planning committee of an elementary school in a southwestern suburban school district, characteristic of an urban school district. Data were collected and analyzed from the two year school improvement planning documents including goal setting, gap analysis, staff development planning, evidence of implementation, and results data. Interviews of administration, teachers, parents and community members involved in the process were collected. The findings were organized into three categories: structures, processes, and results. This research provides insight into a school using a prescribed plan and what teachers and administrators think are the actual factors that create change on a campus.