Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Agatha Francis-Seton

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. Carole Pearce, Committee Chairperson, Education Faculty
Dr. Mary Hallums, Committee Member, Education Faculty
Dr. John Johnson, University Reviewer, Education Faculty

Chief Academic Officer

David Clinefelter, Ph.D.

Walden University
2011
 Abstract

Impact of Collective Responsibility on Student Learning and Achievement

by

Agatha I. N. Francis-Seton

M.P.A. University of the District of Columbia, 1995

B.A. University of District of Columbia, 1993

Dissertation Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

April 2011
 Abstract

Several middle schools (grades 7 and 8) in a northeastern U.S. state failed to meet the

states adequate yearly progress. The impact of collective responsibility on students

learning and achievement was explored in this study. Collective responsibility occurs

when leaders, parents, and teachers collaborate as a team to take full responsibility for

students learning and success. Using Vygotskys social constructivist learning theories

based on teamwork as a framework, Slavins collaborative learning theory, and Burns

transformational leadership, the effectiveness of collective responsibility on students

achievement was examined in this qualitative study. This case study design allowed an in

depth exploration of the collective responsibility process and observation of teachers

engagement in classroom instruction over a sustained period. Answers to four questions

were sought: teachers perceptions of the effectiveness of collective responsibility, pay-

off for teachers and students, strategies used, and training in collective responsibility.

Participants consisted of 10 qualified teachers from one public middle school. Interviews,

observations, and teachers reflections were analyzed using open and axial coding to

identify themes and trends. Findings from the study showed that 100% of participants

noted that students made higher gains on states tests due to teachers engagement in

collective responsibility. In addition, 2% percent of participants had no formal training in

collective responsibility. It was recommended that the school district should give support

for and provide professional training to teachers to promote collective responsibility in

the districts middle schools. The study contributes to social change because it highlights

the importance of collective responsibility which can result in, increased student learning,

teacher knowledge, community involvement, and student achievement.

Impact of Collective Responsibility on Student Learning and Achievement

by

Agatha I. N. Francis-Seton

M.P.A. University of the District of Columbia, 1995

B.A. University of the District of Columbia, 1993

Dissertation Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

April 2011
 UMI Number: 3450661

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 Dedication

I dedicate this text to my husband, Philip N. Seton, my daughter, Nneka N.

Motanya, and my son, Philip N. Seton, Jr., for encouraging me and believing in me. You

all are awesome. Likewise, this is dedicated to my mom and dad, who are looking down

from heaven smiling proudly, my family and my dear friends who inspired me to achieve

this goal. I could not have done it without you all. A special thanks to a special friend,

Jean Brown who resides in Trinidad, West Indies, and not forgetting Jade Brown for

giving a helping hand when I needed help the most. To all of you, I say thanks for being

there for me.

 Acknowledgement

First and foremost, I give honor to God for giving me the faith to believe in Him

throughout this journey. You are my Rock and the Strength of my Life. Most special

thanks to those who inspired me to become a teacher, and those who gave me the

opportunity to pursue teaching. Special thanks to Sophia Mallet, and the staff of the

Resident Teacher Program, Prince Georges County Public School system for a blessed

opportunity. Becoming a teacher inspired me to pursue a degree in Education. Sophia,

over the years I have said thank you, but today, it is a very special thank-you for

believing in me.

To the principal, administrators, and teachers of James Madison Middle School,

who supported and participated in my research study, and whose contribution played a

significant role in my accomplishment. It could not have been possible without you.

Several people have had an especially profound influence on my academic career over

the years. First, I wish to acknowledge all of my professors who have been persistent in

their endeavor to assist me in this achievement from the beginning of this journey. The

past years have been challenging, but knowing that my professors and classmates were

always ready to assist; this was surely an inspiration for me. My third year of this

program has been the most intense, challenging, but most rewarding, so I say a very

special thank you to all my instructors, committee chairpersons, and all those who have

been instrumental throughout this journey with me.

 Table of Contents

List of Tables................................................................................................vi

List of Figures .............................................................................................vii

Section 1: Introduction to the Study .............................................................. 1

Introduction and Background .............................................................1

Problem Statement ................................................................................ 5

Nature of the Study ........................................................................... 7

Research Questions ............................................................................... 9

Purpose of the Study ....................................................................... ......9

Conceptual Framework ....................................................................10

Operational Definitions of Terms .........................................................19

Assumptions ........................................................................................20

Limitations ...........................................................................................22

Scope and Delimitations of the Study ...................................................23

Significance of the Study .....................................................................23

Summary .............................................................................................25

Section 2: Literature Review ............................................................................28

Introduction ........................................................................................28

Literature Search Strategy ...................................................................28

Understanding Collective Responsibility ............................................30

i
 Concepts of Collective Responsibility ................................................32

Impact of Collective Responsibility on Student Learning .....................34

Utilizing Data as Part of Collective Responsibility ...............................36

Leaders Role in Collective Responsibility ...........................................39

Collaboration as Part of Collective Responsibility ............................47

Role of Teacher Leadership in Collective Responsibility..................56

Relationship of the Study to Previous Research ................................60

Substantiating the Conceptual Framework for the Study ..................63

Potential Themes Emerging from Collective Responsibility .............64

Professional Learning Communities .................................................65

Professional Development ......................................................70

Building School Partnership ...................................................74

Team Building in Schools.......................................................78

Summary .........................................................................................84

Section 3: Research Method ........................................................................87

Introduction .....................................................................................87

Research Design and Approach ........................................................87

Context of the Study- Participants ........................................................92

Informed Consent and Ethical Considerations ..................................94

Researchers Role ............................................................................96

ii
 Data Collection .................................................................................98

Interview Protocol .....................................................................101

Videotaped Observation Protocol ..................................................102

Postobservation Teacher Reflection ...............................................104

Data Recording Procedure................................................................104

Interview Protocol .....................................................................104

Videotaped Observation Protocol ..........................................105

Postobservation Teacher Reflection ...............................................105

Data Analysis Procedures .................................................................105

Validity and Trustworthiness................................................................107

Summary ........................................................................................ 109

Section 4: Results ........................................................................................111

Introduction .....................................................................................111

Process .................................................................................................111

Tracking Data ..................................................................................116

Findings ...........................................................................................117

Question 1 - Main Research Question ........................................120

Question 1 (Subquestions) .....................................................125

Question 2 (Subquestions) .............................................................130

Question 3 (Subquestions) ............................................................ 132

iii
 Discrepant Cases and Nonconforming Data......................................138

Patterns, Relationship, and Themes ......................................................141

Evidence of Quality ........................................................................ 143

Section 5: Summary, Conclusion, and Recommendations ........................... 145

Overview .........................................................................................145

Methodology....................................................................................147

Findings ...........................................................................................147

Interpretation of Findings .................................................................150

Question 1 - Main Research Question ........................................154

Question 1 (Subquestions) .....................................................156

Question 2 (Subquestions) .............................................................158

Question 3 (Subquestions) .............................................................159

Implications for Social Change ........................................................161

Recommendations for Action ...........................................................164

Recommendations for Further Study ................................................169

Reflection of the Researchers Experience .......................................170

Conclusion .......................................................................................172

References ...................................................................................................175

Appendix A: Principal Invitation to Study ...................................................193

Appendix B: Teacher Invitation to Study .....................................................194

iv
Appendix C: Applicant Participation Form ..................................................195

Appendix D: Applicant Follow-up/Thank You Letter .................................196

Appendix E: Initial Contact Letter ...............................................................197

Appendix F: Participant Numeric Coding System ...................................... 198

Appendix G: Consent Form .........................................................................199

Appendix H: Interview Protocol ..................................................................202

Appendix I: Interview Questions .................................................................203

Appendix J: Teacher Observation Coding Protocol. .................................204

Appendix K: Researcher Observation Journal ..............................................205

Appendix L: Observation and Assessment of Teaching Tool .......................206

Appendix M: Participants Reflection Journal ...............................................207

Appendix N: Collective Responsibility Processing Chart .............................208

Appendix O: Participation Tracking Log .....................................................209

Appendix P: Researcher Reflection Journal. ..210

Curriculum Vitae .........................................................................................216

v
 List of Tables

Table Q1. Teachers by Content(s) and Grade Level(s) ................................................. 212

Table Q2. Teachers Qualifications and Experiences ................................................... 213

Table Q3. Evaluation of Participants Perspective on the Impact of Collective

Responsibility .............................................................................................. 214

Table Q4. Areas of Improvement by Content when Teachers Engage in Collective

Responsibility .............................................................................................. 215

vi
 List of Figures

Figure 1. Participants Perception of the Effectiveness of Collective Responsibility..... 123

Figure 2. Participants Training and Knowledge with Collective Responsibility........... 128

Figure 3. Participants Understanding of Collective Responsibility .............................. 129

Figure 4. Collective Responsibility as an Effective Tool Compared to Teacher

Qualification and Knowledge. ....................................................................... 130

Figure 5. Pay-offs when Teachers Engage in Collective Responsibility ....................... 131

Figure 6. Participants Most Commonly Used Strategies for Student Learning............. 135

Figure 7. Strategies Used Rate by Participants During Observation.............................. 136

Figure 8. Teacher Responses to Postobservation Reflection ......................................... 137

vii
 1

Section 1: Introduction of the Study

Introduction and Background

Newman and Wehlage (1995) affirmed that collective responsibility occurs when

leaders and teachers collaborate as teams to make sure that all teachers learn what they

need to improve teaching and to help all students meet the challenges of state academic

achievement standards. Collective responsibility requires the commitment of leaders,

administrators, teachers, parents, stakeholders, and the school community. Newman and

Wehlage emphasized that students must also take full responsibility for their own

education. The authors maintained that collective responsibility for student learning and

achievement has become one of the main focuses in many public schools. Newman and

Wehlage pointed out that in this age when schools engage in high-stake testing, many

low performing schools are in search of solutions to resolve a system-wide problem, and

ways to improve their test scores. While some school districts engage in collective

responsibility as a means to improve their schools academic standing, others use a

variety of approaches as means to improve their schools academic standing.

According to DuFour (2003), the lack of collective responsibility for student

learning and achievement has posed ongoing concerns for educators and school officials

as many schools continue on a path of low performance and poor achievement levels.

DuFour asserted that many factors have contributed to this problem: school leaders lack

of effective leadership, their lack of efforts to build a collaborative culture within their

school, inexperienced teachers, students lack of responsibility for their own education,
 2

and the failure of leaders to fulfill their most fundamental obligation of leadership and

accountability for students learning and success. McLaughlin and Talbert (2001)

maintained that high schools and departments within high schools that are effective are

more recognized from other schools because of their commitment to teamwork and

collaborative efforts. Eastwood and Louis (1992) concurred that schools are effective

when they build a collaborative school culture that engage in supportive problem solving,

the single most important aspect of successful school reformation. Little (1990) also

agreed that effective collaboration among staff result in higher achievement gains, more

problem solving, and effective school reform.

Lee and Smith (1996) revealed that achievement gains were significantly higher

in schools where teachers took collective responsibility for academic success or failure,

and achievement gains were also higher in schools with more collaboration among staff.

Lee and Smith maintained that in schools with high levels of collective responsibility,

where attitudes were consistent among the faculty, students learn more in all subjects.

Additionally, Lee and Smith noted that schools where most teachers take responsibility

for students learning are environments that are both more effective and more equitable.

Lee and Smith asserted that students performance is enhanced and achievement

increased when teachers work collectively as a team to collaborate on lesson planning,

assessments, and utilization of data to improve teaching and learning. Regarding data

utilization, Lee and Smith noted that it becomes a problem when teachers possess data,

but do not know how to use it to enhance teaching and learning. Therefore, it is
 3

imperative that principals make certain that teachers receive the necessary professional

training on data utilization, so that principals give assurance that all staff who impact

student learning know how to utilize such data effectively.

Roth and Tobin (2005) asserted that collective responsibility for students

learning is more than teachers being held accountable for their students education; it also

involves teachers being responsible for their own learning, as well as helping their peers

to learn. DuFour (2004a) concurred that through collective responsibility teachers tend to

learn from each other, and encourage each other to learn because they continuously meet

as a team to exchange ideas with their peers. DuFour emphasized that teachers have the

opportunity to continuously improve classroom instruction. When teachers work together

to identify areas of concerns in students' performance, and develop strategic measure to

address those concerns they are more likely to experience a sense of self-assurance.

DuFour (2004a) pointed out that, despite the drive among leaders, school

officials, and teachers to sanction collective responsibility and collaboration for student

learning, many other factors play an important role in this process. DuFour stressed that

one important factor that can make a difference is parent involvement. He maintained that

it is important that parents be instrumental in their childrens academic lives, and become

a part of the professional learning community. Epstein (2005) reported that the National

Network of Partnership Schools has conducted series of studies on how family and

community involvement contribute to student achievement and other indicators of

success in school.
 4

Parents must exemplify participation at home by reading with their children,

assisting with homework, and discussing school concerns. In addition, parents should

also attend school functions or volunteer in the classrooms, engage themselves in the

learning process, and communicate with the school regularly. According to Yan and Lin

(2005), community and parent involvement in school decision-making processes, input

into the choices of the children, and participation in school-related activities has been

found to have profound impact on student outcome. The authors expressed that it is

almost impossible for leaders, administrators, and teachers to succeed in the endeavor to

improve student learning without the support of parents. Parents must be proactive and

have a clear understanding of what their children are learning so that they can engage and

assist them in their studies (DuFour, 2002).

Blank and Shah (2004) also added that although the No Child Left Behind Act

(NCLB 2002) has helped to put the spotlight on students achievement, many severe

problems still exist. Blank and Shah noted that many schools still struggle with severe

problems that prevent them from achieving their goals. Some of the major problems

include student engagement in learning, parents involvement in their childrens

education, providing students with the needed competency-building lessons, and

addressing issues outside the traditional parameter of the school system.

It is important that school leaders and the school community work collaboratively

and be collectively responsible for students learning, if students must be successful. This

approach to student learning and achievement can be a valuable asset to middle schools
 5

in a northeastern U.S. states school districts. According to the states Report Card (2008)

many middle schools are faced with a major problem of low academic performance and

failure to meet states standards. Based on the states Report Card only 55% of middle

schools achieved the states adequate yearly progress standards.

Although many factors may have contributed to the low performance of the

districts middle schools, the lack of collective responsibility for student learning and

achievement can play a major role in the schools failure. According to the Office of Staff

Development (2006), despite less than 50% of the districts middle schools engage in

collective responsibility, over 90% of these middle schools make the adequate yearly

progress. As middle schools in this northeastern U.S. states districts continue on a path

of academic failure, it is imperative that leaders, teachers, and the school community seek

new ways to improve student learning and achievement. According Lee and Smith

(1996), the establishment of a collaborative culture in each school can serve as a mean to

improve the development of quality teaching and higher student performance. A more

detailed discussion will be presented in section 2 of this study.

Problem Statement

The problem addressed in this study is that there is a lack of collective

responsibility for student learning and achievement as demonstrated by the consistently

low test scores among a prominent districts middle schools. In this northeastern U.S.

states prominent public school districts, collective responsibility for student learning and

achievement as demonstrated by the consistently disproportionate test scores among

 6

middle schools is lacking. According to the states Department of Education, State Report

Card (2008), over 55% of middle schools did not meet adequate yearly progress for the

2008 school year. The Office of Staff Development (2006) affirmed that less than 50%

of the districts middle schools engage in collective responsibility for student learning

and achievement. However, the Office of Staff Development asserted that the lack of

collective responsibility for student learning and achievement may have some impact on

several middle schools failure over the years. While individual teachers have used

selected measures and strategies to improve students performance, these schools have

not been able to achieve acceptable academic standards.

This problem impacts teachers, students, the community, and the district because

low-performing schools continue failing to meet the states academic standards. Lee and

Smith (1996) indicated that there are many possible factors contributing to the problem,

such as leaders failure to build a collaborative culture within their school, inexperienced

teachers, weak class instruction, lack of students responsibility for their own education,

teacher inability to understand how students learn. Schools where collective

responsibility for student learning is practiced are schools that are stronger, more

effective, and more independent. In addition, students performance is enhanced,

achievement increased, and teachers instructional practices improved.

The aim of this study was to explore the impact of collective responsibility on

students learning and achievement. The research findings will give leaders and
 7

administrators a clearer understanding of ways that collective responsibility may improve

students learning and achievement.

Nature of the Study

The main concern in this study was whether the failure by schools to collectively

take responsibility for students learning has resulted in low performance by students on

the states high-stake assessments. According to Lee and Smith (1996), high achievement

on assessments is an important reflection of students advancement and success. The

impact that collective responsibility by teachers had on students achievement was

addressed in this study. The objective of this qualitative research was to develop a deeper

understanding of how collective responsibility for student learning impacts students

learning and performance.

The research design selected for this qualitative study was the case study

approach. According to Creswell (2003), a case study is a form of activity, event, or

process that has been explored in depth by a researcher, in an attempt to collect valuable

and detailed information over a continued, but limited period of time. In addition,

Creswell (2007) noted that a case study is chosen to study a case with clear boundaries,

and it is important for the researcher to have a wide array of information about the case to

provide an in-depth picture of it. This study allowed me to investigate a process by means

of face-to-face interviews, observations, and teachers reflections, and to gather important

information from several individuals over a sustained period of time. The study was

limited to teachers at one northeastern states district middle school, and was conducted
 8

in the natural setting of their classrooms for a period of 5 weeks, which allowed me to

gather a range of information that provided a full understanding of the process.

This tradition was selected because it allowed me get a firsthand experience with

participants, in addition they were able to provide mer with historical information and

share their reality. I had control of scheduled time and line of questioning and it allowed

me to capture all aspects of the study visually to develop a clearer understanding of the

activity. In addition, I had the opportunity to observe the participants in the natural

setting of their classrooms. It also allowed for the observation of the daily instructional

process of the collective responsibility practice in teachers classrooms, and to gather

additional supportive data through teachers reflection sessions. This tradition also

contained logical steps in the data analysis process and data collection procedures that

helped the researcher to complete this study effectively.

The participants of this study were 10 volunteer teachers from one of the districts

public middle schools who engage in collective responsibility for student learning and

achievement. Participants were selected from the four core subjects that make up the

State Assessment test: English, mathematics, science, and social studies. As the

researcher, I conducted interviews, classroom observations, and gathered information

from postobservation teachers reflections.

 9

Research Questions

The main research question was:

What are teacher perceptions of the effectiveness of student achievement

when collective responsibility is promoted in the classroom?

The subquestions were:

1. How do teachers view adequate training and practice to best implement

collective responsibility in the middle school classroom?

2. What is the pay-off for teachers and students when teachers engage in

collective responsibility for students learning and achievement?

3. What specific strategies do teachers utilize to ensure that students learn

and achieve when they engage in collective responsibility?

A more detailed discussion is presented in section 3, which discusses

methodology.

Purpose of the Study

The purpose of the study was to explore the use of collective responsibility for

students learning and achievement and to understand how it impacts the performance of

middle school students in a northeastern states public middle schools. This study

engaged one middle school, Grades 7th and 8th, that participates in collective

responsibility for student learning. Teachers were asked to volunteer for the study. The

study consisted of three parts: an observation, face-to-face interviews, and a post-

observation teachers reflection. The goal of this study was to gain a deeper
 10

understanding of how collective responsibility impact students learning and

achievement.

Conceptual Framework

This present study is based on the social constructivist learning theories of

Vygotsky (1978), collaborative learning theory by Slavin (1978), and transformational

leadership by Burns (1978). Vygotsky) provided a hypothetical argument that individuals

learn through collective engagement with others, and maintained that is why

collaboration generates logical outcomes when groups or teams engage in discussions. He

maintained that collaboration is a collective and shared effort by which each person

learns from the other. Steiner, Weber, and Minnis (1998) concurred that collaboration

involves the coming together of participants to act jointly, plan, decide, and think equally

bringing together individual academic input to create an original structure, whereas no

individual person is controlled by the other. Vygotskys zone of proximal development

viewed collaboration as a constructed way of learning whereas persons who were more

mature and had more experience would teach those who were younger and had less

experience, so that they acquired knowledge and developed ideas beyond their

developmental years. He believed that it was social interaction and working together that

allowed us to learn and develop over the years. Steiner et al. concurred with Vygotskys

theory on the zone of proximal development and maintained that because this theory

applies to adults and children, it is likely that it can be applied to teachers and students.
 11

Fulton (2003) asserted that social constructivists vision of education is that

collaboration is an effective, new approach of learning for students, and a new way for

teachers to plan, teach, and learn. Pugach and Johnson (1995) concurred that the purpose

of collaboration is to support the most effective teaching possible for the greatest number

of students. Buzzeo (2002) referred to collaborative planning as the coming together of

two or more persons of common interest who set out to create oneness of a study based

on content standards, a unit that is team designed. Overall, the theory of collaborative

learning seen as an important mean for enhancing teaching, learning, shared

responsibility and teamwork, therefore supports the concept of collective responsibility

for student learning and achievement, in that, they both serve the same purpose.

Vygotskys (1978) social construction theory supports the notion of collective

responsibility because it demonstrates that through social interaction with one another,

individuals are motivated to learn, and at the same time encouraging others to learn.

According to this theory, individuals have the ability to learn from those who are more

knowledgeable and capable, and at the same time to engage in problem solving as they

work collectively for the achievement of a common goal. In regards to collective

responsibility, teachers have the ability to learn from each other by sharing what they

know and learning from others what they need to know.

Burns (1978) introduced the concept of transformational leadership, describing it

as not a set of specific behaviors, but rather as a process by which leaders and staff

promote one another to higher levels of integrity and assurance. Because collective
 12

responsibility for student learning and achievement involves the entire school

community, it is important for principals and administrators to follow the principles of

transformational leaders to work with staff and community to build a collective

educational vision.

When principals and staff build a collective vision together it helps focus on

motivation, staff and students, and shared responsibility for student learning.

Transformational leaders are individuals who appeal to higher ideals and moral values

such as justice and equality and can be found at various levels of an organization. Burns

theorized that transformational leadership encourages leaders and followers to work

cordially, thus improving the working environment. He affirmed that transformational

leadership is the new leadership that is ideal for todays organizational success. Burns

deemed that it is a dynamic, two-way relationship between leaders and workers that

allows leaders to connect with the needs and wants of their workers and establishes

motivation to accomplish collective goals that satisfy the needs of both the leaders and

the workers.

Dixon (1998) concurred that transformational leaders are skilled in effective

communication, integrity, credibility, the ability to care for and respect others, as well as

ability to create opportunities for creativity within their organization. Dixon maintained

that transformational leaders are also known for their ability to inspire, encourage,

support, build team and promote belief in unified vision. Hernez-Broome and Hughes
 13

(2004) added that transformational leaders provide compelling visions of a better future

and inspire trust through seemingly unshakeable self-confidence, and conviction.

Burns (2003) believed that a leader not only speaks to immediate wants but

elevates people by vesting in them a sense of possibility, a belief that changes can be

made, and that they can make them. Burns added that motivation is what powers

leadership, and transforming leaders have the ability to see possibility and innovation and

to share that vision with others. Trembel and Kane (2000) supported the use of

transformational leadership, noting that studies within the military revealed an increase in

productivity and effectiveness when transformational leadership was incorporated with

transactional leadership. In addition, Trembel and Kane noted that transactional

leadership in the military setting is a strong motivator, but not nearly as strong as when

the two styles are offered together.

Burns (1978) theory on transformational leadership supports the concept of

collective responsibility because it demonstrates that when leaders build strong

relationships with their employees, maintain effective communication, and build strong

working teams that share an emotional connectedness with each other, together they

accomplish collective goals. Burns also theorized that transformational leadership

encourages leaders and followers to work amicably, thus humanizing the working

environment, and this holds true for school leaders and teachers. When leaders and

teachers work harmoniously, teachers show a willingness to participate, because they feel

a sense of belonging, and have input in decision making. When leaders and teachers work
 14

together in our schools, it strengthens collaboration and collective responsibility for

student learning and achievement. As the transformational leadership theory implies,

collective responsibility is viewed in a similar manner, the coming together of leaders and

teachers to act jointly to inspire, teach, build teams, and believe in a unified vision for

student learning and achievement.

According to Slavins (1978) theory on collaborative learning, learning is more

effective when participants work in groups. It allows peers to learn from each other as

they interact with each other and share knowledge. In order for collaborative learning to

be successful, there must be group goals and individual accountability. Group tasks help

to ensure that every group member has the opportunity to learn something; and it is in the

interest of every group member to spend time explaining concepts to group members so

that learning occurs.

According to Slavins (1990) theory on cooperative learning, he pointed out that

cooperative learning is an effective tool that can lead to increased achievement in

schools. He noted that researchers have repeatedly examined cooperative learning versus

individualistic instruction, and studies have shown that cooperative learning experiences

promote higher achievement and greater retention than individualistic learning

experiences. Webb (1985) concurred that research has consistently found that students

gain most from cooperative work, because they share and receive elaborated explanations

during their engagements. Johnson and Johnson (1986) also concurred that there is

persuasive evidence that cooperative teams achieve at higher levels of thought and retain
 15

information longer than students who work quietly as individuals. According to Vygotsky

(1978), students are capable of performing at higher intellectual levels when asked to

work in collaborative situations than when asked to work individually. He maintained

that group diversity in terms of knowledge and experience contributes positively to the

learning process.

Bruner (1985) asserted that cooperative learning methods improve problem-

solving strategies because the students are confronted with different interpretations of the

given situation. The peer support system makes it possible for the learner to internalize

both external knowledge and critical thinking skills and to convert them into tools for

intellectual functioning. Gokhale (1995) affirmed that in collaborative learning, students

are responsible for one another's learning as well as their own. Thus, the success of one

student helps other students to be successful. Gokhale maintained that the same hold true

in the workplace where workers need to be responsible for each others learning, work as

a team, think creatively, solve problems, and make decisions collectively.

Slavins (1978) collaborative learning theory supports the notion of collective

responsibility because it demonstrates that through shared interaction as a group, students

are able to learn from each other, as they share their knowledge with one another,

therefore the same holds true for teachers. When teachers collaborate, they all share their

knowledge and simultaneously learn from each other. Because collective responsibility

requires collaboration and team work, collaborative learning will allow teachers the same

benefit as students, the opportunity to learn from each other. Slavin maintained that in
 16

collaborative learning, individuals learn more because everyone is able to share their

views on common issues.

As this theory recounts that individuals have the ability to learn from those who

are more knowledgeable and capable. Similarly, Newman and Wehlage (1995) asserted

that collective responsibility allows teachers to learn from each other by sharing what

they know and by learning from others what they need to know. As the collaborative

theory implies, Newman and Wehlage viewed collective responsibility in a similar

manner; the coming together of participants to act jointly and think collectively bringing

together individual theoretical input to create an original structure. In the same manner

that collaboration learning theory applies to students learning from students, Newman

and Wehlage maintained that collective responsibility applies to teachers learning from

teachers, and students learning from teachers.

Although many researchers have maintained that collective responsibility has an

impact on student learning and achievement, other researchers have opposing views and

beliefs about collective responsibility. Hord (1997) maintained that collective

responsibility cannot be solely responsible for students achievement but that it is only

one aspect of the many factors responsible for students learning and success. Trimble

and Peterson (2000) concurred that collective responsibility is only one characteristic of a

successful school, and that administrative teamwork plays an important role in students

learning and success.

 17

Hord (1997) argued that student achievement involves more than collective

responsibility. He claimed that collective responsibility is only a part of the solution to

the problem and it cannot be effective when used alone. Hord maintained that

professional learning communities play an important role in students performance and it

does not only affect students academic but it sustains attitudinal and behavioral

outcomes. He blamed students failure and low achievement on teachers failure to

engage students, failure to challenge them, and failure to provide them with the

appropriate curriculum, adequate supports, or an environment conducive to learning.

Hord asserted that teachers do not provide adequate learning to students, and teachers

engagement in collective responsibility is only one aspect responsible for students

attaining high achievement. Additionally, Hord emphasized that shared commitment,

self-discipline, open communication and collaborative partnership among all those who

are a part of the responsibility are needed to navigate through the complicated issues and

take the thoughtful actions required to improved organizational effectiveness.

Erb (1997) affirmed that greater satisfaction, increased commitment to doing

school-work, and more engagement among students are beneficial to student learning and

achievement. Erb maintained schools that engage and implement learning teams were

found to be more effective when leaders and teachers took responsibility for different and

individual aspects of students academic wellbeing. He emphasized that when leaders and

teachers took individual responsibility for students attitudes, work habits, mental, social,
 18

and academic interests, students gained more self confidence and their performance

improved.

A study conducted by Trimble and Peterson (2000), found that there were

academic and attitudinal differences in schools when supportive administrative practices

and high-team functioning were practiced. Students academic achievements were higher

and students increased their percentile rankings in math and reading. Trimble and

Peterson viewed collective responsibility as completing only one element of students

academic needs and only a part of the responsibility that teachers are accountable for.

The authors found that team functioning resulted in high productivity and student

achievement.

Wood (2007) reflected a similar outcome to the study conducted by Tremble and

Peterson. Wood concurred with Tremble and Peterson and affirmed that there is no

connection between teachers collaborative work and student learning and achievement.

Woods study showed that students achievement was a result of teachers understanding

how students learn and being able to satisfy students academic needs. Wood maintained

that if teachers do not understand what students needs are and how to satisfy their needs,

then teachers collaborative efforts could be ineffective.

Louis and Marks (1998) asserted that the increased in student learning and

achievement is due to more authentic pedagogy. He emphasized that teacher must first be

efficient in the content area they teach. He maintained that when teachers are

knowledgeable about what they teach, and understand students need, students
 19

performance improves greatly. Louis and Marks noted that collective responsibility and

collaborative work is helpful to students learning only when teachers know their content

areas well enough to provide effective instruction and at the same time understand the

needs of students, and how students learn. While some researchers deemed that

collective responsibility when used effectively impacts student learning and achievement,

other researchers differ in their beliefs. Researchers who disagree with this approach have

the propensity to believe that a variety of factors like teachers knowledge of content

area, professional learning communities, authentic pedagogy, learning-teams, student

engagement and teacher commitment are more effective approaches to students success.

The foundation of Vygotskys (1978) constructivist learning theory that

collaboration is a constructed way to learn, Slavins (1978) theory on collaborative

learning, that learning is more effective when participants work in groups, and Burns

(1978) perception that transformation leadership encourages leaders and followers to

work harmoniously as teams share identical views with collective responsibility. The

three theories suggest that when leaders and followers collaborate as a team, they not

only work cordially, learn from each other, but are able to work towards a common goal.

It is through collective responsibility that leaders and teachers work collaboratively as a

team to accomplish the schools goal of enhancing students learning and achievement.

Operational Definitions of Terms

Collective responsibility: Leaders and teachers collaborate as teams to make sure

that all teachers learn what they need for improving teaching and assisting all students in
 20

meeting challenges on state academic achievement standards (Newman & Wehlage,

1995).

Collaborative learning: An instruction method in which students work in groups

toward a common academic goal (Gokhale, 1995).

Collaborative school culture: Everyone in a school comes together to form a

strong bond of people committed to working together towards goals and purposes that

they share, and make strategic investments in schools when needed and when necessary

(Sergiovanni, 2005, p.124).

Individual Learning: An instruction method in which students work individually

at their own level and rate toward an academic goal (Gokhale, 1995).

Professional learning community: A collegial group of administrators and school

staff who are united in their commitment to student learning and achievement; they share

a vision, work and learn collaboratively, visit and review other classrooms, and

participate in decision making (Hord, 1997).

Data Utilization: Scores on high-stake testing and a broad array of other

information on student skills and knowledge used in making decisions (Murnane, City, &

Boudett, 2005. p.2).

Transformational Leadership: A dynamic, two-way relationship between leaders

and followers, whereas, leaders connect with the needs and wants of their followers, and

establish motivation to accomplish collective goals that satisfy the needs of both the

leaders and the followers (Burns, 1978).

 21

Assumptions

It was assumed that collective responsibility for student learning and achievement

can be effective for students high performance and achievement on the states tests.

Based on research, schools that engaged in collective responsibility for student learning

and achievement had achievement gains significantly higher than schools that did not

engage in collective responsibility. Lee and Smith (1996) affirmed that achievement

gains were significantly higher in schools where teachers engaged in collective

responsibility, and achievement gains were also higher in that collaboration occurred

among the school staff. Additionally, Lee and Smith asserted that in schools with high

levels of collective responsibility, and where attitudes were consistent among the staff,

students learn more in all subjects. Therefore it was assumed that collective responsibility

is an effective tool for student learning and achievement. It was also assumed that schools

have the tendency to score higher on states assessment when teachers engage in effective

collective responsibility.

Additionally, it was assumed that collective responsibility once implemented in

an effective manner it will result in high achievement on the states assessments. Also,

schools that do not engage in collective responsibility or do not engage in effective

collective responsibility for student learning have the tendency to score lower on the

states tests. However, schools that score high or low on states assessment are exposed to

other factors that may contribute to their academic success or failure.

 22

It was assumed that all teachers have understood the definition, meaning, and use

of the collective responsibility practice as the researcher, and that all teachers have had

professional training in the practice. Also, it assumed that results of the collective

responsibility responses shared in the interviews would be visibly noticeable in the

classrooms. Apart from assuming that the participants honestly responded to the

interview questions, the researcher believed that the participants may not always disclose

their true opinions or may avoid answers to some of the questions. This occurrence may

also distort the results of the study.

Limitations

Limitations of this study include that the description will be based on information

gathered from a northeastern states public middle schools, whose teachers engage in

collective responsibility for student learning, and score satisfactorily on the states

assessment. Also, not all teachers will agree that collective responsibility for student

learning and achievement is an effective tool. Because the descriptive study was

interpreted from the most current states assessment, responses from the interviews, the

observation, and the postobservation reflection, this was only an indication of the impact

that collective responsibility had on student learning. Timing of the study, length of the

study, and timing of the states assessments were additional factors that impacted the

study and were weaknesses of the study.

While results of this study may be of interest to other schools or districts, the

results will not be a general representation of the impact of collective responsibility on

 23

student learning and achievement in all middle schools. Any bias that I applied to this

study can hinder the outcome of the study. To eliminate potential threats to validity in

these limitations, I included a teacher-reflection information to help identify when these

threats occur. Another limitation were that a small number of teachers were observed

during this study, and they do not represent teachers as a whole.

Scope and Delimitations of the Study

This study was confined to interviewing and observing 7th and 8th grade teachers,

no widow/orphan control, at one of Marylands public middle schools. The study was

delimited to teachers from the four core subjects, English, mathematics, science and

social studies, the content areas on which the state assessments are based. Teachers have

at least 5 years of teaching experience and engage in collective responsibility for student

learning and achievement.

Significance of the Study

The significance of this present study was to help leaders nationally and in this

northeastern state improve learning strategies for student learning that could augment

students overall performance and achievement on states assessments. The study

explored how collective responsibility impacts student learning and achievement.

Answers were sought through four questions: teachers perceptions of the effectiveness

of collective responsibility, their teaching strategies, the pay-off for teachers and students,

and professional training to best implement collective responsibility in the classrooms.

 24

This study evaluated teachers interviews, observations, and reflections on

collective responsibility practice to understand the impact that collective responsibility

has on student learning and achievement. By doing this, it gave me a deeper

understanding of the practice and use of collective responsibility. Teachers benefited

from this study by reflecting on their practices and identifying with their strengths and

weaknesses of collective responsibility knowledge and use in the classrooms.

Furthermore, this study evaluated teachers professional training and knowledge of the

collective responsibility practice.

The key stakeholders in this study were middle school teachers from a school

district in a northeastern state and the researcher. By identifying the implications for

social change, providing leaders with a clearer understanding of collective responsibility,

and identifying the importance of professional development training to teachers practice

of collective responsibility, I indicate how this study can affect academic needs in

schools. This information can be used and adapted by similar rural and suburban districts

alike, as well as urban systems.

The findings of this study will give educators a deeper understanding of ways in

which collective responsibility can improve students learning and achievement. This

study will promote the awareness of collective responsibility, in that leaders,

administrators, teachers, and the school community can understand the importance of a

collaborative school culture with a vision for collective responsibility and academic

success. This study could also enhance or change the ways teachers teach, students learn,
 25

and bring a school community together to promote school partnership, collegiality, and

commitment to high-level outcome for all students. Particularly, because professional

development training is important to teachers practice of collective responsibility,

therefore, this study can help improve and produce structurally designed professional

development training that could implement teacher growth and classroom instructional

practices.

This study impacts social change because it improved overall test scores

throughout the school district, and augmented the number of middle schools that

achieved on the states adequate yearly progress.

Summary

The purpose of this qualitative case study was to explore the impact of collective

responsibility on student learning and achievement of school students in a northeastern

states public middle schools. The study included 10 teachers from one middle school,

whose teachers engage in collective responsibility for student learning and achievement.

Selected teachers were certified in one or more of the four content areas of math, English,

social studies and science. The study consisted of three qualitative protocols, interviews,

observations, and a postobservation reflection. Because of the disproportionate test scores

among middle schools (the states Department of Education, states Report Card, 2008),

one of the problems appears to be a result of the lack of collective responsibility by

teachers and leaders for students learning. This relates to the significance of the study

because it illustrates a problem in the districts middle schools that has resulted in many
 26

middle schools failure to meet the states adequate yearly progress. In middle schools

where collective responsibility has been implemented, many of those middle schools

have been successful on the states assessment, while some middle schools that did

engage in collective responsibility had little or no success on achieving the states

adequate yearly progress. According to Hammond-Darling and Friedlaender (2008), most

schools that get involved and take the correct approach to collective responsibility are

usually schools that have effective outcomes. Therefore, the basis of this study was to

discover what results effective collective responsibility has on students learning and

achievement.

According to the theory of collaboration, theorists concurred that collaboration is

an effective tool for effective teaching and student learning. Vygotsky (1978) provided a

theoretical structure, persisting that collaboration is a social process in which sensible

outcomes occur when groups or teams engage in discussions among themselves. DuFour

(2004a) affirmed that through collective responsibility teachers are able to learn from

each other, and encourage each other to learn. Eastwood and Louis (1992) concluded

that when schools create a collaborative setting that engages in supportive problem

solving, they engage in the single most important aspect of successful school reformation.

This also relates to the significance of the study because it exemplifies the impact that

collective responsibility has on students learning.

The literature review, section 2, is a sequence of studies on collective

responsibility for student learning. The section explains the theories, findings, and
 27

discussions on the relevance of collective responsibility for student learning as it relates

to professional learning communities, leadership roles, parent and community

involvement, and teachers learning. In section 3 the methodology is identified and

explained. I engaged in interviews, observation, and postobservation reflection in order to

gather in-depth data and get a deeper understanding of the impact of collective

responsibility on student learning. Section 4, includes a discussion of the findings from

the problem as it relates to the research questions. In section 5, I gave a summary of why

and how the study was done, a summary of the findings, a conclusion, and

recommendations for actions and further study, and reflected on my experiences as a

researcher. By identifying the implications for social change, I assessed how this study

can affect the need for collective responsibility for students learning in a northeastern

states district middle schools.

 28

Section 2: Literature Review

Introduction

The purpose of the study was to explore the use of collective responsibility for

students learning and achievement, and to gain a deeper understanding of how it impacts

the performance of middle school students in a northeastern states district middle

schools. The section includes a discussion of several researchers views of collective

responsibility for student learning, and the impact it has on students learning and

achievement. The section consists of a literature search strategy, and discusses eleven

other topics related to collective responsibility. Topics discussed in this section include

understanding collective responsibility, concepts of collective responsibility, impact of

collective responsibility on students learning, utilizing data as part of collective

responsibility, leaders role in collective responsibility, collaboration, role of teacher

leaders, relationship of the study to previous studies, conceptual framework for the study,

emerging potential themes, and professional learning communities.

Literature Search Strategy

In order to conduct the literature review for this study on the concept of collective

responsibility for students learning and achievement, I incorporated information from

several databases, educational journals, nonjournal source, textbooks, and Internet

searches. Literature was obtained from the Educational Resources Information Center

(ERIC), the Education Research Database (ERD), Centre for Educational Research and

Innovation (CERI), Online Education Database (OED) and the American Educational
 29

Research Association (AERA). I was able to access literature from educational leadership

journals, nonjournal sources, and some historical information from publications through

ERIC search. The international Education Research Database, an online resource for

teachers and educators was useful to my study, and gave me access to a variety of

literature from educational journals on student learning, teaching, and leadership. CERI,

OED, and AERA were also helpful to this study. In order for the databases to yield the

best literature directly related to this study, narrowing of key word was of utmost

importance. In some instance, I utilized key words, dates, and in some instance authors

names.

The key words used to identify literature for this study consisted of collective

responsibility, collective responsibility for student learning, school leadership, student

achievement, collaboration in education, team building in schools, school partnership,

professional learning communities, educational leadership, parent involvement in student

learning, data utilization, peer learning, professional development, and teacher-

leadership. The majority of literature for this study was obtained from two major

organizational sources, the Educational Leadership journal produced by the Association

for Supervision and Curriculum Development (ASCD), and The School Administrator

produced by the American Association of School Administrators (AASA). Through the

use of these two sources, I accessed approximately 75 articles that supplied a variety of

information that was specifically related to this study, from which I cited more than 50

articles that were 5 years or less. For this study, I also utilized approximately 15 course
 30

related textbooks, and another 20 educational publications that yielded a significant

amount of information. The following literature is a compilation of information retrieved

from the databases, organizational journals, non-journals, textbooks, and publications.

Understanding Collective Responsibility

It is the responsibility of states and districts to ensure their schools are successful.

According to Blankstein and Noguera (2004), a schools success is measured by the

success of its students. School leaders and teachers have an obligation to be collectively

responsible for their students learning and achievement. Blankstein and Noguera

asserted that for the first time in U.S. history, schools are obligated to exhibit

considerable evidence that all students are learning, and they are being asked to do so

regardless of their financial standings at the state and local levels. As a result, leaders,

teachers, researchers, and educators as a whole are working relentlessly to eliminate the

problems of underperforming schools, as they attempt to enhance students learning and

achievement. Despite efforts in the past by researchers and educators to find solutions to

the existing problem in underperforming schools, this problem still exists.

Based on research, collective responsibility for students learning has yielded

successful results from many schools over the past years. According to Newman and

Wehlage (1995), collective responsibility for students learning and achievement means

that leaders and teachers will collaborate as teams to make sure that all teachers learn

what they need for improving teaching and assisting all students in meeting challenges

on state academic achievement standards. Plummer (2008) maintained that there is

 31

mounting evidence of positive effects on student academic achievements in schools

where teachers collectively take responsibility for the quality of teaching and student

learning experiences. Plummer affirmed that collective responsibility is related to

teachers' professional development organized around school-wide professional

community that addresses aspects of classroom instruction, student outcomes and student

academic achievement. He asserted that when teachers engage in professional

development that emphasizes those important aspects of teaching and learning, collective

responsibility among teachers can be more effective.

Hammond-Darling and Friedlaender (2008) maintained that many schools engage

in collective responsibility, but the approach to collective responsibility dictates their

effectiveness or outcome. The authors specified that collective responsibility requires a

systematic approach, whereas, teachers must work together to combat the many

challenges that will lead to instructional development and increase student learning.

Hammond-Darling and Friedlaender asserted that collective responsibility requires

effective collaboration among not just leaders and teachers, but it requires a collective

effort that includes staff, parents, stakeholders, and the entire school community. Hirsch

(2010) noted that two of the top four techniques responsible for helping schools make

progress with the most disadvantaged student are ensuring that teachers routinely

collaborate and use discussion of real student work to keep their discussions focus on

learning. Glover (2007) pointed out that collective responsibility is collaborative

teamwork that begins with the principal, and suggested that in an era when every voice
 32

counts, principals must start by listening to their teachers, parents, community, and

stakeholders in order to begin the collaboration process. He asserted that collective

efforts can result in creating the best learning opportunities for students.

Concepts of Collective Responsibility

Blankstein and Noguera (2004) maintained that attitudes, skills, and beliefs of the

adults who work in a school are the most important factors distinguishing schools where

high levels of academic achievement for all students is the norm from others. The authors

noted that some professionals who succeed in improving student achievement accept

responsibility for student outcomes. These high-performing schools rely on data to

promote programs and to monitor educational initiatives and collaboration among staff to

maintain a focus on teaching and learning. Blankstein and Noguera maintained that when

a mission statement is developed as a collective effort, it articulates what and how

students should learn. It is the most important building block for student success.

Davidson and Khmelkov (2006) pointed out that learning teams are an important

aspect of collective responsibility, and identified seven stages of professional learning

teams that ranged from time utilization, sharing personal practice, planning, developing

common assessments, analyzing student learning, adapting instruction to student needs,

and reflecting on instruction. The authors described each stage of learning teams, and

made suggestions on how each stage can help teachers to progress to the next step.

Davidson and Khmelkow maintained that through learning teams, members can learn to

identify clear and specific tasks for the group, promote meaningful work, and utilize
 33

student achievement data in the planning process. In addition, team members can

achieve skills development, provide structure and tools for effective data analysis, allow

members to pose reflective and provocative questions to the team, and encourage

teachers and school leaders to facilitate a teams ability to explore the teaching-learning

connection.

According to Mills (1998), states and districts must take responsibility for

creating the vision and commitment needed to improve their lowest performing schools.

Lower-performing schools need the necessary intervention to help improve student

achievement. He noted that several districts have intervened in a collaborative process

involving all stakeholders as a means to redesign their low-performing schools; since

states and districts are aware that they cannot do it alone, they choose to engage in

partnership.

Laufgraben and Tompkins (2005) suggested that effective teaching requires team

building, collaborative skills, and collective responsibility. They maintained that teachers

who participate in learning groups are held accountable for students learning, as a result

of becoming part of a group. Hord (2009) concurred that community involvement is an

important aspect of student learning, and social network that involves community

members is a significant factor that contributes to the improvement of student learning,

achievement, and the collective responsibility of the school family. Hord noted that

problems sometimes arise when a teaching team fails to unite. He added that teachers

may give the following reasons for not joining learning teams: varied level of interest in
 34

expectations and goals of teaching and learning as well as time limitations and sometimes

level of commitment.

Brandt (1998) asserted that there are two conditions in which schools can become

learning organizations. First, schools must create conditions that support the learning of

individual staff. Secondly, they must realign the structure and process of the entire

organization to support continuous adaptation and change. He stressed that principles of

learning are important to learning organizations, through which teachers learning is

enhanced collectively.

Impact of Collective Responsibility on Student Learning

According to Lee and Smith (1996), it is evident that collective responsibility

affects students performance and students achievement. They found that achievement

gains were significantly higher in schools where teachers took collective responsibility

for academic success or failure, and achievement gains were higher in schools with more

collaboration among staff; and schools with high levels of collective responsibility, where

attitudes were consistent among the faculty, students learn more in all subjects.

DuFour (2004a) affirmed that norms of collective responsibility encourage

teachers to learn from each other through ongoing collaboration with peers. In addition,

teachers have the opportunity to continuously improve their learning and instruction for

all students. He pointed out that teacher-to-teacher, day-to-day formats for improving

instruction offer liberating, albeit challenging strategies for reducing the isolation that is

such a part of traditional schooling. He emphasized that it is essential for teachers to

 35

work collectively to identify areas of performance concerns and to develop strategies to

address those concerns.

Thompson (2007) indicated that in the current high-stakes testing era, some major

factors are linked to high achievement, among which are teacher preparation, expectation,

and use of data. Many administrators support a school culture that is founded on peak

performance of students supported by the collaborative efforts of parents, teachers and

staff. Thompson explained that administrators use data to improve instruction, and these

data assist teachers in becoming more effective. These data are feedbacks or scores from

formal assessments used by either the states, districts, or the schools to measure students

performance. These are the feedbacks that schools utilize to help improve students

learning. Thompson maintained that when teachers plan together and prepare ahead of

time for student learning, they are more effective in their delivery of instruction to their

students. He went on to say that when teachers are effective in their delivery of materials,

students learn better, and they achieve much more.

Lee and Smith (1996) noted that schools where most teachers take responsibility

for learning are environments that are both more effective and more equitable. They

maintained that students performance is enhanced and achievement increased when

teachers work collectively as a team to collaborate on lesson planning, assessments,

utilization of data, and many other aspects that help to improve teaching and student

learning. Lee and Smith pointed out, that teachers must be informed about their schools

data, and be able to utilize the data in a manner that will reflect positive change for school
 36

improvement. The authors noted that it becomes a problem when teachers possess data,

but do not know how to use it to enhance teaching and learning. Therefore, principals

must give support and assurance, to all staff that impacts student guidelines on how to

utilize such data effectively. Lee and Smith suggested that principals and teachers should

take time to collaborate on data for its use to be effective.

Utilizing Data as Part of Collective Responsibility

Some important aspects of effective collective responsibility are collaboration,

utilization of data, assessments, teaching to the curriculum, utilizing pacing guides, and

understanding how students learn. Schmoker (1999) identified collective responsibility,

teamwork, goals, and the use of data and collaboration as key components that favor

student progress and school improvement. He maintained that these components are

important to each other, as well as interdependent on each other. When all three

components are utilized correctly in a collaborative manner, they yield favorable results.

Richardson (2001) agreed that when data is utilized appropriately, it serves as a tool to

improve teaching and student learning. He stated that when teachers develop a plan that

keeps the team focused on achieving its goal, teachers become more effective at

instruction. He added that it is important and necessary for teachers to share their

knowledge collectively and put their learning skills into action.

According to David (2009a), collaboration inquiry of data is an important factor

in collaboration, and is among the most promising strategies for strengthening teaching

and learning. While it might be a good strategy, it is not easy to implement. Steele and
 37

Boudett (2009) engaged in a study involving eight schools that focused on the use of

collaborative data. The authors maintained that the collaborative approach to data used

throughout the study generated three major benefits for the schools, organizational

learning, internal accountability, and a safety net for professional growth. They stated

that a collaborative approach to data helped to give teachers a sense of responsibility

because they are able to view their instruction from a more positive perspective. The

authors concluded that collaboration among teachers is essential; it holds everyone to a

higher standard of excellence and it helps build a collective instructional repertoire.

Steele and Boudett indicated that teachers must take responsibility for their students

learning and have the opportunity to improve and develop their skills. To build a

collaborative culture and promote instructional improvement, the data-use process needs

to emphasize solving problems. For most part when a collaborative team addresses

problem solving issues, it is essential that the team makes the necessary inquiry into the

type of factors responsible that created the existing problem.

Marsh, Pane, and Hamilton (2006) noted that the kind of data that is made

available or utilized by inquiry teams is very important. If teachers do not view

assessment data as timely or as such that it does not reflect an accurate measure of

student learning, then efforts for data are deemed useless. These data are feedbacks or

scores from formal assessments used by either the states, districts, or the schools to

measure students performance. These are the feedbacks that schools utilize to help

improve students learning. The authors maintained that leadership and norms that
 38

support collaboration and data are two factors associated with effective inquiry teams.

Ronka et al. (2009) pointed out that despite school leaders, administrators, and teachers

have access to a large range of data from states assessments, they are not well prepared

to analyze and use the data effectively.

Ronka et al. (2009) maintained that most educators are data rich, but information

poor. As a result of the existing situations in schools, Ronka et al. defined an effective

framework for building data literacy. According to Ronka et al. the framework was

grounded on three core components of system-wide data use to include data quality, data

capacity, and data culture. The team utilized their framework to assist school leaders to

focus on collaborative examination of data, which helped the entire school staff to have a

better understanding on the importance and used of data in students performance and

achievement.

Brighton (2009) maintained that data can be represented in many forms, and the

findings will be stronger if the researcher examines multiple types of data. She suggested

that data can also be artifacts from students, students preassessments, work samples, and

end-of-unit assessments. She recommended the best ways to yield effective results from

data is first to develop an action plan, collect the data, organize the data, analyze the data

and draw conclusions, disseminate findings and then develop a new plan of action.

Brighton maintained that by reaching data-supported conclusion one can ultimately

change the conceptual framework about teaching.

 39

Berry, Wade and Trantham (2009) maintained that no sensible educator would

disagree that they need student assessment data to guide changes in curriculum and

instruction. But, educators also need parallel data about school working conditions that

tell them what changes must occur in the workplace to support maximum educational

performance for teachers and students. Berry et al. added that it is one thing to ensure that

every child has a talented well-prepared teacher but it is another thing to ensure that

every child works under the conditions that allows the teacher to teach effectively and

help all students reach high academic standards.

Popham (2009) asserted that although leaders have access to huge amounts of

assessment data, they do not seem to get the most use out of the data because of two main

deterrents. Popham maintained that, first, there is missing realization, and, secondly,

there are missing skills. Leaders who possess both this realization and this skill will have

greater results utilizing these data. He added that leaders must know which data to use

because not all data is worth using. He noted that often the collection of test scores

followed by a careful analysis provides little insight into how an educator might use this

information to make a well-informed decision.

Leaders Role in Collective Responsibility

DuFour (2003) asserted that effective leadership is also very important to student

learning and achievement, as a result, continuous efforts to improve school leadership is

an ongoing task. Research confirms that there is a limited supply of talented candidates

to lead schools, and that good leadership is much needed because it plays an important
 40

role in improving teaching and learning. DuFour emphasized that leaders determined to

impact student achievement must promote a collaborative culture and establish specific

goals and action plans to improve student achievement. Mazzeo (2003) and Newmann

and Wehlage (1995) concurred that one of the significant barriers of school advancement

is that leaders are unwilling to accept responsibility for students learning. Schlechty

(2008) reflected on her experience after participating in an event that comprised of

business leaders and school leaders, where business leaders made leadership suggestions

to educational administrators in attendance. Schlechty purported that successful

entrepreneurs embrace a changing business environment taking into consideration the

culture and potential that is required for a successful transformation. As school

administrators recognize the eminence of a changing educational culture, the author

suggested that talks between business leaders and school leaders can be a focus.

Schlechty noted that the only concern was that although school leaders can learn from

business leaders, not many business leaders understand the conditions of schooling well

enough to provide much advice. She maintained that school leaders need to learn how to

better transform their schools, so that school leaders can function more effectively and at

the same time raise schools performance.

According to Lee and Smith (1996) because leaders play a very fundamental role

in the success of our students academic lives, it is essential that principals and

administrators participate in collaborative efforts with teachers and other staff members

to support school improvement. When collaborative efforts involve an entire school, and
 41

staff members are on one accord, they are more likely to find that students performance

and achievement levels are augmented. Also it might be fair to say that when students

recognize that there is a huge collaborative effort involving all staff members of their

school, they have the propensity to be more self-assured, and as a result they are inspired

to achieve a higher level. Schiff (2002) affirmed that effective leadership as a whole does

impact the quality of teaching in schools. Glassman and Glassman (2006) asserted that

the demands for increased student performance measures expected by local, state and

national accountability mandates forces eight dilemmas faced by school leaders. Glasman

and Glasman emphasized that school goals, safety and rule enforcements, students

benefit, problem solving, fiduciary responsibility, emotional comfort and conflict

resolution are only some of the challenges that leaders are faced with each day, and that

to accomplish resolving these challenges are important to the success and effectiveness of

the schools.

Donaldson (2007) asserted that relational leadership compels educators to look

firstly at leadership relationships and secondly at the individuals who are leaders. He

maintained that when one examines the characterization of leadership, one must ask

whether the relationships in schools mobilizes people to improve the learning of all

students, who contribute to that leadership in terms of strong working relationship,

commitment to good purpose, and to relentless improvement of practice. Donaldson

acknowledged that leadership is more than just being responsible for promoting vision

and mission and focusing on school improvement, but one should look at a leader as
 42

someone who has power over reappointments, assignments, resources, policies, and

management responsibilities. He noted that school leadership is strengthened by multiple

individuals who contribute their own leadership styles. Therefore, we can strengthen

school leadership and performance by acknowledging and supporting the vital roles of

teacher leaders. He concluded that strong leadership should involve leaders,

administrators, teachers, and teacher leaders.

School leaders direct the efforts to manage curriculum and teaching initiatives to

effectively support student and adult learning. When classroom instruction is weak in

underperforming schools, or when large numbers of teachers are teaching out-of-field in

these schools, significant responsibility rest with the principal (Ingersoll, 1998).

Mitchell and Tucker (1992) asserted that instructional leadership is outdated and

transformational leadership is in. According to Sagor (1992), transformational leadership

approach supports collective responsibility for learning. He maintained that

transformational leaders view transformational leadership as a collaborate effort to

emphasize the importance of the basic principles of teaching and learning. He stressed

that transformational leaders can help to empower the entire school community to

become stronger and more focused. Sagor affirmed that many schools that have gained

strength and focus through this effort, and have transformed their way of teaching and

learning. In support of transformational leadership, Leithwood (1992) maintained that

teachers have a tendency to give more of themselves, when, they are motivated by their

leaders. Furthermore, teachers tend to work harder when their leaders do not watch
 43

continuously over them, and trust them to perform their duty. Starr (2008) maintained

that where transformational leadership is practiced, leaders focus on protecting the

integrity of the organization by building strong commitment to learning communities that

share values and understanding and collectively pursue the core business of the

organization.

Wheatley and Frieze (2007) agreed that educational leaders must support and

sustain efforts to encourage faculty and staff to connect with all the families who work in

isolation, in order to work with emergence to help create and build the future that

everyone desires. According to Wheatley and Frieze this approach encourages

communities of practice. The authors maintained that emergence has a life cycle. It

begins with networking, and the connections become stronger as the interactions

progress. With networking people recognize that they can benefit more by working

together, because it strengthen relationship and a desire to support others and improve

professional practices.

According to DuFour (2004c), school leaders can make a difference in the

improvement of their school. School leaders can foster collective responsibility for

student learning if they insist that staff work together in collaborative teams that focus on

student learning. Leaders provide the tools and environment that promote team success.

DuFour asserted that schools need leaders who can establish specific, measurable, and

effective goals, and who would help teachers and teams to understand how they

contributed to those goals. He emphasized that schools are in need of leaders who could
 44

eliminate the barriers of isolation in their schools, and build a collaborative culture

supported by teams to work toward a common goal.

The lack of effort by school leaders to build a collaborative culture within their

school affects students performance and achievement. DuFour (2004c) maintained that

school leaders play a vital role in the daily lives of students, and because they play a very

fundamental role in the success of students academic lives, it is essential that principals

and administrators initiate and support collaborative efforts to support the continuous

progress of teachers and students. He noted that when collaborative efforts involve an

entire school, and all staff members are working in unity, they are more likely to find that

students performance and achievement levels improved. Additionally, he pointed out

that as students recognize that there is a huge collaborative effort involving all staff

members of their school, they are inspired, and are more self-motivated to achieve at a

higher levels.

Rooney (2009) maintained that leaders should ground themselves in some

cornerstone assumptions about the leadership, because schools model after their leaders.

She added that teachers are influenced by the principals, and students are influenced by

their teachers; the challenges that principals bear from day to day is also the burden that

is felt by others in the school and school community. Rooney affirmed that it is necessary

for leaders to believe that they can improve their schools, despite the difficulties they

endure, because they do have responsibility over their own behavior. She added that
 45

leaders should recognize and value their leadership abilities, remain positive about their

situations, continue to learn, and work for the wellbeing of the children.

Ingersoll (2008) maintained that effective leadership is important to school

management and improvement, and must play an important role in the collaboration

efforts of the school. School leaders must also provide guidance to ensure that the

curriculum designs and teaching efforts promote student learning and achievement. He

pointed out that when classroom instruction is inadequate to promote student success, or

when many teachers are not teaching in their content areas, the school leader is

accountable for correcting the problem. According to Mitchell and Tucker (1992),

instructional leadership is outdated and transformational leadership is in.

According to Burns (1978), transformational leadership is a dynamic, two-way

relationship between leaders and followers, whereas, leaders must connect with the needs

and wants of their followers, and establish motivation to accomplish collective goals that

satisfy the needs of both the leaders and the followers. Mitchell and Tucker (1992)

viewed transformational leadership as a component of a holistic program to support

excellent academic performance in schools. They emphasized that collaboration help to

define the essential purpose of teaching and learning, as well as empower the entire

school community to become energized and focused. This transformational leadership

approach supports collective responsibility for student learning.

Leithwood (1992) concurred that effective leaders serve as change agents to

encourage efficient and effective use of staff expertise. He affirmed that leaders
 46

advocated that the collaborative efforts of staff were far more effective than what the

principal could accomplish alone. Sagor (1992) explained that schools utilizing

transformational leaders found that teaching and learning became transformative for

everyone. Hirsch (2009a) maintained that transformational leaders believe in the

motivation of their teachers, and teachers want to know that leaders consistently make on

the job development a priority for the success of the learning. Hirsch asserted that by

engaging teachers in the process of determining and understanding the focus of learning,

it will empower the teachers by teaching them how to connect student data to teachers

learning.

Louis-Seashore and Kruse (1995) addressed classroom practices, collective

responsibility for student learning, and satisfaction emerging from personal dignity.

Louis-Seashore and Kruse maintained that teachers affiliation with one another through

their sense of mutual support and individual responsibility for effectiveness of instruction

are increased by collaborative work with peers. Additionally, the authors noted that if

schools are to restructure, they must become stronger professional communities, and

administrators must become better able to create environments that are conducive to

teachers learning. Furthermore, Louis-Seashore and Kruse noted that teachers and

administrators increased sense of influence and control over students learning could be a

positive influence on students performance. They concluded that as teachers begin to

experience accountability for students academic performance and experiences in school,

they would need to rely on the support and skills of colleagues.

 47

Leithwood, Louis, Anderson and Wahlstrom (2004) asserted that leadership is the

significant factor that fosters high student performance in schools. There is significant

evidence that an effective leader has taken over a troubled school and implemented

changes that resulted in a more successful learning environment. Obviously there are

multiple factors within the school that contribute to such turnaround. However,

leadership is the catalyst. What is known about educational leadership serves as a strong

foundation to build additional evidence to assist with the improvement of student

learning.

According to DuFour (2004a), a critical element in creating powerful school

cultures is principals leadership. He affirmed that when principals worked with staff to

put together measures to monitor students learning, and develop means of intervention, it

served as a support for the belief of learning for all. Additionally, DuFour found that

there was evidence that all staff in each school was insistent about and focused on high

levels of learning for all students. DuFour, further emphasized that focus and

commitment to students learning are two important aspects of students success.

Collaboration as Part of Collective Responsibility

According to DuFour (2003), collaboration with leaders and staff enhances

teachers performance, students learning, and school improvement as a whole. He

maintained that collaboration should be an ongoing practice for both teachers and

administrators, and that teachers who work together with other teachers help each other to
 48

perform more effectively. Additionally, he stated that collaboration is important and

necessary for teachers learning, student success, and school improvement.

DuFour and Marzano (2009) asserted that collaboration on common assessments

is an important aspect of collaboration for student learning, and that leaders should utilize

team efforts to create effective common assessments and rubrics. According to DuFour

and Marzano, principals need to help teams build shared knowledge by providing teams

with succinct information that represent the qualities of effective and well balanced

assessment practices. They maintained that principals should continuously monitor the

ongoing work of teams by engaging in collective inquiry and collaborative dialogue.

They noted that principals together with their teams should continuously monitor the

progress of student learning utilizing curriculum guidelines and appropriate

measurements. According to DuFour and Marzano, collaboration encourages each

member of the teams to become more certain about what students must learn and how

students demonstrate their learning. Additionally, the time devoted to building their

capacity of teachers to work in teams is far better than the time devoted to observing

individual teachers.

Dana and Yendol-Hoppey (2009) explained that through collaboration teacher-

inquirers find a source of energy and support that keeps them going, sustains their work,

and helps them build on each others work. Additionally, Dana and Yendol-Hoppey

noted that when teachers work side-by-side of each other it opens up an avenue for

collaboration, because it provides natural opportunities for teachers to communicate and

 49

share their knowledge. Dana and Yendol-Hoppey emphasized that teachers can achieve

collaborative structure through shared inquiry, parallel inquiry, intersecting inquiry, and

inquiry support.

According to Dana and Yendol-Hoppey (2009), when two or more teachers come

together as a group, they can establish shared inquiry, because the teachers have the

opportunity to share their experiences, knowledge, and dilemmas with each other. The

authors maintained that parallel inquiry occurs when teacher pairs conduct two parallel

but individual teacher-research projects, working collectively to support each others

individual endeavors. According to the authors intersecting inquiry occurs when two or

more teachers engage in individual inquiry projects that focus on the same topic, but seek

to answer different questions, thus encouraging collaboration to occur at the juncture of

intersection. Dana and Yendol-Hoppey recommended a final collaborative option in the

collaborative structure process as inquiry support which they pointed out occurs when a

person serves as a critical friend to help the teacher-inquirer formulate meaningful project

designs, as well as aid in the collection and analysis of data. The authors affirmed that

this particular structure has the potential to have great impact on teaching.

Lipton and Wellman (2007) asserted that without collaboration teachers are

unable to maximize their teaching skills and help improve student learning and

achievement. The authors maintained that to maximize the effectiveness of exchanges in

both one-on-one and group conversations, skillful instructional specialist must

differentiate their approach by practicing three stances; coaching, collaborating, and

 50

consulting. Lipton and Wellman affirmed that coaching promotes mediation that drives

the observable behaviors of teaching, therefore, supporting a teachers awareness;

collaboration codevelop ideas and coanalyze situations, work product, and other data; and

consulting provides useful suggestions to identify solutions, and makes connections to

principles of practice. Lipton and Wellman emphasized that collaboration, coaching and

consultation helps to improve both teacher and student learning. Reason and Reason

(2007) concurred that working together is important because teachers can serve their

students better and get more enjoyment from their work. Even, making a better

connection with the community can help them become more emotionally connected to

students and their families, and more understanding of the challenges they faced in the

community.

According to the Department of Education and Training (2004), effective schools

are learning communities, the core element of which is a culture of collaboration and

collective responsibility for the development of effective teaching practices and improved

student achievement. The department emphasized that being part of a learning

community means contributing to the learning and knowledge base of the school and the

school community. In addition, the department noted that it is not about the pursuit of

individual learning goals, but sharing knowledge for the benefit of the community and the

achievement of its goals and vision.

Rosenholtz (1989) pointed out that there is a mutual relationship between

teachers collaboration and teachers confidence. Staff members who are part of non-
 51

collaborative teams are more likely to label students learning potential as unchangeable

and uncertain. Martel (1993) affirmed that the principals role is a critical one in building

a school culture that involves its staff, teachers, students, parents, and community. He

maintained that educators have to continually strive to provide appropriate learning

environments for children, at the same time to be mindful of providing similar working

conditions for teachers.

Collective responsibility for student learning is not limited to leaders and teachers,

but it should involve stakeholders, school community, students, and most importantly,

parents, because when parents become a part of students learning, a strong connection

and bond can be established with teachers and the school family, which can possibly lead

to better performance and achievement of students. Weissbourd (2009), asserted that

efforts to infuse the needed skills and common accountability in students must be linked

with significant involvement of parents, because it is likely impossible for schools alone

to develop ethical abilities in students. Additionally, he stated that when parents and

teachers concur on the values that are important to a child, they are able to promote those

values in concert for the best interest of the child. When leaders, teachers, stakeholder,

parents, and the school community support student learning, this may evolve into a

professional learning community, which can also help change the way teachers teach, and

the way students learn.

Slavin, Chamberlin and Daniels (2007) noted than collaboration is not just an

effort among teachers, but it also extends to students. Slavin et al. maintained that
 52

students should engage in cooperative learning in which they have an opportunity to

collaborate with each other and learn from each other. They asserted that cooperative

learning is effective at all grade levels, and that the approach is particularly appropriate to

the developmental needs of middle school students; this approach builds students

interest to compete, take responsibility, and help others. The authors concluded that as

teachers build on students developmental strength, teachers need to design rapidly

paced, varied, active classroom lessons that continually engage students in motivating

activities that are worthy of their attention and energies. They suggested that schools can

also build on students developmental strength by having students discuss their personal

goals in collaboration with their teacher and teammates; this motivates students to work

hard and persevere in the face of inevitable frustrations.

Hammond-Darling and Friedlaender (2008), shed light on the collaboration aspect

of the study. They maintained that during staff meetings, teachers collectively

participated in focused inquiry on those practices that were of concerns to student

learning, curriculum improvement, discussions regarding the needs of individual or group

of students, student thinking and standards, and evaluation of student portfolios, projects,

and exhibitions. The authors asserted that collaboration does have a positive impact on

teacher confidence.

According to Hammond-Darling and Friedlaender (2008), many schools engage

in collective responsibility, but the approach to collective responsibility dictates its

effectiveness or outcome. Collective responsibility requires a systematic approach that

 53

will increase student learning. Teachers must work together to deal with widespread

challenges that lead to instructional development. Many times schools that engage in

collective responsibility may not get results, because often, the approach or process that

they utilize may not be the best one for the results needed. Hammond-Darling and

Friedlaender emphasized that collective responsibility requires effective collaboration

among leaders, teachers, staff, parents, and the school community. They pointed out that

teachers who enjoy working in isolation will have to become a part of the collaboration

team; a division among the staff is not the right approach to collective responsibility.

School leaders will need to provide teachers with the necessary professional training to

facilitate their engagement in collaborative efforts.

Little (1990) explained that many teachers work in isolation within their

classrooms with little interaction from colleagues. Within these schools, teachers rarely

communicate with their peers, collaborate to problem solve or participate in professional

development. Teachers must learn the skills that are necessary for engaging in

collaboration, because it is through effective collaboration that teachers are able to

achieve common goal collectively for the success of student learning and achievement.

Rosenholtz (1989) and Little (1990) affirmed that in there are schools, in which teachers

routinely collaborate with colleagues; share ideas, knowledge, and techniques. These

teachers cooperate to identify solutions to mutual problems and share technical

knowledge. David (2009b) concurred that collaboration appears to add both motivation
 54

and value to teaching and learning, as a result everyone benefits when teachers

collaborate, and share ideas with each other.

For teachers to gain effective collaboration skills, and effectively engage in

collective responsibility for student learning, it is suggested that teachers receive the kind

of professional development needed for them to gain or enhance those skills. Teachers

who receive rigorous and mutually respectful opportunities of learning can enhance their

teaching and student learning. Reeves (2007) pointed out that collaboration sometimes

extends beyond the teachers, leaders, and administrators in a school. Reeves noted that

utilizing coaches in the classrooms can help to enhance teachers learning. He explained

that the use of instructional coaches in the classrooms help to improve the performance of

both learning and instructional skills of teachers, especially when collaboration is done

by a coach who has been a former administrator, who understand the challenges of new

teachers. Hammond-Darling and Richardson (2009) explained that when teachers are

provided with well-designed and rich professional development, they then provide the

same rigorous and engaging opportunities for their students. They emphasized that good

professional development gave teachers a better understanding of how students learn in

specific content. Teachers who are effective in collective responsibility for student

learning are teachers who have the knowledge and understanding of how to utilize the

collaborative process. To master these skills teachers must receive the necessary

professional training which when used collectively and effectively yield results for

student.
 55

Once leaders have established a professional learning community within their

schools, the overall staff should be better prepared to work collaboratively and

collectively for student learning and achievement. In many instances teachers can play

the role of both teachers and leaders by taking on additional responsibilities within and

beyond the classroom, and work collaboratively with other teachers. Teacher can also

become teacher leaders, and have the opportunity to enhance their own leadership skills

while working collectively with other teachers to enhance student learning.

Graham and Ferriter (2008) shared their experience of professional learning teams

after working as a teacher and an administrator at a new middle school. The authors

concurred that professional learning teams is an important part of collective

responsibility, and teachers and administrators must have the knowledge and skills of

teamwork in order to effectively engage in collective responsibility. Graham and Ferriter

indicated that professional learning teams help teachers and administrators to develop

these skills, because they are able to learn while developing their teaching skills. The

authors also pointed out that professional learning teams represent a powerful mechanism

for improvements in teaching and learning; even though developing successful

professional learning teams is difficult and requires concerted efforts from teachers and

administrators. Graham and Ferriter emphasized that most professional learning teams

go through similar stages in terms of the nature of their work, and it helps teams move

from a focus of teaching to a focus of learning. Additionally, Graham and Ferriter

affirmed that the key components in developing a professional learning team is to help
 56

team make a progression, focus on reflection, set clear expectations, shift the focus from

individual work to a collaborative exploration of effective teaching, and encourage teams

to delegate responsibilities and have collective input in all process of student learning.

Role of Teacher Leadership in Collective Responsibility

According to Schoneman (2003), teacher leadership is not only about self

advancement, but it is also about taking charge of instruction and learning, building unity,

participating in leadership roles, and helping other teachers to become more effective. He

maintained that teachers need to step up and take charge of instruction and learning.

They need to be leaders of their own work. To be effective teacher leaders, teachers need

the opportunity to develop the needed skills in all leadership areas to include

communication, collaboration, relationship building, utilization of data, education

research, as well as gain a deeper knowledge of educational policies.

Reason and Reason (2007) asserted that teacher leaders have a deeply held

conviction that its possible to change the world; by meeting on a regular basis and

focusing on transforming teaching and learning, they begin to reap rewards. According

to Reason and Reason it is important that teacher leaders do not work in isolation,

because teacher leadership is a collaborative effort with teachers, administrators, and

school community. Creating a professional learning community encourages teams of

teacher leader to help one another grow and evolve as leaders and teachers. The authors

maintain that teachers and teacher leaders must consistently meet and collaborate within a

community of learning. In the absence of administrative support, teacher leaders can

 57

bravely move forward and create their own opportunities for collaboration. They can

collaboratively investigate how to more effectively serve their students, thus reducing

their level of stress and improving student outcomes.

According to Johnson and Donaldson (2007), in order for teacher leaders to grow,

and become part of a team, they will have to free themselves of those hindrances that

have been a long standing school tradition. Johnson and Donaldson maintained that

teacher leaders lack the support they need to lead; while teacher leaders are supposed to

reduce teacher isolation and encourage teamwork among teachers, many teachers still

find themselves working alone day after day. Not, only is a teacher leaders role not well

defined, but the role of the teacher leader in many instances is not recognized. According

to the authors, becoming a teacher leader provides one with the opportunity to increase

responsibility and influence, but in many cases teacher leaders do not get the opportunity

to experience the true role of a teacher leaders, and sometime teacher leaders feel

disrespected. Lattimer (2007) concur that teacher leaders flourish when they are

acknowledged for their expertise. Lattimer emphasized that teachers take on leadership

roles, and are willing to perform when they feel that their input in reform efforts make a

difference in connecting to teachers needs and student learning. Wiggins and McTighe

(2005) agreed that teacher leaders must learn to take on a leadership role, and render their

suggestions and inputs, because they can play a very important and active role in

changing how teachers and students learn.

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Harrison and Killion (2007) identified ten roles of teacher leaders that when

maintained can help to build the entire schools capacity to improve. Harrison and Killion

asserted that teacher leaders can serve in various positions throughout the school, to

include resource personnel, consultants, instructional leaders, as well as be a

representative for school improvement. Additionally, the authors noted that the variety of

roles ensure that teachers can find ways to lead that fits their abilities and interest; and

regardless of the roles teacher leaders assume, teacher leaders shape the culture of their

school, improve student learning, and influence practice among their peers.

Donaldson (2007) asserted that teacher leadership is a special relationship that

inspires others to improve their professional practice. He maintained that leaders should

inspire and motivate teacher leaders, and work collectively with them, so that they can

better serve in their role, and inspire teachers to improve student learning. He added that

the resources offered by teacher leaders are an essential complement to principal

leadership. If school leaders and administrators can commit to support teacher leaders,

give them the appropriate leadership training, and build relationships with them, then

teacher leaders can be more effective and more of an asset to education leadership. He

emphasized that effective teacher leaders can impact school improvement and student

learning and achievement. Ingersoll (2007) concurred that the success and learning of

students is significantly impacted by the quality of classroom teaching He asserted that

one of the problems with most schools is the retention of teachers for long-terms, which

leads to low performance, poor management, lack of quality work between teachers and
 59

students. Because, principal have their own responsibilities to contend with on a day to

day basis, bringing on a teacher leader to help teachers with professional growth and

advancement can be a rewarding investment.

When teachers participate in collective responsibility for student learning, they

also have a tendency to form and engage in teacher learning communities. Teacher

learning communities are small building-based groups. In these small building groups,

individual teachers develop individual plans of action in relation to classroom practice

and student learning that is relevant to the teacher and their student learning. Teachers

from these small groups establish building-based groups by meeting with other groups

and collectively they share and learn from each others ideas. Teachers then revise and

implement some of the best practices that will be useful to student learning and

achievement. William (2008) asserted that meeting with teachers from other schools is

means to share ideas. But, he emphasized that teachers do not need a large number of

ideas, instead, he believes that teachers need to be able to take just a few small ideas and

use them effectively in their daily classroom instructions.

As educators and researchers continue to focus on collective responsibility for

student learning, it is imperative that school leaders, teachers, parents and students

become a part of a unified force on collective responsibility for student learning.

Developing a collaborative culture in each school should serve as a catalyst to enhance

the development of high quality teaching and students achievement.

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Relationship of the Study to Previous Research

In the past, research indicated that student learning and achievement were based

on several factors, among which were teachers qualifications, small class sizes, and

teachers attitudes toward educating students. In the past, some researchers even argued

that schools have very little impact on students achievement.

Coleman et al. (1966) asserted that schools had very little influence on students

achievement, but that students background and social context were solely responsible for

students success. The authors maintained that schools failed to provide students with the

base skills needed for success, and that teachers competence and teachers attitudes

toward teaching students were the key factors that impact students achievement.

Finding from a study by Coleman et al., revealed that students of color were treated

unfairly by teachers who did not provide them with the basic knowledge, especially in

lower grade levels. They asserted that teachers are a strong contributing factor to

students failure. They maintained that when teachers do not support students learning,

or and motivate students to learn, students are more likely to fail. The authors argued that

students with strong, social background are more likely to be successful regardless of

teachers attitudes.

Hanushek, Gomes-Neto, and Harbison (1992), examined teachers understanding

of the subject they taught and its impact on student learning and achievement, and found

that there was a correlation between how well teachers knew their subject matter and

their students learning gains in that subject. Their study showed that teachers who
 61

studied the content area that they taught, had students with higher number of success

rates and levels of achievement when compared to students taught by teachers who had

no prior knowledge or training in the content area. They concluded that teachers, who

taught in the contents they received training or a degree, were more effective and had a

greater impact on their students learning and achievement. Shannon and Bylsma (2002)

asserted that teacher attitudes and beliefs, and inadequate instruction and support are

interrelated, and are responsible for students failure. They emphasized that when teacher

attitudes are positive toward their students, students progress, motivation, and

achievement improve.

Ferguson (1991) used measures of teacher literacy as an indicator of the quality of

schooling to conclude that one-quarter to one-third of distinct variation in student test

scores was associated with difference in the quality of schooling. His research linked

student achievement to the qualifications of teachers. To understand how many students

are taught by teachers lacking specified levels of training, he focused on mismatches

between teachers qualifications and their teaching assignments, and findings clearly

showed that teachers who taught out of their content area were not providing the needed

level of learning to their students. He stated that in order for students to be successful,

teachers must achieve a high-quality education in conjunction to the skills necessary to

master teaching in their certification areas.

Darling-Hammond (1992) examined ways in which teacher qualifications and

other school efforts are related to student achievement across states. Hammonds findings
 62

revealed that specific teachers learning opportunities correlated with their students

reading achievement. It showed that students who were taught by graduate teachers who

were fully certified, and had participated in professional coursework in literature-based

instruction did better than other students did on reading. The authors affirmed that

teachers qualification is a very important aspect of their teaching and student learning.

Finding from a study by Mosteller (1995) showed that class size was a

contributing factor in schools where students achievement was low. His study revealed

that students in small classes showed substantial academic gains over their minority

counterpart who were placed in regular classes. He maintained that students in lower

grades that were placed in small size classes, performed much better than students in

higher grades placed in regular size classes. This comparison clearly demonstrated that

small size class has an impact on students achievement.

Goldhaber and Brewers (1999) analysis of teachers postsecondary degrees and

students mathematics performances found that students whose teachers held an

undergraduate or graduate degree in mathematics attained higher levels academically

when compared to students whose teachers did not have endorsement in mathematics or

were certified in a different content area. Goldhaber and Brewer also examined the

relationship between the degree and certification status of teachers and their students

performance in mathematics and science; they noted a significant relationship between

teachers degrees and student performance in mathematics. They also compared teachers

with certification in mathematics to teachers with college degree in mathematics, and

 63

found that students whose teachers had a college degree in mathematics demonstrated

higher achievement than those students whose teachers were certified in mathematics, but

did not earn a degree in mathematics.

Despite, researchers have found that collective responsibility for student learning

impact student achievement; researchers also found that without highly certified teachers,

collective responsibility could be an ineffective tool, especially when used by teachers

who are not well trained or have not received professional development in collective

responsibility.

Substantiating the Conceptual Framework for the Study

Collective responsibility for students learning and achievement is based on the

concept that teamwork is a shared practice by a group of people pursuing the same goal

by means of the same practices, and yielding effective outcome. Vygotsky (1978)

provided a theoretical structure persisting, that collaboration is a social process in which

sensible outcomes occur when groups or teams engage in discussions among themselves.

He theorized that man learns through social engagement with others, and consider

collaboration a social and mutual endeavor. In the field of teaching, leaders, teacher-

leaders, coaches, and administrative leaders are educators from whom less experienced

teachers learn. Since, collective responsibility requires that all teachers learn the skills

that they need to improve teaching and support all students in meeting demands on the

state assessment; it is evident that teachers would collaborate with their more experienced

peers and leaders to achieve the necessary skills. This practice is consistent with
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Vygotskys theory known as zone of proximal development. The theory of zone proximal

developments viewed collaboration as a constructed way of learning whereas, persons

who were more mature, and had more experience would teach those persons who were

younger, and had less experience, so that they acquire knowledge and develop ideas

beyond their developmental years. He believed that it was through social interaction, and

working together that allow us to learn and develop in this modern time.

Collective responsibility requires that teachers also teach students what students

need to know, and because students learn from teachers, it is apparent that the theory of

zone of proximal development applies to teachers and students in the same way it applies

to adults and children. Steiner, Weber, and Minnis (1998) concurred with Vygotskys

theory on the zone of proximal development, and maintained that if this theory applies to

adults and children, it is perceptible that it can be applied to teachers and students. Steiner

et al. viewed collaboration in a similar manner to Vygotsky; the coming together of

participants to act jointly, plan, decide, and think together bringing together individual

theoretical input to create an original framework.

Potential Themes Emerging from Collective Responsibility

Collective responsibility for student learning and achievement requires more than

the involvement of administrators and teachers. This is an effort that requires teamwork

and partnership with some external entities. These external partnerships give rise to some

potential themes and perceptions that arise from this section. It suggests that there are

gaps in achieving the effectiveness of collective responsibility in schools. These gaps

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may include the lack of professional learning communities in schools, professional

development to promote teachers learning, building partnership with stakeholder,

community and parents, and team building in our schools. This also relates to a gap in the

literature that schools that engage in collective responsibility do not include the

community, parents, or stakeholder, but is limited to their teachers only.

Professional Learning Communities

According to DuFour (2004a) it is evident that professional learning communities

are a proven element of building successful schools through collective responsibility. It is

about bringing the community people into the school to help improve student learning, by

engaging administrators, teachers, parents, and stakeholders in collective responsibility

for student learning. It is a mean to bring about change, enhance learning, and improve

the schools environment. DuFour affirmed that there are three major components that

reflect the core principles of professional learning communities. These ideas are to ensure

that students learn, promote a collaborative culture, and focus on results. He maintained

that professional learning communities requires hard work, a school staff that focus on

learning rather than teaching, collaborative work, and accountability for the kind of

results that increase continuous improvement within the school.

Additionally, DuFour (2004a) asserted that professional learning communities

require collaborative effort, team work, and a commitment to involve schools, teachers,

students, parents, and the community. It calls for a collaborative effort by which school

leaders can bring about positive change in their organization, solve problems, and
 66

enhance relationships among all staff, stakeholders, parents, and students. He emphasized

that professional learning communities promote teams and collaboration groups, improve

student achievement, and bring about a sense of belonging, connection, and unity among

staff.

Louis-Seashore and Kruse (1995) added that professional learning communities

are demonstrated by people from multiple communities, at all levels, collaboratively and

continually working together. They maintained that a productive learning community is

comprised of individuals who embrace suggestions and contribute to improvement of the

school. Louis-Seashore and Kruse explained that there must be trust and respect among

colleagues at all levels to realize success as a group. They asserted that members must

possess appropriate cognitive and skills that enable effective teaching and learning,

supportive leadership from administrators and others in key roles. Louis-Seashore and

Kruse concurred that professional learning communities require more than just teamwork

to be effective. They emphasized that professional learning communities require strategic

planning, meaningful input, commitment, staff development, study groups, mentoring,

powerful collaboration, collective responsibility for student learning and much more.

David (2008) gave highlights of small learning communities that have been

successful, even though they were large schools that have been converted to small

schools. David revealed that small learning communities could be successful, even

though they may suffer some setbacks such as lack of a well-needed curriculum, lack of

substantial funding, and lack of teachers. He noted that many small learning communities
 67

had a more positive climate and a more personalized relationship with students. He

emphasized small learning communities also had more collegiality among teachers, and

lower dropout rate.

DuFour (2004a) argued that to create an effective professional learning

community, the focus should be on learning rather than classroom instruction, teamwork,

and focusing on students outcome. He stressed that there must be significant ongoing

engagement by all school personnel to strive for student achievement. He maintained that

student involvement is vital in the process, and teachers must have access to data and get

feedback during all stages of the process. Hirsh (2009) concurred that, among the many

approaches that support learning communities, making data accessible to teachers, and

sharing research with teachers are very important in building strong learning

communities.

Laufgraben and Tompkins (2005) affirmed that teaching in a learning community

require teachers to change how they teach, because teaching is no longer an isolated

activity, but rather a community commitment. The authors maintained that good

pedagogy in learning communities require moving from teaching alone to team teaching,

but teachers must work together as a group, and be fully accountable as a member of the

group. According to Laufgraben and Tompkins, teachers development should include

positive collaborative activities. The authors stressed that teaching is no longer a private

activity, but a public activity. Teachers need to share information with each other in their

program, school, or community, and most importantly, each team member must take care
 68

and responsibility for building and respecting this context. Laufgraben and Tompkins

maintained that teaching is a collective responsibility therefore teachers information

should contain specific learning goals and detailed contractual information, so that

teachers improve accountability for class activities, assessments, assignments, and even

community planning. The authors added that teachers in learning communities also have

a collective responsibility to articulate the community.

According to Vanalstine (2008), in order to improve how teachers teach and how

students learn, it is imperative for learning groups to implement strategic measures that

address students performance and overall school improvement. Vanalstine asserted that

leaders who promote teamwork among their learning communities should also

continuously remind members of the principles that learning communities advocate.

Vanalstine added that the most effective schools with professional learning communities

are those in which teachers and administrators are reflective, both individually and as a

group.

Goldring, Porter, Murphy, Elliot, and Cravens (2007) maintained that in most

successful schools, student learning takes precedence, but leadership always ensure that

they make best practice an essential part of students learning experience.. Wheatley and

Frieze (2007) asserted that learning communities of practice have become common in

schools and districts and within educational foundations. Additionally, the authors

maintained that learning communities help school professional to interact, establish

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relationships, and provide a powerful means to the strengthening of connections and the

linking together of disparate efforts.

Saphier (2005) concurred, that strong professional learning communities help to

generate schools that are promising in their student learning, performance, and

achievement. Saphier added that an important factor for successful education in the future

will be the strong support for professional learning communities. According to Colliton

(2005), the use of professional learning communities in the classrooms has in the past,

proven to be an effective tool, in that it has made remarkable differences in teachers

ability to implement promising and feasible curriculum. Also, the use of professional

learning communities at the classroom level has dramatically increased teachers ability

to implement a promising and viable curriculum, observe student development and

progress, and improve the teaching and learning process in the classroom. In addition,

Colliton noted that establishing a strong relationship between school improvement and

professional learning communities allows all students the opportunity to be successful.

According to the National Education Association, (NEA; 2006), strong

performing schools promote a collaborative culture within their schools. These schools

engage deeply in collaborative works within their school and the school community, but

at the same time building a strong relationship with parents, community, and school, thus

helping to eliminate barriers to student learning.

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Professional Development

The National Staff Development Council, (NSDC; 2007), described professional

development as high-quality programs in which all staff members and students are

learners who continuously strive to improve their performance. Additionally, the NSDC

described professional development as an on-going learning process that promotes

teachers growth and boost students success. The NSDC indicated that professional

development promotes collective responsibility for improved student performance and

must encompassed professional learning. The council maintained that professional

learning must be aligned with rigorous students academic standards mandated by the

state or local agency that supports school improvement goals; must be conducted among

all educators at the school; and must occur several times per week to involve principals,

team of teachers, and other instructional staff.

According to the NSDC (2007) professional learning should reflect clear learning

goals for educators and students based on review and analysis of data; assistance or

coaching for teachers to bring new knowledge and skills to the classroom; training to

improve teachers knowledge and teaching; and meeting learning goals that will improve

students learning. The NSDC also suggested nine standards that all professional

development should use as a guide when teachers engage in training. The nine standards

include content knowledge and quality teaching, collaboration, research-basis, student-

learning environments, diverse learning needs, family involvement, evaluation, data-

driven design, and teacher learning. According to the NSDC, this will allow teachers the
 71

opportunity to obtain knowledge of contemporary skills and learn more about concepts in

education.

Roy (2004) concur that professional development impacts teachers performance

and students learning. In a study, he compiled an account of the (NSDC) nine standards

in professional development, from the 1970s to the present. He documented three

important elements that included, content, based on the selection of right content,

standards which focused on the use of data development, knowledge and skills, and a

third element based on context. Subsequently, he merged all three elements and

concluded that content, process, and context are needed to implement the type of

professional development that impact student learning. Roy maintained that when

teachers receive the kind of knowledge and skills needed in professional development,

teachers would be more effective and efficient in their classroom practices.

Zepeda concurred (2008) that teachers need to be provided with specific

knowledge and skills through professional development that will enhances their teaching

and learning, and prove to be effective in the classroom. Zepeda emphasized that for

teachers to receive the best knowledge from professional development, he specified, there

should be a systematic evaluation of professional development programs, instead of

programs being evaluated based on perception. Additionally, Zepeda emphasized that in

order to ensure successful implementation and sustainability of job-embedded

professional development, learning should be consistent with the principles of adult

learning.
 72

Grier and Holcombe (2008) revealed their finding from a study with their teachers

and professional development. The authors pointed out that, schools should customize

job-embedded professional development and capacity-building for their staff, because a

one-size-fits-all approach would not work. They also explained that when teachers are

part of the improvement process, they will happily engage in the improvement efforts.

Grier and Holcombe also suggested that schools should combine the implementation and

completion of professional development with incentive; on the other hand, Wiliam (2008)

recommended that teachers should be put in charge of their own professional

development. He noted that instead of offering individual coaching for every teacher,

which could be very costly, it is more feasible to focus on teacher actions like teacher

learning communities, but pointed out that there are other effective means that can be

used to improve teachers growth and teaching practices. Rooney (2007) concurred that it

is a good idea to transfer the responsibility of staff development from the leaders chair to

the teacher, in order to help change the way leaders conduct the business of adult

learning.

Wiggins and McTighe (2006) suggested that, for a school to be a good

representation of a learning organization, all school members should be professional

learners and participate in professional development. The authors noted that all school

members should engage in a deep, broad study of the learning by attending professional

development sessions that extend to more than just one day, so that all participants are
 73

allowed to better understand the knowledge presented, use the knowledge, and assess

whether the information will help to improve student achievement.

Findings from Killions (2002) research on the analysis of professional-

development programs found that staff development programs that are well-designed,

logical, and research-based, will have a greater tendency to yield better results. Killion

suggested that tracking data and utilizing data from assessment for both students and

teachers is an important learning tool, therefore it should be an essential part of

professional development for teachers.

Bernhadt (2009) argued that data-driven decision making should view schools in

terms of their current status, and the schools goals. Bernhadt suggested that for schools

to move forward and achieve their goals, schools must use their school data, understand

the school data, and formulate a system for teachers to understand the data, so that it will

be easily implemented. Dean (2007) asserted that professional development has the

power to influence the attributes of the school teaching and learning environment and

districts that can result in helping to close the achievement gap. He suggested that

professional development should target personal gaps in background and experience, and

combine experiences and opportunities that can allow one to become the strongest leader

possible.

Hilliard (1997) opposed to the concept that professional development produce

effective teachers, and pointed out that professional development in its traditional form

will not produce successful teachers. Hilliard conducted studies on some very well-
 74

known staff developers, to include Rand, Hoffman, Fuller (1991) and Miller (1980) and

found that their successes were based on common elements of high goals,

communication, relationship, and immersion in a successful environment. Generally,

these key elements are known to help educator find the need for professional

development. Contrary to their support for professional development for faculty of an

organization, Wiggins and McTighe, argued that the education profession lacks

justification for teaching methods, course designs, and assessments.

Kinsler and Gamble (2001) and Fullan (1991) also argued that most professional

development produces no significant change in classroom practices, unless teachers are

given the opportunity to engage in follow-up activities that support ideas and practices of

their professional development trainings. The authors affirmed that teachers need more

than just participating in professional developments; the key to successful professional

development is teachers engagement in effective follow-up sessions that will ultimately

result in change in their classroom practices. They concurred that provisions must be

made for teachers to further develop and sustain the knowledge and skills acquired from

professional development programs.

Building School Partnership

According to the Special Education Advisory Council (SEAC; 2008), a

partnership generally evolves when the community engages in an effort with a specific

purpose. School partnership is a joint venture between schools and stakeholders.

Stakeholders may involve businesses, organization, parents, and social advocates for
 75

education. Personal and business associations utilize similar guidelines to develop mutual

collaboration and responsibility to reach a specific goal.

The SEAC (2008) acknowledged that studies reveal that level of active family

involvement affects that success of their children in school and in life. Additionally,

school and parent partnerships are based on contributions that each person may offer to

meet the specific goal. In the parent-school partnership, each person has a responsibility

to become involve in learning how to help improve students social and academic needs ,

despite of the students learning abilities.

Wenger, McDermott and Snyder (2002) affirmed that in order for a school to be

effective, it is very important that the schools leaders build a valuable partnership and

relationship with their schools stakeholders. They suggested that a schools stakeholders

may include a circle of people who can contribute to the schools success. Stakeholders

might include school staff, project coordinators, community businesses, churches,

representatives from local government, and parents. According to Wenger et al., good

community building demands participants with different levels of knowledge, expertise,

and purpose. The authors added that people become engaged in community practices for

different reasons, therefore, all willing participants should be welcome, and allowed to

participate equally. Although the schools principal is the leader of the school, the

schools stakeholders are the driving-force for the schools success.

Wenger et al. asserted that stakeholders involvement plays an important role in

students welfare, and their academic achievement. For stakeholders to remain committed
 76

to a school, it is important that the schools leader establishes a leadership approach that

is amicable with school stakeholders. Effective leadership style contributes to a great

partnership between the schools leaders and the stakeholders. The authors maintained

that some of the ways in which school leaders can impact the stakeholders directly is by

facilitating communication within the community, creating an internal and external

community network, and engaging the stakeholders in establishing school rules and

procedures. Additionally, it is important that leaders build or strengthen existing network

within the community, provide the stakeholders with opportunities, and support the

people of the community. When schools build a partnership with stakeholders, they are

able to build a team that can be collectively responsible for students learning and

achievement.

The School Partnership Council (2004) pointed out that when they consult with

others and work together, members develop leadership skills that make the committee

stronger and help it to last longer. All council members develop the skills to step into a

leadership role when needed. This ability distributes the workload more evenly and

reduces stress levels for everyone. The council explained that when parent, family and

community partnerships support school-based activities, it enhances positive teaching and

learning, and improves student achievement. Working together helps to maintain a

connection between school partners. It offers parents and staff a sense of ownership and

pride in their efforts to enhance the success of all learners.

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Payne (2008) suggested that one of nine powerful practices that can help raise

student achievement for low-income students is to forge relationships with parents. Payne

explained that because many parents are overwhelmed with enduring many situations in

their daily lives, it is essential for teachers to create a hospitable school environment for

them so they feel welcome and part of a partnership with classroom teachers and school

staff. She added that factors such as how parents are greeted, parents participation in

meetings, parents suggestions on interventions, as well as parents inputs on other

matters are very important factors in bridging a good relationship with parents.

Azzam (2009) noted that parents of English language learners (ELL) sometimes

encounter great problems when they attempt to become involved with their childrens

schools. Parents are often faced with some school-based barriers which portray a negative

school climate therefore schools need to make every effort to remove these barriers, so

that parents can support their childs academic achievement. Azzam identified some

barriers that parents encounter are their lack of English proficiency, low parental

education level, disjuncture between school culture and home culture, and some logistical

issues like parents work schedule, means of transportation to the school, and child care.

Azzam maintained that to effectively address these barriers, schools need to include some

of the nontraditional model of parental involvement with their traditional models.

Henderson, Jones, and Self (1998) emphasized that in order to achieve a greater

academic success, it is important that schools design educational goals and programs that

reflect some form of connection between schools, communities, and homes. The authors
 78

work supported the views of other researchers that parents involvement and parents

communication with schools are very important to the development of education. Not

only is it important that parents have an open line of communication with teachers, but it

is even more important that teachers reach out to parents as part of the collective efforts

to promote a strong relationship between schools and communities. As parents and

teachers continue to build a stronger relationship to improve students learning and

achievement, the degree to which parents support schools may influence the extent to

which teachers assume their role in collective responsibility.

Sergiovanni (2005) asserted that effective leadership is a collective process that

involves all stakeholders who help to facilitate the leadership role. He pointed out that

principals who promote community partnership in their schools gain the trust and

confidence of their stakeholder, and enhance the culture of their school. Community

partnership is one of the many ways by which leaders enhance and build their schools

image. When the community, parent, and staff share in the schools vision, mission, and

school goals, it promotes an environment for school improvement and success. Leaders

and led are bonded together in community that changes their relationship and changes

their commitment in such a way that school improvements are institutionalized into the

everyday life of the school (Sergiovanni, 2005, p. 173).

Team Building in Schools

Thornton (2008) defined a team as a group of individuals working toward

common goals, while team building is the process of giving the team the support needed
 79

to achieve those goals. The author affirmed that the two most important factors in

building and maintaining a successful, high-performing team are clear team goals and

diversity. Additionally, she stated that leaders must have clear goals and expectation, for

the staff to build a team, but noted than the team must have diversity of personalities and

skills.

According to Thornton, team building in the workplace encourages members of

the teams to work collectively toward a common goal. Therefore, it is important the

leader clearly divides responsibility to each team members, who in turn bring their

individual responsibility together, and work collectively as a team. Gardiner (2008)

suggested nine principles than can be used for creating effective team building activities

within the workplace. The author noted that choosing the most appropriate team building

activities affect how the staff works together. Among nine principle the author listed are:

making time for team building that offer an opportunity to deepen a sense of belonging to

the organization; create team building activities that can be used for members of the team

to share their views; create team building activities that can encourages the team

members to accept ownership for identifying solutions to a particular problem; and utilize

team building activities that help to tackle challenging issues.

According to Toch (2008), the Beginning Educator Support and Training (BEST)

program which was used by The Connecticut Department of Education to strengthen its

teaching force, by providing mentors and training to new teachers and then required these

teachers in the second year of teaching to complete a portfolio demonstrating

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instructional lessons of up to 5 hours of teaching. Three teachers who taught the same

subjects were then used to evaluate the new teachers portfolio, before a fourth teachers

completed a final evaluation. Toch maintained that this type of activity encourages

teamwork and learning among teachers. Toch asserted that teamwork in peer reviews is

important to teachers learning, and encourages collaboration among teachers and their

peers.

This section discussed the method of inquiry used in this study. This study

utilized the qualitative approach that focused on individual teachers knowledge and use

of collective responsibility for student learning and achievement. The qualitative method

is suitable for this study because it allowed me to conduct this study in a natural setting of

a middle school, which made it possible for the researcher to develop a level of aspects

that was helpful to the findings of the study. By using the qualitative research method I

had the opportunity to actively engage in direct communication and contact with

participants in the study. According to Creswell (2003), qualitative research takes place

in a natural setting hence it provides the investigator an opportunity to identify a level of

detail about the individuals or place, and to be highly involved in actual experiences of

the participants.

The strategy of inquiry selected for this qualitative study is the case study design.

The case study design was chosen for this study because it explores a social problem

wherein the researcher explores in depth a program, an event, an activity, a process, or

one or more individuals (Creswell, 2003, p.15). Furthermore, Creswell (2003) affirmed
 81

that the case(s) are bounded by time and activity, and researchers collect detailed

information using a variety of data collection procedures over a sustained period of time

(p.15). The case study design allowed me to get a deeper understanding of the impact that

collective responsibility has on student learning and achievement. The study consisted of

three qualitative protocols, observations, interviews, and post-observation teacher

reflection.

The research designs that were not chosen for this study were ethnography,

grounded theory, and phenomenology. The ethnography design was not useful in this

case study because there wasnt a need for me to explore the beliefs, behavior and other

related issues of a cultural group to answer the research question. The grounded theory

design was less effective in this study, because the goal of the study is not to derive at a

theory. The phenomenology design was not as effective as the case study design, because

the phenomenology design explores the particular perceptions or experiences of a

concept or a phenomenon. The case study design is suited for this study because the goal

of this study was to explore a situation in a real setting, and to develop a more in-depth

understanding of a situation.

Research works that were similar to this methodology were Lightfoot (1983)

interview research on achievements of six American high schools which was done on site

and in person, Frank (1998) studied the impact that social network and collective

responsibility had on students learning, Bidwell (2000, 2001) study on the impact that

leadership role and teachers engagement in collective responsibility had on student

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learning, Peterson and Deal (1998) study on the impact that school administrators

engagement in collective responsibility had on student learning, and Lee and Smith

(1996) study on the impact of collective responsibility on students learning and

achievement in reform schools.

In the first study, Lightfoots (1983) goal was to examine the nature of agreed-

upon good high schools so that educators in general might learn and profit from her

analysis (Rogers & Brubacher, 1988, p. 245). To achieve this goal, Lightfoot (1983)

observed classrooms, interviewed students, teachers, administrators, parents, taxi-drivers,

storekeepers, other non professionals, examined documents, magazine, schools

newspapers, and wrote an in-depth description of the schools. She utilized many probing

questions to get a deeper understanding of each school, and collected data that helped her

to establish that these schools were good schools. Her mission was not only to observe

the good of the schools, but also to learn about their flaws in terms of school goals,

curriculum and teaching practices. This case study allowed her to gather in-depth

information on each school as it pertained to their reputation, strengths and qualities.

In the second study by Frank (1998) on public schools that engaged in

professional learning community and built social networking relationships he found that

when teachers shared information or exchanged opinions with each other, they were more

likely to influence one another if they were members of a professional group than if the

teachers operated in isolation. Frank asserted that when a teacher has ties to others who

have a strong commitment to collective responsibility, it is highly likely he will also

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develop a strong commitment to collective responsibility, or at least move in that

direction. In his study he found that teachers gave more of themselves when they had

more support from their leaders. Frank maintained that the more support teachers

received the more teachers gave of themselves. He emphasized that the social network

within a school between teachers, parents, community, and administrative leadership is

an important aspect that influence collectively responsibility.

In the third study, Bidwells (2000, 2001) goal was to explore the impact that

teachers engagement in leadership role had on student learning. He found that in schools

where there is a high degree of teacher engagement in leadership roles and where those

teachers displayed a greater understanding and knowledge of collective responsibility, it

is likely others will also be influenced to share the same practice.

In the fourth study, Peterson and Deal (1998) examined the impact that school

administrators had on student learning. They found that the principal and other

administrative personnel have a strong role in establishing the culture or school

environment that exists within their building. Peterson and Deal asserted that principal

and administrators had full control of all matters within the school building, and

emphasized that as the educational leader, an administrator also has the potential to

emphasize the use of strong influence on the collective responsibility of the staff and

individual teachers.

In the fifth study, Lee and Smith (1996) explored the impact of collective

responsibility on students learning and achievement in reform schools. The authors

 84

found that students in reform schools that are consistent with the restructuring movement

tend to learn more and engage more in learning, than students in more traditional reform,

and that schools without reform are smaller and most effective and equitable in terms of

students engagement. Lee and Smith asserted that teachers with greater strength and

knowledge of collective responsibility also tailored their lessons to meet the needs of

students successes and failures.

Furthermore, collective responsibility for student learning and achievement

requires the commitment of all staff, principals, administrators, and the school

community. Boyers (1995) research concluded that connection is the most vital aspect

in the operation of a successful school. He asserted that the most learning occurs when

teachers are effective in their instruction, when they find solutions together, operate as a

team with shared goals, and engage in professional collaboration. He affirmed that when

teachers adhere to these conditions, they are more likely to be inspired, and in turn they

inspire other teachers who are more likely to be consistently well informed. A

methodology will be described in detailed in Section 3 of this study.

Summary

Based on research, collective responsibility for student learning has an impact on

students learning and achievement. Researchers revealed that schools that practice

collective responsibility in an effective manner have seen results in students performance,

and gains in achievement both on formal and informal assessments. Lee and Smith

(1996) pointed out that collective responsibility affects students performance and
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students achievement. In their research, they found that achievement gains were

significantly higher in schools where teachers took collective responsibility for their

academic success or failure. They affirmed that achievement gains were higher in schools

with more collaboration among staff, and students learned more in all subjects where

attitudes were consistent among the staff.

Research also indicated that the key to success in collective responsibility for

student learning is the manner in which collaboration takes place. DuFour (2004a)

asserted that when collaborative efforts involve an entire school, and all staff members

work in unity, they are more likely to find that students performance and achievement

levels improved. Furthermore, he explained that collaboration with leaders and staff

enhances teachers performance, students learning, and school improvement as a whole.

DuFour affirmed that collaboration should be an ongoing practice for both teachers and

administrators, and that teachers who work together with other teachers help each other to

perform more effectively. Research indicates that collaboration among teachers must be

effective, and must involve important factors that will bring about the kind of results and

change needed for student improvement. Strategies must be effective, and they must

address specific concerns that will help solve the problems that exist in schools. Lee and

Smith (1996) pointed out that teachers must be informed about their schools data, and be

able to utilize the data in a manner that will reflect positive change for school

improvement.
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Engaging in collective responsibility for student learning is not a simple solution

to students learning and achievement. Collective responsibility requires continuous and

progressive team work, staff development and professional learning for teachers, building

school partnership with stakeholders and parents, and building professional learning

communities. Research maintains that in order to retain the type of environment for

teachers to perform effectively, school leaders must play an active role in teachers

professional lives. According to research, when leaders create a collaborative culture

within their schools, teachers and other staff members become unified and work together

as a team for students learning. Additionally, researchers affirmed that, collective

responsibility for student learning and achievement is one of the main components for

successful schools.

The method of inquiry for this study is a qualitative case study design that focused

on the individual teachers knowledge and use of collective responsibility for student

learning and achievement. The case study approach allowed me to get a deeper

understanding of the impact that collective responsibility has on student learning and

achievement. The study consisted of three qualitative protocols, observations, interviews,

and postobservation teacher reflections. A methodology is described in detail in section 3

of this study. The results and data collection process is discussed in section 4, and a

summary of the study and recommendation for further study is addressed in section 5.
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Section 3: Research Method

Introduction

I investigated whether collective responsibility for students learning and

achievement by teachers impacts students achievement on states assessments. I selected

the case-study design to explore the impact of collective responsibility. The case study

design allowed me to explore in depth the process of collective responsibility and observe

teachers while engaging in collective responsibility in the events of their daily classroom

instruction. According to Creswell (2003) a case study is one in which the researcher

explores in depth a phenomenon; cases are bounded by time and activity, and researchers

collect detailed information using a variety of data collection procedures over a sustained

period of time (p.15). Rubin and Rubin (2005) concurred that case studies are

conducted in an attempt to find out what happened, why, and what it means more

broadly, and to be able to generalize to broader processes, to discover causes, and

understand a phenomenon (p.6-7). The research design resulted logically from the

problem that there is a concern as to whether collective responsibility for student learning

has an impact on students achievement. During this research, I gathered a variety of

information through interviews, observation, teachers reflections, and assessment data.

Research Design and Approach

The qualitative case study design was chosen for this study because it explores in

depth a collective process which included more than one individual and was conducted in

the classroom for a sustained period. During this period of time I collected detailed
 88

information using a variety of data collection procedures. This aligns with the problem

of the study as to whether collective responsibility for students learning and achievement

impacts test scores of one of Marylands district middle schools, and the implications that

surround the effectiveness of collective responsibility. This tradition allowed me the

opportunity to develop a deeper understanding of the procedures involved in collective

responsibility for student learning.

The data collection procedure consisted of interviews, observations, and

postobservation reflections of the participants which helped me to build a holistic picture

of how teachers utilize the collective responsibility approaches to ensure students

learning and achievement. The data collection procedure was for a sustained period of

time that extended to approximately 5 weeks. This case-study design was selected

because it contained logical steps in the data analysis processes and the data collection

procedures that helped me to complete this study effectively. The procedures of this case-

study were conducted in the natural setting of the classroom. I built a case-by-case

analysis of knowledge through interviews, classroom observations, and teachers post

observation reflections.

The research designs that were not chosen for this study were ethnography,

grounded theory, and phenomenology. Ethnography design was not useful in this case

study because there was not a need to describe how a cultural group works, or to explore

the beliefs, language, behaviors, or other related issues. This case study involved

collecting information through interviews and observations. Creswell (2003) stated that
 89

ethnography is a design in which the researcher studies a cultural group in a natural

environment over an extended period of time, by mainly accumulating information

through observation (p.14).

The grounded theory design was less effective in this study, because I was not

interested in obtaining an abstract theory of a practice. The interview questions asked in

this study were not theoretically chosen, because the researchers goal was not to derive

at theory. Creswell (2007) asserted that, in the grounded theory the investigator seeks to

systematically develop a theory that clarifies procedures, achievements, or

communication on a specific theme (p.14).

The phenomenology design is not as effective as the case study design, because

the phenomenology design describes the meaning for several individuals of their lived

experiences of a concept or a phenomenon. The phenomenology design describes what

all of the participants have in common in their experiences during an event. According to

Creswell (2003) the goal of the phenomenology design is to build a fairly in-depth

description of the significance of the participants experience by identifying and

describing what the occurrence was about and how the participants experienced it (p.

15). Therefore, the phenomenology design was not practical for this study, because it

describes the real meaning of an experience with focus on a commonality between the

participants.

The case study design was more suitable for this study because it allowed the

researcher to explore the practice of collective responsibility, and gain a deeper

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understanding of its impact on students learning and achievement. The case study design

consisted of the essential elements that contributed to the effectiveness of this qualitative

study in which the researcher explored a social problem in a natural setting to achieve a

deeper understanding of the phenomenon. Stake (1995) affirmed that in a case study the

researcher investigates an event that includes more than one participant, and conduct the

investigation over a period of time using various data collection procedures to gather as

much rich data as possible.

This procedure usually includes interviews and observations. Creswell (2007)

asserted that a case study research is a qualitative approach in which the investigator

explores a restricted case or multiple restricted cases over a period of time, collecting

thorough, detailed data utilizing multiple sources of data collection (p.74-75). Yin

(2003) also concurred that a case study research relies on a wide range of information

that is usually obtained through a variety of data collection sources, and often results is a

collection of rich information that gives a well defined and indepth understanding of the

activity investigated.

Merriam (1998) maintained that case studies are thorough descriptions and

analyses of a single case, whereas, its design can bring profound understanding and

meaning of the situation, and add external validity to the case (p. 123). Johnson and

Christensen (2004) asserted that case studies originated from several multidisciplinary

studies, which helped to create how qualitative studies are conducted. The authors

maintained that the background of qualitative studies had an impact on the data collection
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process, which normally consist of observations, interviews, and documentation. This

type of study also allows the researcher to gather plenty of information and feedback

from participants. Therefore, the case-study design was the best tradition because it

provided the researcher an opportunity to explore, analyze, and compare the data

collected from interviews, classroom observation, and postobservation reflection. It also

helped to broaden the researchers scope of understanding of the process of collective

responsibility in one of Marylands district middle schools.

This methodology fulfilled the purpose of the study, to explore the process of

collective responsibility for students learning and achievement; and gave a deeper

understanding of whether students achieved at a higher level on states assessment when

teachers engage in collective responsibility. The case study also provided a variety of

information during interviews, observations, postobservation reflections, and videotapes.

The research questions for this study were aligned with the methodology in that

they are designed to address a specific dilemma in one of Marylands county middle

schools, and simultaneously achieve a deeper understanding of the process and outcome

of collective responsibility in middle school. The methodology for using the protocols

was to look specifically at how collective responsibility impacts students learning and

achievement. Each protocol was designed to address specific research questions during

the data collection process.

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The interview protocol was designed to address the following research questions:

1. What are teacher perceptions of the effectiveness of student achievement

when collective responsibility is promoted in the classroom?

2. How do teachers view adequate training and practice to best implement

collective responsibility in the middle school classroom?

3. What is the pay-off for teachers and students when teachers engage in

collective responsibility for students learning and achievement?

The observation protocol was designed to address the following research

question:

4. What specific strategies do teachers utilize to ensure that students learning

and achievement when they engage in collective responsibility?

The postobservation teachers reflection protocol was used to obtain teachers

input and feedback on any aspects of the observation that I may have reservations about.

This reflection helped me to compile additional information, get teachers thoughts,

understand processes, and clear up any discrepancies the researcher may have formed.

Context of the Study

Participants

The participants of interest was 10 middle school teachers who have participated

in collective responsibility, certified, and have had at least 5 years of teaching experience

in one of Maryland districts middle schools. Participants taught 7th grade or 8th grade in

one of the four core courses that are included on the states assessments, English,
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mathematics, social studies, and science. The justification for the sample size of the

selected 10 teachers is for the purpose of yielding the most information from the case

study in 5 weeks, and according to Creswell (2003), the smaller the number of

participants in the study, the deeper the inquiry per individual (p. 186).

The method for establishing a relationship with the participants was initially done

through the schools principal to whom I sent a principal invitation to the study (see

Appendix A). Once permission was granted by the principal, I established a researcher-

participant relationship with the participants through school-mail, email, telephone

contact, or in person. The participants invitation to the study was to introduce myself,

brief the participants about the study, and to inform them of the participation, selection,

and application process. Interested teachers were asked to submit their response for

participation only after they examined the criteria. Selected teachers received further

information through an initial contact letter that informed them of the researchers intent

of the study, their role in the study, the benefits of the study, and their confidentiality.

I gained access to the names of the teachers with permission of the principal and

then forwarded information by means of a letter addressed to all 7th and 8th grade teachers

in the four content areas of mathematics, English, social studies, and science. After the

deadline date I sent a follow-up/thank you letter to all of the teachers who responded to

the invitation. The application was intended to acquire pertinent information about the

participants to include their name, grade level, years of certification, content area(s),
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email contact, school and personal telephone information, and information about their

participation in collective responsibility.

The first 10 qualified teachers who submitted their application were selected to

participate in the study. An additional two qualified teachers were also selected as

alternate teachers in case of a no-show or emergency on the day of the interview. This

process was done to ensure that additional teachers were in place in the event that a

teacher chose not to participate or if an emergency occurred. I then made an initial

contact with the 12 teachers through e-mail and telephone. The initial contact with the

participants was to establish the researcher-participant relationship, to give them

background information of the study, and to share other pertinent information. The

participants scheduled their available dates and times for interviews, and discussed other

logistics that pertained to the study. In addition, the participants were informed of their

benefits of the study, responsibilities as participants, confidentiality information, and

procedure for the study. The participants were also given details regarding the interviews

and the observations, and they had the opportunity to review and complete the written

consent form. Each participant received a copy of the signed consent form prior to

engaging in the interview.

Informed Consent and Ethical Considerations

I made an initial contact by e-mail and telephone to establish a working

relationship with the applicants. The initial contact was through an invitation letter to

invite the teachers to engage in the study. An applicants participation form also
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accompanied the invitation letter. Participants who responded to the invitation to

participate in the study received a follow-up/thank you letter. After selection of the

participants, each participant was given an initial contact letter to inform them of the

background of the study, their role in the study, the benefit provided to them, the

procedure of the study, and the potential date for the study. All participants names and

information were kept confidential throughout the study and were protected as outlined in

the initial contact letter.

All participants names were represented by a number on a participant numeric

coding system for confidentiality purposes. All references to their teaching position were

addressed by using the designated number code throughout the study. Their personal

information was not disclosed for any purposes outside of this research project. Also

names or any information that could identify the participants in any reports of the study

was not used. In addition, several measures were taken through the Institutional Review

Board, to protect the rights of the human participants in the study. Throughout the study I

conformed to all measures outlined by the IRB. My IRB approval number is 8-24-2010-

66488. These measures included disclosure of information as to what the participants

were asked to do, demonstration of the need for the study, and identifying assumptions

and limitations of the study. All data were securely locked in a file. The benefits for the

teachers included a copy of the final report of the study, recommendations for improving

collective responsibility for student learning and achievement, and a videotaped copy of
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the observation of their classroom. The teachers will also get a deeper understanding of

the concept, the use, and effectiveness of collective responsibility.

Researchers Role

My role in this study was to select and respond to participants for the study,

interview, observe, record, analyze and evaluate the impact that collective responsibility

has on student learning and achievement. My initial contact with the teachers was a

teacher invitation letter (see Appendix B), to participate in the study, introduced myself

and introduced them to the study. Then the participants were selected based on the order

in which the names of the qualified applicants were received, using the applicants

participation form (see Appendix C). Once the participants were selected, I sent out a

follow-up/thank-you letter (see Appendix D), followed by an initial contact letter (see

Appendix E) to the selected participants. All participants names were represented by a

number on a participant numeric coding system (see Appendix F) for confidentiality

purposes. Next, arrangements were made to meet with the participants to conduct the

interview at which time the participants read and signed the consent form (see Appendix

G). The participant received the interview protocol (see Appendix H) that outlined the

procedures and expectations for the interview, as well as a transcript of the interview

questions (see Appendix I). At the end of the interview the researcher discussed and

established dates with the participants for the observation sessions. In addition, the

procedures for the observation session were discussed. The participants then received

teacher observation protocol (see Appendix J) form for their signature.

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During the observation session, I recorded notes on the researcher observational

journal (see Appendix K) and videotaped the session. Upon completion of the

observation, a post observation reflection was conducted with the teachers, which

included a showing of the videotape, sharing of interview responses and observation

notes, completion of a teacher reflection protocol (see Appendix L). Prior to the session

participants were given directions for returning the teachers reflection to the researcher.

The postobservation session allowed the observed teachers to see their lesson from the

researchers viewpoint. Both the teachers and I viewed the observation for any

inaccuracy or erroneous information. Upon completion of the interview, observation, and

post-observation reflection the data were gathered, organized, and recorded prior to the

researcher conducting an evaluation of the data. In addition, all data were analyzed,

coded, and interpreted in preparation for findings of the study.

I am a teacher in a northeastern states district. It was my charge to develop and

understand how teachers in the states middle schools implement collective responsibility

for student learning and achievement. This districts middle school was selected for the

study because its teachers engage in collective responsibility for student learning and

achievement. I am employed at a middle school in the same district, and had previously

worked at the selected middle school as a home and hospital teacher and a substitute

teacher for at least 1 year. Two of the teachers from the selected middle school had a

relationship with me prior to engaging in the study. My past relationship with some

participants of the school did not impact or determine the outcome of the study. The
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school was not selected based on my involvement in the school nor were job-related

involvement brought up in the process of the study.

The objectives of the study were to identify how collective responsibility for

student learning and achievement may impact middle school students overall learning,

performance and achievement on the states assessments.

Data Collection

Data from the qualitative study included information from interviews,

observations, postobservation reflection, and school data from the Maryland State

Assessment. Information accumulated during observation, and all other data that were

useful to the effectiveness of the study. I began to identify answers to the research

questions by utilizing a simple process that included selecting participants, interviewing

the participants, observing the participants in their classroom, and conducting a post

observation reflection with the teachers whose classrooms were observed.

I then initiated the data collection process by gaining access through an invitation

to participate in the study (see Appendix B) to all 7th -grade and 8th -grades English,

mathematics, social studies, and science teachers who engage in collective responsibility

for student learning and achievement. The teachers were from one of the states

prominent middle schools that were selected to participate in the study. The first step in

the selection process was the identification of the first 10 teachers who met the criteria

for participation in the study. Teachers had to complete the participation application (see

Appendix C) in order to be considered for the study. An additional two teachers were
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selected and listed as alternates in the event that an emergency situation occurred. The

qualified applicants were then sent a follow-up/thank you letter (see Appendix D) for

expressing their interest to participate in the study. Further information was disclosed in

the initial contact letter (see Appendix E) that outlined the participants roles, benefits,

and confidentiality procedure.

Each applicant was assigned a coded number (see Appendix F) to protect their

identity and ensure their privacy. The coded number was used in lieu of the participants

name throughout the study. Upon selection of the 10 qualifying teachers, each

participant was notified through e-mails, telephone, school mail, or teachers mailboxes.

The two reserved applicants were also notified of their roles in the study. A time was

then scheduled for an initial meeting with the participants. At the initial contact meeting

the researcher informed the participants of the background of the study, their role in the

study, the benefit provided to them, the procedure of the study, and the potential dates for

the study. The participants and I concurred to meet on a day and time for the interview

and observation sessions based on their individual schedule. Prior to the interview and

observation, the participants were given a consent form, which served as an

acknowledgement of their intent to participate in the study (see Appendix G). The

purpose of the consent form was to share background information of the study,

compensation information, the risks and benefits of their participation, and grant the

researcher permission to conduct the study. During the initial meeting the participants

received information on how their confidentiality will be protected and the protocol for
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keeping their information confidential. The teachers were also informed of the procedures

for the videotaped session, and additional information was stated under the procedures

section on the consent form. All participants engaged in the interview, observation, and

the postobservation reflection sessions.

This data collection process was selected because the interview process allowed

the researcher to understand the experience from the participants point of view and gave

me an opportunity to explain the event in the manner the participants would. Likewise,

when interviews are used in conjunction with observation, they provide means to

discover more deeply the participants perspective on actions than when observations are

conducted alone. According to Patton (1990) interviews allow the researcher to gain

access to the kind of information that cannot be obtained through any other means. He

asserted that researchers are able to gather firsthand information from the interviewee that

is a reflection of their very personal thoughts, and this information cannot be accessed in

any other manner. Interviews also allow the researcher to use various approach to

influence the interviewee in sharing detailed information that cannot be achieved during

observations. On the other hand, observations have their own advantages, because they

allow the researcher to understand the ways of life, surroundings, or common occurrences

during the observation of an event. Schwartz and Jacobs (1979) noted that observers aim

is to get an insight of the world from the participants standpoint, which usually yield a

rich amount of firsthand data. The authors added that observers goal is to carefully
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observe the participants and to get as much facts as possible directly from the

participants.

The use of this data collection was appropriate to answers the questions posed in

relation to the qualitative case study because the participants were able to explicitly

expressed themselves during the interviews and furnish data that gave the researcher a

clear understanding of the activity observed. This data collection also allowed me to

observe the participants in a natural setting and gather rich data during the observed event

which provided answers to the questions related to strategies. The hope was that the data

collected from this study will give me a deeper understanding of the impact that

collective responsibility may have on students learning and achievement.

Interview Protocol

After approval and signing of the consent form (see Appendix G), I assigned a

number to the each participant, which I recorded on all materials pertaining to the

participant throughout the study. The participants were then given instructions regarding

how the interview will be conducted and were asked to sign an interview protocol form

(see Appendix H) to indicate their understanding of the process. The interview consisted

of 5 questions that helped the researcher gain important information about the

participants knowledge and use of collective responsibility and its impact on student

learning and achievements. The interview questions (see Appendix I), consisted of open-

ended questions, and a voice-recorder was used to record teachers responses to the

questions.
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During the interview, the participants were asked 5 questions concerning their

experience, professional development training, evidences of students achievement,

strategies used, and teachers accomplishments with collective responsibility for students

learning. All interviews occurred in person and one by telephone. The participant who

was interviewed by telephone was due to an extenuating circumstance. The differences

between these modes of data collection were: (a) telephone conversation did not allow

the researcher to read the nonverbal information or assess the body language of the

participant during the interview, and created limited time frame that prevented the

researcher from gathering more detailed information; (b) the face-to-face interviews

allowed the participants and the researcher to interact well and build a relationship prior

to the observation session. In this regard, it was easier to establish rapport with the face-

to-face interviewees than with the telephone interviewee. The rationalization for choosing

different modes of collecting interview data were to allow for variances in the

participants work schedules and time allotment for completion of the interviewing

process. The telephone interview affected the data by preventing the researcher to probe

the interviewee in an attempt to gather as much information as possible. According to

Creswell (2007), a telephone interview provides the best source of information when the

researcher does not have direct access to individuals. The drawbacks to this approach are

the researcher cannot see the informal communication and the phone expenses (p. 132-

133).
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Videotaped Observation Protocol

The use of the teacher observation coding protocol (see Appendix J) was to record

the setting and context of the observation, and the utilization of collective responsibility

strategies during instruction time in the classroom while teaching their students. This

protocol design focused on the responses from the participants to the question regarding

which specific strategies did teachers utilized to ensure that students learn and achieve

when they engage in collective responsibility. I observed each lesson for the strategies

presented during the interview and recorded the information in the teacher observation

protocol. I observed for use and demonstration of strategies exhibited by the teacher,

skills demonstrated by the students, students participation and engagement, teachers

guided practice, and an overall assessment of the observation session. I included

strategies that the participants did not mentioned in the interview, because these strategies

helped to illustrate the use and importance of the effectiveness of collective

responsibility. Information from the observation was also recorded on the researchers

observation journal (see Appendix K) and was reviewed by participants for accuracy.

The observation was then coded for the strategies used by the classroom teachers

with their students. Videotaping of the observation served as a secondary resource

obtained directly from each participants classroom. I operated the recording instruments

throughout the study, and secured all documentation from the study in a locked file. Prior

to viewing the videotape each participant was given an observation and assessment of
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teaching tool (see Appendix L) allowed me to obtain the participants thought process

involved in planning the lesson.

Postobservation Teacher Reflection Protocol

At the end of each observation session each participant was given the participant

reflection protocol (see Appendix M) for completion. The participants were asked to

complete the reflection and then contact me within 3 days in order to return the document

to me. I collected all of the reflection documents within a 3-day period. The reflections

helped me to avoid any perversion of data. The reflection protocol addressed the research

questions related to the participants use of strategies in their daily instruction, the

difference between the strategies used during collective responsibility and strategies used

by the traditional teachers, and their view of the effectiveness of collective responsibility.

Data Recording Procedures

Interview Protocol

I conducted interviews either face-to-face in a natural setting of a classroom, or by

telephone only in extenuating circumstances. The importance of the interview was that

the interviewees provided me with rich data that provided me with a deeper

understanding of collective responsibility, based on their experiences. I coordinated with

the teachers the dates and times that were convenient to conduct the interviews,

classroom observations and teachers reflections. On the day of the interviews, I utilized

an audiotape and journal for jotting additional notes. The limitations of the interview

were that some participants provided information in a designated area or by telephone

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rather than in the natural classroom setting. My presence may have influenced the

participants responses, and some participants did not articulate well on some of their

responses. All information from the interviews were transcribed and safely stored.

Videotaped Observation Protocol

The classroom observation was organized around the teachers classroom

schedules, and was held in the natural setting of each teachers classroom. I utilized a

videotape and recorded notes during observation. The advantage of the observation was

to get a firsthand experience with each participant as to their use of instructional

strategies in their classroom. The limitations of the observations were that I may have

been viewed as a stranger to their classrooms. I also viewed lots of information that did

not pertain to the study that could not have been used in the report.

Postobservation Teacher Reflection

The postobservation reflection was to obtain the language of the participants,

allow participants to validate the information that the researcher obtained, and to attain an

accurate interpretation of the observation. The reflection was to obtain a better

understanding of the participants knowledge and use of practices in their daily

instruction, lesson planning, differences from traditional classroom instruction, and the

effectiveness of collective responsibility on student learning and achievement.

Data Analysis Procedures

The data was organized on a processing chart (see Appendix N) and prepared

through a coding system to identify specific aspects of collective responsibility gathered

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during the interview, observation, and the post-observation reflection protocols. I

gathered information by identifying the general ideas reflected by the participants, their

experiences, their knowledge, and their perceptions of collective responsibility.

Subsequently, I used an open-coding process to disseminate the data of the research

questions on collective responsibility for student learning. Creswell (2003) noted that

open-coding involves generating of categories of information, then selecting one of the

categories and arranging it within an axial coding, and eventually the researcher gives an

interpretation from interconnecting the categories. To ensure that all data and materials

were collected and disseminated, a participants tracking log was used (see Appendix O)

for effectiveness. In addition, I prepared a researcher reflection journal (see Appendix P)

and made daily entries of the interviews, observations, and postobservation reflections.

I chose the interpretative analysis approach to analyze the data, because it is

consistent with the tradition of the case study. According to Hatch (2002) interpretation

is about giving meaning to data; it is about making sense of social situations by

generating explanations for whats going within them (p. 180). Wolcott (1994)

expressed that researchers handle their qualitative data differently when they investigate,

translate or explain their findings. Stake (1995) supported four forms of data analysis and

interpretation in case study research. He asserted that interpretation should involve as

precise an explanation of the data, and case study researchers should illustrate an accurate

meaning of the data without compromising any of the data. Following this process I

coded the data and made connections between themes. I then read all interviews,
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observation notes, and post-observation reflections and made a list of similar subject

discussed by the participants. The subjects were used for coding the text and forming

categories from the data. Next, I assembled the categories, performed a preliminary

analysis of the coding system, and then recoded the data to match observations in the

field.

On the collective responsibility processing chart, the design consisted of the grade

level(s) and content area(s) that each participant taught. Each participants response to

their interview, observation, and reflection of the use and knowledge of collective

responsibility strategies was then coded. The open-coding process was used to prepare

and generate an in-depth description of practices and strategies used in teaching,

knowledge, experience, and confidence level of the participants, participants

involvement in professional training, and perception of the effectiveness of collective

responsibility. The data was then axial coded in order to form a connection between each

theme presented by the open coding. The available themes in the open and axial coding

processes presented a narrative to convey the findings of the analysis. I then interpreted

the data from a constructivist viewpoint. My goal was to develop an in-depth

understanding of the practice of collective responsibility and the impact it has on

students learning and achievement.

Validity and Trustworthiness

To eliminate potential threats to quality I included the post-observation reflection

information to help identify when these threats occur. To ensure validity of the study, I
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made certain that the number of teachers used in the observation were sufficient to yield

substantial result. I also ensured that the questions asked during the interviews were clear,

straightforward, and did not contain any biases. To eliminate any biases in the study, I did

not incorporate my personal thoughts in the design of the questions that were asked

during the interview session, and did not ask the questions in a manner that would have

limited or slanted the participants response in any way.

I triangulated the different data sources of information by examining evidence

from the interviews, observations, and post-observation reflections of the participants,

and used it to build a logical explanation for themes. In addition a coding system wasn

used to locate trends in the data. The various categories of data were connected through a

coding system to establish the collective responsibility practices gathered in the

interview, observation, and reflective protocols. Participants were allowed to check all

protocols prior to each session, in addition to revising the interview transcript in order to

ensure validity and trustworthiness of data. The coding system I used during the coding

process was an effective mean that ensured valid results. Merriam (2002) referred to

triangulation, as a method that qualitative researchers utilize in to help authenticate and

strengthen the real meaning of a study. She maintained that during triangulation the

researcher pull together various bits of data from interviews, observations, and other

investigations, and cross examine information from all the sources as a check and balance

between information gathered from each source. The purpose of the case study was to
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develop a deeper understanding of the activity studied, and not to provide a subjective

view of what I believe the outcome ought to be.

Summary

I investigated how collective responsibility for students learning and

achievement by teachers may impact students learning and ultimately students

achievement on states assessments. The case study design was selected, because it

allowed me to explore in depth the process of collective responsibility and observe

teachers while they engaged in collective responsibility in the events of their daily

classroom instruction. The research design resulted logically from the problem that there

is a concern as to whether collective responsibility for student learning has an impact on

students learning and achievement. The participants in this study comprised of 10

teachers from a middle school in one of Marylands prominent school districts. Teachers

were selected from a middle school whose teachers engage in collective responsibility for

student learning. Participants were required to be certified and have at least five years of

teaching experience in any of the four content areas, English, mathematics, social studies,

and science that are included on the states assessments. The justification for this sample

size was for the purpose of yielding the most information from the case study in a 5 week

period.

Data collection procedure consisted of an observation, interview, and

postobservation reflection sessions. I gathered a variety of information through

interviews, observation, teachers reflections, and school assessment data. The data was
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coded using mainly the open-coding process, which helped produce a more descriptive

account of the practices, opinions, strategies, and knowledge of the participants.

Ultimately, all data were retrieved from the coding system, analyzed, interpreted, and

written up with an in-depth description that reflects a detailed analysis of the study. The

results and data collection process will be discussed in detail in section 4 of this study,

and a summary of the study and recommendation for further study will be addressed in

section 5.
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Section 4: Results

Introduction

I investigated whether collective responsibility impacts students performance

when teachers at a prominent districts middle school engage in collective responsibility

for student learning and achievement. I began the study with 10 participants who

engaged in collective responsibility, and taught in the four content areas of English,

mathematics, social studies, and science. Teachers were selected based on specific

criteria and on a first-come basis. The process began with the collection of data in

reference to teachers experience, knowledge, perception, and training obtained from

interview protocol, observation protocol, and teachers reflection protocol. The procedure

included collecting, recording, initial coding, analyzing, recoding, building themes and

interpreting of data. The study consisted of four research questions, one main research

question, and three sub-questions. The aim of this study was to explore the impact of

collective responsibility on students learning and achievement. The research findings

will give leaders and administrators a clearer understanding of ways that collective

responsibility may improve students learning and achievement.

Process

The process of gathering data began with the identification of a districts middle

school in which I would be working. With the permission of the principal, I gathered

background on teachers use, knowledge, experience, perception, and training in regards

to collective responsibility for student learning and achievement. This information

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revealed that the teachers in the four content areas of mathematics, language arts, science,

and social studies participated in collective responsibility, received some form of

professional training in collective responsibility, viewed collective responsibility as an

effective teaching tool, and maintained that students have continuously benefited from

the use of this process.

According to the northeastern states Department of Education (2010) although

many middle schools showed evidence of progress in students achievement for the 2010

school year, overall, middle schools failed to meet the adequate yearly progress standard.

Results showed that a substantial number of students performed at the proficient level in

all of the four content areas being examined, but not enough to meet states standards.

The 10 teachers selected for the study were based on the selection criteria, six

were 7th grade teachers, and four were 8th grade teachers. Of the total 10 teachers

selected, two were math teachers, two were language arts teachers, two were science

teachers, and four were social studies teachers (see Table Q1). All teachers had advanced

certification, 5 or more years of teaching experience, 5 years of experience in collective

responsibility, and engaged in collective responsibility by department or by team (see

Table Q2). The two teachers who were selected as alternate in the events of an

emergency were both 8th grade teachers, but did not participate in the study, because all

the teachers participated as planned.

I hand-delivered an introductory letter (see Appendix B) to the teachers as an

invitation to participate in the study. The invitation letter specified the purpose, selection
 113

process, and application procedures. In the letter I introduced myself and briefed

teachers about the study. The teachers also received an applicant participation form (see

Appendix C), which specified the criteria for participation and required personal data

related to teaching, certification, content area, and their engagement in collective

responsibility. Teachers were informed of the application deadline, and they were

allowed to return the application by way of the locked box located in the principals

office. Once the qualified teachers were selected, they were sent a follow-up/thank you

letter (see Appendix D) for their interest to participate in the study.

The participants were then issued a formal initial contact letter (see Appendix E)

in which the researcher reintroduced herself, indicated their role in the study, their

benefits, and how their confidentiality would be addressed throughout the study. Next,

the participants were issued their participant number (see Appendix F), which were used

in lieu of their names to maintain their privacy and confidentiality. Prior to participating

in the study participants also signed a consent form (see Appendix G) to acknowledge

their participation in the study. The consent form also described the nature of the study,

risk and benefits, compensation, confidentiality, and procedures.

Next I compiled individual colored coded folders for each applicant and entered

their participant number by which the participants were identified throughout the study.

To generate, collect, and organize this data I used several protocols to include the

interview protocol, teacher observation protocol, participant reflection protocol, and

collective responsibility processing chart (see Appendices H, J, M, and N). Each

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participant had access to the protocols prior to the completion of the interview,

observation, and postobservation reflection.

The process by which the researcher gathered data commenced with the

organization of a folder system for each participant, which was secured in a locked file

box. The participant assigned number began with 001 based on the receipt order in

which each qualified participant was identified. The qualified participants were assigned

numeric codes 001 010 (see Appendix F), and the two alternates were assigned

numbers 011 and 012. Each participants color folder in the system was assigned their

numeric code which was placed on the back of the individual folder. The colors used in

the participants coded folder system were 001- red, 002 - white, 003 light-blue, 004 -

orange, 005 - green, 006 - yellow, 007 - blue, 008 - purple, 009 - pink, and 010 black.

The two alternates were given royal blue and grey folders consecutively with the numeric

codes of 011 and 012.

The next step in gathering data began with the interview protocol and interview

questions (see Appendices H and I). The participants were given a copy of the interview

protocol (see Appendix H) which contained the interview instructions, prior to asking the

interview questions (see Appendix I). During the interview the researcher asked the

participants five questions related to the participants involvement with collective

responsibility. The participants were to describe their experience, perception, use,

knowledge, students success, professional development, effectiveness, student learning

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and achievement, strategies, and their overall accomplishment with collective

responsibility.

A subsequent step in the data collection process was the observation which each

teacher was observed for approximately 20-30 minutes during classroom instruction. An

observational journal (see Appendix K) was used to record information collected on

strategies and tools used to improve students learning. I also operated the video camera

and recorded notes when it was necessary to do so. The participants had the opportunity

to reflect on this observation for the strategies and tools that may have been used in the

planning process prior to or after the lesson, and any other information they wanted the

researcher to recognize about the lesson through the teacher-reflection protocol (see

Appendix M). The participants were allowed to review all notes taken during the

interview and observation, which gave them an opportunity to identify and correct any

inaccuracies with the researcher. The data from the three protocols were then logged on

the processing chart (see Appendix N).

The process by which the data were recorded began with the interview, preceded

through observation, and ended with the teacher-reflection protocols. Once these

protocols were gathered, the information was entered on a collective responsibility

processing chart (see Appendix N). The initial recording process began with the

transcription of data obtained from each interview question, and was documented on the

processing chart (see Appendix N) in preparation for an initial coding.

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Five similarly designed processing charts were used to process the responses to

each of the 5 interview questions. Each processing chart reflected the participants content

areas, grade levels, number codes, and their responses to the interview question. Each

chart was designed to reflect responses in order of content area, because the participants

reported that they engage in lesson planning and collaborative planning by departments

and teams.

The researcher then generated numerous codes from the responses. Later, some

less useful codes were eliminated, and smaller categories were combined to form larger

categories. These codes were then organized into larger themes, and ultimately axial

coded. Observation notes were recorded on the researchers observational journal (see

Appendix K), and information was coded directly on the observation journal. The

participants were observed for whole group processes, independent guided activity,

observation and assessment of common strategies, and evidence of training. The

processing and initial coding of the participants reflection protocols were completed

directly on the participants reflection protocols. After the initial coding, some similar

codes were organized into larger categories and then themes.

Tracking Data

The systems used for keeping track of data consisted of interview, observation,

and teacher-reflection protocols. The initial recording of each protocol was disseminated

in person and a copy was kept in each participants folder. Next, the information was

typed and given to the participants to make any necessary changes. Subsequently, the
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data interpreted and reported. A reflection journal (see Appendix P) was used to track

emerging understandings and record detailed thought patterns from the beginning to end

of data collection. To ensure that all information was gathered or returned from the

participants, the researcher generated a participant tracking log (see Appendix O). This

tracking card made it possible for the researcher to acquire all collected data and ensured

that each participant had received and returned all material used in the study.

Findings

An open-coding process was utilized to create an account of the setting, the

processes used, and the data obtained from the participants as it pertained to their

knowledge, practice, and the training involved for analysis. The data were collected by

content area and grade level. The interview and observation notes were a detailed

representation of information which pertained to the participants and the experiences that

guided their knowledge and understanding of collective responsibility procedures. I

integrated the participants knowledge and experience from the interview and the

utilization of strategies from the observation to reflect the participants engagement with

collective responsibility. The data were then axial coded in order to form a connection

between each theme presented by the open coding. The themes presented in the open and

axial coding consisted of training and knowledge of collective responsibility, knowledge

of strategies versus use, teacher empowerment, encouraging student participation, caring

and sharing, and embracing student learning. The chronology of events, the detailed

discussion of the multiple perspectives from participants, and the connection between
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participants professional-development training and their instructional delivery processes

in the classroom were formed from the interview, observation, and reflection notes as

well as from the researchers reflection journal.

The problem addressed in this study is that there is a lack of collective

responsibility for student learning and achievement as demonstrated by the consistently

low test scores among a prominent districts middle schools. Despite several middle

schools participate in collective responsibility for student learning and achievement, the

outcome of its effectiveness is not well mirrored in the data of the states test score.

Hammond-Darling and Friedlaender (2008) maintained that many schools engage in

collective responsibility, but the most important aspect of collective responsibility is that

an effective approach must be utilized to yield effective outcomes.

In this study, the main research question addressed this problem by collecting data

that illustrate teachers knowledge, experience, viewpoint, and understanding, and the use

of collective responsibility when it is promoted in the classroom. Question 1 of the

subquestions addressed teachers participation in collective responsibility, and the need to

assess whether teachers are well trained in the procedures of collective responsibility to

enhance their own learning, as well as student learning and achievement. Question 2

addressed the payoff or accomplishment of teachers and students when collective

responsibility is used in the classroom, and Question 3 addressed the tools, resources, and

strategies that are used in collective responsibility in order to assess the transfer of

knowledge and skills to the classroom.

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Oliva and Pawlas (2004) asserted that in order to assess the usefulness of staff

development trainings, and to promote successful future training sessions it is important

that these on-going professional development be reviewed as often as possible for their

effectiveness. This was reflected by participants who had prior professional training, but

had no follow-up after professional development training, which made it difficult for

them to master the skills on collective responsibility. P10 stated,

I would like the researcher to know that there is not enough of professional

development on the process of collective responsibility. I would like to see more

training offered throughout the year, and then follow-up sessions to help us

perfect the skill. I personally would like to sharpen my skills and be more

effective at what I do.

What I found was that all of the participants were engaging in collective

responsibility, and the practice of shared responsibility by participants for student

learning was quite obvious. The participants engaged in team and department

collaboration, and most had some formal training in collaborative efforts, but it was also

evident that some participants needed training. Most of the participants had some

knowledge and understanding of the processes of collective responsibility, but did not

receive formal training to help them in the understanding of the practice. Participants

were fully aware of what was expected of them to ensure a high level of student learning

and achievement, but they were also aware that they needed to enhance their knowledge

and skills. Some participants expressed the need for formal professional development
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training in collective responsibility, and their desire to master the skills of collective

responsibility.

The questions that I seek to answer in this study were:

The main research question was:

What are teacher perceptions of the effectiveness of student achievement

when collective responsibility is promoted in the classroom?

The subquestions were:

1. How do teachers view adequate training and practice to best implement

collective responsibility in the middle school classroom?

2. What is the pay-off for teachers and students when teachers engage in

collective responsibility for students learning and achievement?

3. What specific strategies do teachers utilize to ensure that students learn and

achieve when they engage in collective responsibility?

Question 1

The interview, observation, and teacher-reflection protocols were designed to

mutually address the first question. To begin addressing Question 1, a compilation of

participants responses from the interview, observation, and the post-observation

reflection indicates that some knowledge and participation in the practices of collective

responsibility are evident in this middle school. Most participants felt there needed to be

more formal training offered in collective responsibility procedures. While 100% of

participants engaged in collective responsibility, 80% of participants have some

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understanding of the practice, and 20% have a comprehensive understanding of the

practice. However, 70% of the participants felt there is still a need for professional

training on the practice of collective responsibility, while 30% believe that they can

achieve the skill on their own or with guidance from others.

Participants expressed that the practice of collective responsibility is not just an

effective approach for bringing teachers together for students learning and achievement,

but the practice is a means by which teachers can learn from teachers, share knowledge

among themselves, and make a collective commitment towards common goals. One

participant claimed that collective responsibility

Is a very effective learning and teaching tool for both students and teachers.

Since my involvement with collective responsibility I have gained a lot of

experience and now have a better understanding of how to works with other

teachers and how to better teach my students. (P3)

Participants maintained that the practice of collective responsibility has proven to

be quite beneficial for participants because of their continuous involvement and

commitment to enhance students learning. Some participants acknowledged that their

experience with collaborative effort and their understanding of its importance to

collective responsibility have helped them to achieve a deeper understanding for student

learning. Participants maintained that primarily they engaged in ongoing collaborative

activities to ensure that they meet school goals for students success. They expressed their

commitment in shared responsibility, teamwork, and commitment to achieving a common

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goal that allowed them to be more effective in their endeavors in collective responsibility.

Some participants maintained that their involvement in collective responsibility helped

them to enhance their skills in collaboration efforts, lesson designs, communication,

teamwork, and students assessments.

For some participants, data utilization was an important aspect of their lesson

design, and they acknowledged they used data to identify and analyze students strengths,

weaknesses, and needs. It was evident that participants continuous work to overcome

students failures, and their continuous execution of new strategies helped influenced

students learning. Participants maintained that because of their commitment to students

learning they were able to build a strong sense of trust among themselves, which also

helped to impact their relationships with their students.

According to 40% of participants, collective responsibility was an opportunity to

allow teachers to be pro-active in bringing parents, community and school together for

student learning and achievement. These participants maintained that when parents and

community are involved in students learning, it boost students confidences, values for

learning, and efforts to achieve. P7 felt that the parents need to be more involved,

because parents have more influence on students than teachers do, so if parent become

involves then we all can work as a ream to enhance student learning. Likewise, P9

stated,

I would like to see the administrators and teachers come together to launch a

community night whereas parents and the entire community can come together
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and discuss what are the best ways to help out students. I believe parents want to

be involved, but they dont know how to. Parents involvement is the key to

everything.

A total of 80% of the participants expressed that their experience with collective

responsibility improved their self esteem to include their sense of value and confidence

for teaching. They learned to take full responsibility for students learning and progress,

and became more supportive of each others aspiration to learning. But, 30% of

participants expressed that collective responsibility enhanced their social skills, and that

their greatest experienced was the opportunity to work with administrators, parents, the

community, and the ability to engage in key leadership roles that support the schools

mission, vision, and goals (see Figure1).

Figure 1. Participants perceptions of the effectiveness of collective responsibility.

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Although there was a need for additional training on collective responsibility,

most participants asserted that they engaged in the practice by utilizing their prior

knowledge, experience, and some creativity. Two participants (20%) who did not receive

professional development training affirmed that they were not sure if the training would,

because they believe that qualification, knowledge, and a creative mind is what it takes to

be an effective teacher. All participants had seen improvement is students achievement,

and agreed that collective responsibility had impact on student growth.

While all teachers had seen some improvement in their students performance, not

all teachers agreed that collective responsibility had the same level of impact on student

learning (see Table Q3). All (100%) participants categorically noted that they saw

immense improvement in students performance on formal assessments, informal

assessments, work habits, classroom participation, and in students overall performances.

P5 stated,

I am so very pleased with the turnaround my students have made, collaboration

really works. It is amazing how much I have learned and how much I am able to

teach my students. I really enjoy collaboration with other teachers and it makes it

so much easier for me. I am learning and my students are learning too.

Participants asserted that students made steady progress over the years in core areas, and

showed even more improvement on informal assessment, classroom activities, and in

student leadership activities (see Table Q4).

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In addition, 80% of participants characterized collective responsibility as the best

practice they had ever used that helped them to get away from the many years of isolated

teaching, and it helped them to get away from the burden of working without teacher

support (see Figure 1). Participants explained that prior to the induction of collective

responsibility and collaborative practices in schools, participants planned lessons,

monitored students progress, and devised problem solving techniques in isolation.

Participants noted that since the implementation of collective responsibility practices in

the classrooms they perceived teaching as a collective effort with leaders, administrators,

and staff to enhance students learning and achievement.

Participants maintained that they met as teams and departments on a regular basis,

analyzed students work, discussed interventions for students, and monitored students

progress. Some participants noted that they also met as a team to collaborate on meeting

the needs of teachers so that they enhance their teaching skills and develop best practices.

There was a sense of optimism and commitment among participants towards collective

responsibility practice, and it was apparent that their accomplishment with collective

responsibility may have stemmed from their continuous involvement and aspirations to

work at achieving strategic, measurable, and result-oriented goals. Clearly, participants

engagement in collective responsibility gave them a sense of belonging, accomplishment,

responsibility, self-confidence, and an opportunity to excel in effective teaching.

Question 1 (Subquestions)

Another means to address the research question was to look at participants

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professional training and practice in the implementation of collective responsibility.

During the interview process participants were asked about their experience and training

in collective responsibility, to assess whether they were well trained in the procedures of

collective responsibility.

It was apparent that all participants had some common knowledge of collective

responsibility practice, but only a small number had participated in professional

development training in the collective responsibility process. The National Staff

Development Council (NSDC; 2007) indicated that professional development promotes

collective responsibility for improved student performance and must encompassed

professional learning. Twenty percent of the participants had participated in professional

development training on collective responsibility prior to their engagement in collective

responsibility, while the other 80% of participants had no formal training or preparation

in the practice of collective responsibility. All participants (100%) had participated in in-

house professional development training on collaboration, while 20% of those

participants had attended general professional development training with other

professionals, and 10% attended professional development training on the national level.

According to the data 80% of participants had some knowledge and

understanding of the practice of collective responsibility, however, 70% of the

participants expressed their need for formal training and their desire to learn more about

the practice to enhance their skills on collective responsibility. P2 stated,

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I think if we were to get the right training we can do so much better, but we do

the best with what we have. But, I am learning from others as I go along, but I

will like to get some professional training too. It is so important for us to do

things right, but we need help. If they were to offer training I would definitely

take advantage of it.

According to 30% of the participants, professional development might be helpful

to most teachers, but they were not sure whether it was necessary for the practice of

collective responsibility, because they believed that it takes creativity, knowledge, and

experience (see Figure 2). Clearly, the participants were mindful of their expectations to

promote high levels of student learning and achievement, but were still aware that there

was more for them to learn about the practice of collective responsibility. Participants

were knowledgeable about collaborative practices and understood that it played an

important role in collective responsibility. Data shows that 100% of participants

identified collaborative planning and teamwork as the most important factors of

collective responsibility. The participants asserted that collaboration stimulated a sense of

energy among them, helped them to sustain their work performance and maximized their

teaching skills. Seventy percent of participants acknowledge that collaboration helped

them preserve their competency in instructional practices and a concrete connection to

their administrators, peers, parents, and the communities (see Figure 2). The same

participants, 70% asserted that teamwork is just as important, because it is the driving
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force for them to work collectively, and the opportunity to accept and deal with

challenges as a team.

Figure 2. Particpants training and knowledge with collective responsibility.

Eighty percent of the participants asserted that their understanding of collective

responsibility was that it comprised of collaboration, data utilization, and ongoing

assessments. Thirty percent viewed collective responsibility as teamwork, monitoring

students progress, and peer mentoring, while 20% of the participants added that

collective responsibility must involve parents, stakeholders, students, and communities,

so that when these constituents come together with school leaders, administrators, and

teachers they can promote and instill values in students for learning and achievement (see

Figure 3). It was clear that some participants were somewhat knowledgeable about the
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Figure 3. Participants understanding of collective responsibility.

context of collective responsibility, but it is also important that participants enhance

their understanding of the procedures of the practice through professional development.

It is important that participants know that collective responsibility goes beyond

collaboration with staff, but it involves collaboration leaders, administrators, staff,

parents, communities, stakeholders, and students.

Data indicates that 70% of the participants viewed collective responsibility as the

most effective practice that they ever used to enhance students learning and

achievement. Thirty percent of teachers still believe that their knowledge and

qualifications played an important role in their students achievement. One participant

(10%) maintained that teachers must be qualified in their content in order to be effective

at teaching, therefore teachers qualification have a greater impact on students learning.

The participants felt that collaboration and collective responsibility are very important,
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but without the knowledge and experience of teaching collective responsibility would not

be effective. It was obvious that collective responsibility is a work in progress, due to the

fact that most participants were still learning the fine-tuning of the process (see Figure 4).

Figure 4. Collective responsibility as an effective tool compared to teacher qualification

and knowledge.

Question 2 (Subquestions)

A further means to address the main research question was to get a closer look at

the pay-offs or accomplishments of students and teachers when collective responsibility

was promoted in the classroom. Noticeably, the responses from participants were

remarkable. Eighty percent of participants asserted that collective responsibility enhanced

their personal growth, boosted their self-esteem and self-confidence, and helped build

their leadership skills (see figures 1and 5). Ninety percent of participants maintained that
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collective responsibility helped to transform their teaching skills in that they better

understand the subjects matter (see Figure5). P5 maintained,

I am doing so much better that before. This experience is just great. It has

changed my entire perspective of teaching. I feel so much more confident, and I

really enjoy teaching now more than before. I am even a better teacher than

before. My whole outlook on teaching has changed for the better.

Another 90% maintained that collective responsibility helped them to assume

accountability for student learning and achievement, and redefined their understanding of

teaching and classroom practices (see Figure 5).

Figure 5. Pay-off when teachers engage in collective responsibility.

A large number of participants, 80%, maintained that collective responsibility

helped them form a connection within their school (see figure 5), while 80% stated that it

helped reduced teacher isolation (see Figures 1 and 5). Thirty percent of participants
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asserted that collective responsibility energized a sense of commitment to teaching and to

make major changes in how they get involved in school efforts. One participant (10%)

added that she became more aware of how to affect her teaching skills and achieve

success in her classroom, and realized that teaching was most effective when teachers

found solutions collectively. Clearly70% of the participant emphasized that their

engagement in collective responsibility brought teachers together as a team and taught

them how to assume accountability for students learning. In addition, 30% of

participants stated that collective responsibility helped them to boost students learning,

and engage students in high intellectual learning tasks (see Figure 5).

Participants maintained building a collaborative school culture within their school

provided opportunities for them to reflect significantly on their practice, and generated

new beliefs about teaching and learning. Participants also noted that their school culture

helped to keep them consistently well informed and professionally renewed.

Additionally, they maintained that collective responsibility allowed them meaningful

opportunities for professional growth, challenged their learning experiences, and

responsibility for student learning. One of the greatest accomplishments noted by

participants was their involvement in a school culture that embraced students and

teachers learning, nurtured staff collaboration in decision making activities.

Question 3 (Subquestions)

The interview, observation, and teacher-reflection protocols (see Appendices I, J,

M, and Figures 6 and7) were designed to jointly address the question on what specific
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strategies did teachers utilize to ensure that students learn and achieve when they engage

in collective responsibility. Suggestions from the interviews and reflection protocols

indicated that participants utilized skillful instructional practices that easily fit into other

contents so that students are exposed to as much reinforcement as possible from varied

learning perspectives. Also, 90% of participants affirmed that many of the strategies they

utilized in collective responsibility practices were data-driven, in that participants

analyzed data to understand root causes or contributing factors to students failures.

Additionally, they noted that of most importance is the ability to understand what

strategies to implement, when to implement strategies, and how to differentiate those

strategies. According to P1,

I continuously learned new strategies from other teachers when we met for

collaboration. Teachers have so many different ideas. Things I did not know

before have made a big difference in how I teach. I have learned so many ways to

teach, and I am hungry for more knowledge. Collaboration is great stuff. I think

the secret is how to use data in order to know what to teach.

Additionally, 60% of participants affirmed that they used several different

strategies to reach students needs, but reading interventions and differentiated

instructions were most often used. They noted that the use of these strategies helped

ignite students interest in students learning, and helped reach students of diverse

learning abilities. Also, 60% of participants maintained that they scaffold lessons, and

have found this approach beneficial to students of diverse learning abilities. Almost all
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100% of participants stated that they integrate technology into their teaching, and have

found it to be very helpful to students who are visual learners. Approximately 60% of the

participants noted that they used cooperative learning groups for students who enjoy

learning from each other, and 40% use flexible small groups for students with basic

learning abilities. Seventy percent of participants asserted that they continuously re-teach

skills that defined students weaknesses, and also assessed students on a regular basis.

Thirty percent of participants asserted that they use students in leadership role in the

classroom, and this often boost students confidence. Students are encouraged to play the

role of the teacher and teach students using identical strategies taught by the teacher.

According to the participants, this approach encouraged students to take ownership of

their learning, and is effective in student-centered teaching. Other strategies identified by

50% of participants, were daily use of vocabulary building, 60% use connect to real life,

30% use prior knowledge, and 50% use context clues (see Figure 6).

Most participants expressed that they used I Do We Do You Do activities

daily in their classrooms. They explained that this is a strategy that students enjoy and

learn from at the same time. One participant added this strategy allowed the students to

see how the teacher uses the skills while modeling, and then give the students an

opportunity to demonstrate the skill in a similar manner.

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Figure 6. Participants most commonly used strategies for student learning.

The participant added that many students learn through modeling and it is very

effective for students of all academic levels. The participant added that her latest strategy

was the use of problem-solving through jigsaw puzzles. The participant explained that

she provides students with questions and then have students write the answers in a jigsaw

puzzle, which helps students to use their creative skills.

The observations were based on whole group processes, individual/independent

guided activity, observation and assessment of selected strategies, and evidence of

professional training (see Appendix J), those aspects on which teachers are evaluated by

during formal classroom observations. The interview data were taken into account to

establish the strategies participants used with students in their lesson planning, and in the
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environment they created in the classroom. The observations indicated that use of

strategies in the classroom was consistent with many of the strategies mentioned during

the interview and reflection sessions. The observations suggested that whole group

guided practice and process, was prevalent in all classrooms averaging 100% use rate.

Individual /independent guidance was obvious in some classrooms averaging about 60%

use rate. Reasons for this could be that some students were engaged in completion of

assessments during independent activity. Demonstration of various teaching strategies

was evident in several classrooms averaging a 90% use rate, and evidence of professional

collaboration training was evident in all classrooms with a 100% use rate (see Figure 7).

Figure 7. Strategies use rate by participants during observation.

The post-observation reflection indicated that 100% of the applicants thought that

all strategies used during instruction to aid students learning were very effective. They

asserted that most of the strategies were used in an attempt to reach all students of diverse

learning needs. Twenty percent of participants maintained that many of the strategies
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they use in the classroom were learned through professional development, and they used

these strategies with other strategies learned from collaborative efforts and team

planning. Eighty percent of participants stated that their mostly used strategies were

differentiated instruction and scaffolding, because these strategies are a need in

everydays classroom. These strategies help students of all learning abilities and learning

styles. Sixty percent of participants stated that their students recognize the difference in

the strategies used, because they see the same strategies used by all of the teachers, and

the strategies help them to learn. Also, 70% of participants stated that they continuously

collaborate on the type of strategies to be used in the classrooms before implementing

them in classroom instruction. They formulate strategies based on school data and

students needs. Strategies must prove to be effective in student learning (see Figure 8).

Figure 8. Teachers responses to post-observation reflections

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Discrepant Cases and Nonconforming Data

As stated in the Potential Themes section of the study, under professional

development, Wiggins and McTighe (2006) suggested that, for a school to be a good

depiction of a learning institute, all school members should engage in professional

learning and take part in ongoing professional development. The authors asserted that all

school members should engage in a profound, wide range of learning by attending

professional development courses that extend to more than just one day, so that all

participants can yield the benefit of educating themselves, and improving students

achievement. The lack of professional development in collective responsibility was

suggested in 80% of the interviews (see Figure 1). Only 20% of participants indicated

that they had professional or formal training in collective responsibility. One participant

claimed that the teachers on her team

are somewhat frustrated because they have been asking for professional training,

but the lack of funds makes it almost impossible for them to get the training. I

believe we are doing quite well, but most of us are self-taught, so some training

would definitely help us to know what we are missing. (P5)

On the other hand the 80% of participants who had no formal training noted that they

relied on their creative skills and experience in collective responsibility to help them in

the collaborative process (see Figure 1). Findings indicated that almost all participants

did not demonstrate collective responsibility at the mastery level.

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Hilliard (1997) opposed to the idea that professional development produce

effective teachers, and pointed out that professional development used in the everyday

traditional manner will not help teachers to be successful. Hilliard conducted studies on

some very well-known staff developers, to include Rand, Hoffman & Fuller (1991) and

Miller (1980) and found that the developers successes were a result of them setting high

expectations to establish quality rapport and friendship among themselves, and a

conducive, working environment, and being able to meet those expectations. This was

suggested in 80% of the participants who had no formal training, but were able to use

their knowledge, creative abilities, and former experience to engage in collective

responsibility practice. P10 claimed that,

I have been trying to learn on my own. I am not sure if professional training is

necessary, but I am learning from others. Without professional training I am

doing okay, and when I need help I ask my peer. Some of my peers have a pretty

good understanding of how this practice works.

Even though, participants did not perform at the mastery level on collective

responsibility, participants were able to still participate in collective responsibility in a

reasonable manner. Participants engaged in continuous collaboration, teamwork,

relationship building, trust and care building activities, peer mentoring, and work in an

environment that was indicative of a school culture for learning and success. This was

consistent with Hilliards views, that professional development does not necessarily

produce effective teachers, but teachers effectiveness could be based on common

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element of high goals, communication, relationship, and engagement in a successful

environment.

Other discrepant cases in the study were those that involved experience and

knowledge with collective responsibility. Eighty percent of participants asserted that their

understanding of collective responsibility was that it comprised of collaboration, data

utilization, assessments, monitoring students progress, and peer mentoring, while only

20% of the participants indicated that their understanding of collective responsibility also

involved parents, stakeholders, communities, leaders, administrators, teachers, and

students. Hammond-Darling and Friedlaender (2008) specified that collective

responsibility requires a methodical approach, whereas, teachers must work together to

eliminate those challenges that can hinder instructional development and increase student

learning. The authors asserted that most importantly collective responsibility requires

effective collaboration among not just leaders and teachers, but it requires a collective

effort that includes staff, parents, stakeholders, and the entire school community.

A final piece of nonconforming data was that strategies in collective

responsibility were more prevalent than knowledge and experience. This could be

because strategies were established through creative teamwork, collaboration, or

recommendations by researchers. Participants were consistent in the type of strategies

used to promote learning versus the many inconsistencies in participants knowledge and

experience with collective responsibility.

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Patterns, Relationships, and Themes

One pattern that was consistent among all participants was responses to teachers

accomplishments from participation in collective responsibility. Eighty percent of

participants asserted that collective responsibility enhanced their personal growth,

boosted their self-esteem and self-confidence, and helped to build their leadership skills.

Ninety percent of participants maintained that collective responsibility helped

transformed their teaching skills in that they better understand the subjects matter.

Another 90% maintained that collective responsibility helped them to assume various

leadership roles, and defined their perception of effective teaching and classroom

practices. All participants (100%) maintained that collective responsibility helped them

form a connection within their school, while 80% stated that it helped reduced teacher

isolation (see Figure 2). The reason for this overwhelming positive response may be that

teachers who engaged in collective responsibility felt a sense of security and belonging

from their engagement in teamwork and collaborative efforts. Participants in each

percentage group named at least two or more of the same factors in their response to

accomplishment.

Another pattern that was consistent among all participants was the use of

instructional strategies during the classroom observation. Demonstration of various

teaching strategies was evident in all classrooms where instructional activities were

conducted. There was a 90% use rate of strategies, with a 10% of participants engaging in
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classroom assessments. This was evident of professional collaboration planning on lesson

designs.

A relationship noted was the participants professional development training in

collective responsibility compared to their knowledge and understanding of collective

responsibility. Eighty percent of participants had some knowledge of collective

responsibility, but had no formal training in the practice, while 20% of participants had

comprehensive understanding and formal training in collective responsibility. The 80%

of participants who had no formal training presumed that collective responsibility

consisted of collaboration, data utilization, assessments, monitoring students progress,

and peer mentoring, while the other 20% of participants added that collective

responsibility also involved parents, stakeholders, students, and communities (see Figure

1). The 20% of participants who had formal training appeared to be more knowledgeable

of collective responsibility, and asserted that their collaboration as a team included

administrators, specialist, data coaches, guidance counselors, parent, and most of the time

someone from the parent teacher association. This is evident that teachers who have

formal training in collective responsibility have a better understanding and are more

knowledgeable, and are more likely to carry out the role of collective responsibility in a

skilled manner.

Another relationship noted was the participants years of teaching compared to

the years of engagement in collective responsibility. The average number of years of

teaching for all participants was 11.5 years, and average number of years of engagement
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in collective responsibility for all participants was 10 years. This indicated that most

participants have been engaging in collective responsibility for most of their teaching

years. But, a comparison between the participants years of engagement in collective

responsibility and their years of participation in professional development training for

collective responsibility showed an average 10 years for all participants engagement in

collective responsibility, with an average of 0.5 years for professional training in

collective responsibility. Reason for this was that almost all of the participants did not

engage or did not have the opportunity to participate in professional development training

in collective responsibility during their years of engagement in collective responsibility.

Evidence of Quality

I showed evidence of quality in this study by following procedures outlined in the

proposal to assure accuracy of the data. Trustworthiness was demonstrated by providing

the participants with all necessary information about the study in the initial contact letter,

providing all notes of interviews and observations to the participants, responding

promptly to questions and revisions, and providing a videotape (if taped) to each

participant upon receipt of their teacher reflection (see Appendix M).

Confidentiality was addressed by replacing all participants names with a

numbering system. I did not use participants name in any documentation of interviews,

observations, reflections, or data-processing protocols. Confidentiality was also

addressed in the opening letter to the participants. It included a statement that addressed

the number of assignments and security of the data collected. All names were removed
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from the findings of the study and were replaced by a number. Participants also received

a copy of the findings at the conclusion of the study.

The use of number checks ensured that all participants received all information

promised to them. Emails were sent to remind participants of visits and reflections, and

thank you notes were sent to all participants upon completion of their piece of the study

(see Appendix D). Triangulation was used by collecting data in interviews, observations,

and teacher reflections of the knowledge, use, organizational support, and reflections of

collective responsibility practices. This data was recorded on the processing chart (see

Appendix N). I also recorded thoughts and processes in the researcher reflection journal

(see Appendix P), helping to formulate how the data would be triangulated. A summary

of the study and recommendations for further study is addressed in the section 5 of the

study.
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Section 5: Summary, Conclusions, and Recommendations

Overview

The problem with middle schools in one of Marylands prominent districts is that

there is a lack of collective responsibility for students learning and achievement as

demonstrated by the consistently low scores on the states assessment. According to the

northeastern states Department of Education, the states Report Card (2010), almost all

of the states middle schools failed to achieve for the 2010 school year. The Office of

Staff Development (2008) affirmed that less than 50% of the districts middle schools

engage in collective responsibility for student learning and achievement. Findings from a

study conducted by Lee and Smith (1996) found that schools where teachers engage

collective responsibility for students learning are schools that students perform at a high

level, and overall, the schools are very successful. This was further referenced by DuFour

(2003) who affirmed that the lack of collective responsibility for student learning and

achievement often present ongoing concerns for educators and school officials as many

schools continue to continue down a path of low performance and poor achievement. The

author added that researchers have found that students performance is enhanced and

achievement increased when teachers work collectively as a team for the best interest of

students learning.

The purpose of this qualitative study design was to explore the use of collective

responsibility for student learning and achievement and to see whether it has an impact

on the performance of middle school students in a northeastern states public middle

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schools. The hope was to indicate whether the failure by school leaders, administrators,

and teachers to collectively take responsibility for students learning has resulted in low

performance by students on the states high-stake assessments. Newman and Wehlage

(1995) affirmed that collective responsibility requires that the entire school community

become committed to their goal for student learning, and this includes students who must

take full responsibility for their own education. It was assumed that collective

responsibility for student learning and achievement can result in students high

performance and achievement on the states tests. The goal of this qualitative research

was to develop a deeper understanding of how collective responsibility for student

learning impacts students learning and performance. The evaluation process was based

on responses from interviews, observations, and a teacher reflection of the observed

participants.

The main research question in this study was:

1. What are teacher perceptions of the effectiveness of student achievement

when collective responsibility is promoted in the classroom?

The sub-questions were:

2. How do teachers view adequate training and practice to best implement

collective responsibility in the middle school classroom?

3. What is the pay-off for teachers and students when teachers engage in

collective responsibility for students learning and achievement?

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4. What specific strategies do teachers utilize to ensure that students learn and

achieve when they engage in collective responsibility?

Methodology

To answer these questions, a qualitative research design was chosen. By using the

qualitative research method I had the opportunity to actively engage in direct

communication and contact with participants in the study. The problem of the study was

whether the lack of collective responsibility for student learning and achievement

resulted in consistently disproportionate test scores among middle schools in a

northeastern states prominent school districts. The goal of this study was to explore the

use of collective responsibility for student learning and achievement and to see whether it

has an impact on students learning and achievement. I analyzed interviews and

reflections of participants to build a holistic picture of how collective responsibility

impacts students learning and achievement. The case-study methodology of this

qualitative study explored in depth a collective process which included more than one

individual and was conducted in the classroom for a sustained period. It allowed for

observation of the actual process and daily procedures of the practice of collective

responsibility. The case study also allowed me to gather multiple forms of information

through interviews, observations, reflections, and videotapes.

Findings

The findings gathered in order to assess how collective responsibility can impact

students learning and achievement, Question 1, indicated that participation and

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knowledge of collective responsibility was evident among participants. Despite all of the

participants engagement in collective responsibility, 20% of participants stated that they

had a comprehensive understanding of the practice, while 80% stated that they had no

formal or professional training. Seventy percent of the participants maintained that they

would like to receive professional training on collective responsibility. All 10 participants

noted that they enjoyed involvement in collective responsibility, and that it was a means

by which teachers enhanced their learning, achieved a deeper interest and understanding

of the practice, and engaged in team building. The participants asserted that collaboration

was the key to collective responsibility, and it was through their engagement in

collaboration that they learned some of the important components of collective

responsibility.

Data showed that 80% of participants identified collective responsibility as

collaboration, use of data, and ongoing assessments. In addition 30% recognized

collective responsibility as teamwork, peer mentoring, and monitoring of students

progress, and 20% view collective responsibility as collaboration between leaders,

administrators, staff, parents, stakeholders, communities and students. Eighty percent of

participants also expressed that their experiences with collective responsibility improved

their self-confidence, accountability for students learning, aspirations for their own

learning, while 20% stated that their best experience was the opportunities to work with

administrators, parents, communities, and engagement in leadership roles that support the

schools goals. Seventy percent of the participants viewed collective responsibility as the
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most effective means they had ever used to enhance students learning, while the

remaining 30% of the participants had differing views, and believed that knowledge,

experience, and education were factors that had a greater impact on their students

learning and achievement.

Findings indicated that 100% of participants had immense improvement in

students performance on formal assessments, informal assessments, work habits,

classroom participation, and in students overall performances. Participants asserted that

students made steady progress over the years in core areas, and showed even more

improvement on informal assessment, classroom activities, and in student leadership

activities. Participants indicated that students had improvements in their overall social

and academic areas because of their engagement in collective responsibility.

Seventy percent of participants noted that collective responsibility was the best

practice they had ever used, and 70% asserted that it helped them to escape from years of

teaching in isolation, but with the implementation of collective responsibility practices in

the classrooms they now see teaching as a collective effort by leaders, administrators,

parents, communities, and staff who work together to enhance students learning and

achievement.

The observation suggested 100% usage of strategies and whole group guided

practice in the classrooms. Participants who taught in the same content areas

demonstrated engagement in collaboration; their lessons were noticeably consistent with

each others, and the skills taught were obvious in the classrooms. The use of strategies
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was consistent with those strategies indicated during the interview session. The reflection

appeared to show many of the same trends as the observations with the exception of

teachers and students accomplishments which could not be identified during the

observation session.

The findings also indicated 100% of participants engage in collaborative

planning, and that participants met on a regular basis as a team to discuss various matters

related to data, students learning, progress, and achievements. Participants engagement

in collective responsibility gave them a sense of belonging, accomplishment,

responsibility, self-confidence, and an opportunity to excel in effective teaching that can

improve overall test scores throughout their school and school district. The participants

also learned and utilized a variety of strategies and instructional methods that can

motivate and improve students learning across contents. Participants constant

engagement in collaborative efforts also helped them to develop a shared understanding

and commitment to high level outcome for all students.

Interpretation of Findings

What this study showed was the participants engaged in collective responsibility,

but many of them had no formal training in the practice. The study indicated that most

participants did not practice collective responsibility at a mastery level, but the use of

collaborative skills and creative strategies were apparent. The participants were

knowledgeable in collaborative efforts, and had a clear understanding of its importance to

collect responsibility. For this reason a further look at teacher engagement in professional
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development training in collective responsibility is required in order to fully understand

the breadth of roles involved in collective responsibility. Also participants need to be

aware that every aspect of collaborative efforts are tied in to the states curriculum, and

strategies utilized must be used to achieve some common goals. In addition, collective

responsibility must also be inclusive that it can reach all spectrum of the schools diverse

learning, and that it can involve parents, specialists, administrators, aides, and all

educators who are part of the school family.

A suggestion here is to get stakeholders, parent, and the community involved in

building a collaborative learning culture within the school. According to Sergiovanni

(2005) when the community, parent, and staff share in the schools vision, mission, and

school goals, it promotes an environment for school improvement and success. It is a

good idea to encourage parents in adult education, and educate them on the curriculum, in

what teachers are teaching, and what their children need to learn. Henderson et al. (1998)

pointed out that in order for a school to have greater academic success they should have

effective academic programs that are designed to include parents and the entire

community, and promote effective school partnership. Not only is it important that

parents have an open line of communication with teachers, but it is even more important

that teachers reach out to parents as part of the collective efforts to promote a strong

relationship between teachers and parents. In addition, teachers must understand that

collective responsibility is more than just collaboration among staff, but collaboration
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with principals, administrators, stakeholders, specialist, teachers, parent, community, or

anyone who can help enhance students learning and achievement.

Newman and Wehlage (1995) affirmed that collective responsibility is the

collaborative effort between school personnel to ensure that teachers are knowledgeable

enough to assist students in meeting challenges and helping them to overcome their

learning deficits. In addition, collective responsibility requires the commitment of the

school community to take full responsibility for students overall social and academic

success. Collective responsibility has proven to be a learning tool for both teachers and

students in that it enhances student learning and improves teachers instructional

practices.

Vygotskys (1978) theoretical framework supports the views of other researchers,

that collaboration is a collective process in which practical results occur when groups or

teams engage in discussions among themselves. Vygotskys view of collaboration was

that it is a social and mutual effort by which each person learns from another. He further

noted that it was through social interaction and working together that allowed us to learn

and develop in this modern time. Vygotskys theory on collaboration also supports the

views of many researchers who deem that collaboration among leaders, administrators,

teachers, parents, stakeholders, and the school community can help improve students

learning and achievement when everyone works collectively toward a common goal for

student success.
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This interpretation is also supported by Slavin (1978) who maintained in his

theory on collaborative learning; that learning is more effective when participants work in

groups. Slavin claimed that collaborative learning allows individuals to learn from each

other as they interact with each other and share knowledgeable information. Slavin

affirmed that in order for collaborative learning to be successful there must be group

goals and individual accountability.

In section 2 of this study provided background on how collective responsibility

impacts students learning and achievement. Plummer (2008) maintained that there is

increasing evidence of positive effects on student academic achievements in schools

where teachers collectively take responsibility for teaching and student learning

experiences. Plummer affirmed that there is a correlation between collective

responsibility and teachers' professional development. He noted that school-wide

professional development should address those aspects of classroom instruction that have

an impact on student learning and student academic achievement. This was evidence by

teacher reflections on the practice of collective responsibility. Collaborative planning

sessions are frequently held to discuss best practices and evaluate strategies used in the

classroom. P10

It is important that we implement the best strategies possible that will be effective

to our students learning. As a team we meet and collaborative on a regular basis

and during this time we discuss our students needs and what best practices we
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should implement. It is all about our students getting the best educations and

teachers offering the best instructions. P3

Question 1(Main Research Question)

The findings of teachers perceptions of the effectiveness of student achievement

when collective responsibility is promoted in the classroom suggested that the practice of

collective responsibility is an effective means for students learning, and is practiced in

all classrooms on a continuous basis. The study reflected that only a few participants

have a comprehensive understanding of the practice, while the many of participants have

minimal understanding of the practice of collective responsibility. A comparison of

interviews between participants indicates that most participants are very pleased with the

outcomes from their engagement in collective responsibility. Most participants had the

same response to their experience and views of collective responsibility as being the best

practice that they had ever utilized to enhance students learning and achievement.

Blankstein and Noguera (2004) asserted that attitudes, skills and beliefs of the

schools staff are the main factors that contribute to their high levels of academic

achievement, and are the key why these schools are easily identified from other schools.

Participants' response was a result of the improvement they had in students performance

on formal assessments, informal assessments, work habits, classroom participation as

well as in students overall performances. Participants concurred that because of

collective responsibility there was a steady progress in students performance in all four

content areas that students are assessed on by the state. P2 claimed that,
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I have seen the success of my students. Their scores on the assessments have

improved over the past couple years, and they continue to make steady progress.

I am very much please with the idea of collaboration and collective responsibility.

Participants found collective responsibility to be beneficial to students learning,

but also found it to be one of the most valuable means by which teachers and the entire

school organization can learn. Overall, participants maintained that collective

responsibility was the ultimate means that brought about positive change in the teaching

profession. Without collective responsibility participants felt that students could not have

achieved at the same levels, could teachers achieve the type of growth and development

in learning and teaching. Their greatest achievement came from their constant

collaboration with their administrators and other staff member. It is apparent that

participants learned an overwhelming amount of new skills, developed practices, and

advanced in their instructional skills.

According to DuFour (2003), collaboration with leaders and staff enhances

teachers performance, students learning, and school improvement as a whole. He

maintained that collaboration should be an ongoing practice for both teachers and

administrators, and that teachers who work together with other teachers normally help

each other to perform more effectively. Among the many advantages cited by

participants were that collective responsibility facilitated in the elimination of teachers

isolation, and helped ease the stress and burden of teachers being solely accountable for

students learning and success. The support and encouragement received from
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administrators and other staff members, together with teamwork and collaborative efforts

inspired teachers to be more confident about their teaching profession. However, most

important to all participants was they appear to have found a very essential means to

work with each other towards a common goal for students success. According to P9,

It is a good feeling to have the support that we have at our school from our

principal and administrators. They allow the teachers to input in almost

everything that we do. We now do things as a unit, and we are on one accord with

the schools vision and goals. The principal allow us to engage in so many

functions, and it really makes the staff feel good about teaching.

Another outcome in section 4 indicated that participants were very much

impressed with students overall success, as well as their own professional growth. Their

thoughts and experience with collective responsibility has been positive overall, in that

collective responsibility offered an experience that was very rewarding. Participants

achieved a sense of value, self confidence, belonging, self-worth, and compassion.

Overall, participants greatest perception of collective responsibility was that it offered

the best opportunity for student improvement, learning, achievement, and growth.

Question 1 (Subquestions)

The findings indicated that all participants had some general knowledge of

collective responsibility practice, but only a small number (20%) of participants had

participated in professional development training in the collective responsibility process.

Although all participants engaged in collective responsibility, most of the participants did
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not have a clear understanding of the processes of collective responsibility, but engaged

in many collaborative efforts that assisted them in meeting some of the criteria for

collective responsibility. However, their high expectations for students learning, peer

mentoring, teamwork, and collaboration with administrators and other staff members

were contributing factors to why participants performed in the manner they did without

prior training in collective responsibility. It was evident that participants collaborated on

a regular basis to discuss strategic goals, data, lesson designs, teachers needs, teaching

goals, students needs, and students progress just to name a few. It was apparent that

collaboration was the key to collective responsibility, and the participants were very

serious, and committed to participation. Hammond-Darling and Friedlaender (2008)

maintained that during collaborative staff meetings, all teachers must be essential

participants of the focus inquiry group, and make useful contribution hat would be

helpful to those areas of needs that impact student learning.

Because many participants did not have a clear understanding of the concept of

collective responsibility, it has been suggested that participants seek professional

development training to better understand the practice. Participants views of collective

responsibility included that it comprised of collaboration, data utilization, assessments,

monitoring students progress, and peer mentoring, while others added that it also

involves parents, stakeholders, students, and communities. However, the majority of

participants would like to have professional development training on collective

responsibility, in an attempt to enhance their knowledge and skills.

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Question 2 (Subquestions)

The finding for this question, on what is the pay-off for teachers and students

when teachers engage in collective responsibility for students learning and achievement

indicated that all participants have benefitted from participation in collective

responsibility and had some positive feedbacks about their accomplishments. Almost all

participants had tremendous experience in their personal growth, self-esteem self-

confidence, leadership skills, teaching skills, and knowledge of content. Many of the

same participants have a new perception of leadership effective teaching, and classroom

practices.

Through collective responsibility, participants learned how to bond and form

connection with other staff members in their school, and many participants are grateful

that they no longer work in a culture of teacher isolation. According to Johnson and

Donaldson (2007), teacher leaders need support to help them get beyond those difficulties

embedded in the traditional school culture. Johnson and Donaldson also maintained that

teacher leaders do not get the necessary support that can help them to advance themselves

the way they should. One of the functions of teacher leaders is to prevent teacher

isolation, but quite often teacher leaders find themselves working in isolation themselves,

because of the lack of support from their school leaders. In addition, some participants

became more energized and experienced a renewed sense of commitment and

reassurance for teaching, some have improved their communication skills, and others

have learned to share more of their knowledge, engage in discuss, and consult with peers
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about problems of teaching and learning. Participants had meaningful opportunities to

build and improve their professional growth, instructional skills, accountability skills, and

most of all improve their instructional skills to enhance students learning, because of the

collaborative school culture. Among the many accomplishments noted by participants

was that participants had the opportunity to be part of a school culture that foster

students and teachers learning; a culture that cultivated staff collaboration and promote

engagement in decision making. Participant 3 stated that,

I commend my principal on the school culture that he has cultivated. It is a culture

of collaboration, engagement, learning, and caring. I have learned so much over

the years, and it is a great to experience this commitment to students learning.

Question 3 (Subquestions)

The finding of this question, what specific strategies do teachers utilize to ensure

that students learn and achieve when they engage in collective responsibility, indicated

that participants utilized numerous skillful instructional practices to assist students in

their learning. It appeared that most strategies were developed from information from

schools data, and that data utilization was used primarily in lesson planning and building

of strategies in an attempt to address students weaknesses. Clearly, participants met on a

constant basis to discuss school data, and utilized such data to build instructional

strategies. Marsh et al. (2006) noted that the kind of data that is made available or utilized

by inquiry teams is very important, but if teachers do not utilize assessment data in a
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timely manner or understand how to use the data that it reflects an accurate measure of

student learning, then their efforts for data utilization could be futile.

Most participants used strategies like reading interventions, differentiated

instructions, scaffolding of skills, and students leadership learning. Some of the many

strategies participants utilized in meeting students needs were integration of technology,

cooperative learning groups, small learning groups, daily, vocabulary building, connect to

real life, prior knowledge, context clues, and other modeling strategies. The objective for

using multiple strategies was basically to help ignite students interest and reached

students of diverse learning abilities. The interview data were taken into account to

establish the strategies participants used with students, in their lesson planning, and in the

environment they created in the classroom.

The observations indicated that use of strategies in the classroom were consistent

with those strategies mentioned during the interview and reflection sessions. Most

obvious was that whole group guided practice, collaborative work, and use of strategies

was prevalent in all classrooms, while individual /independent guidance was evident in

only few classrooms, which was a result of specific assignments that did not require

individual guidance. Overall, participants engagement in collective responsibility

proved to be very valuable to teachers learning and teaching, and ultimately students

learning and achievement.

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Implications for Social Change

The present study was designed to impact social change by helping identify how

collective responsibility impacts student learning in a northeastern states district middle

schools. The implications for social change in this school district includes addressing the

need to improve the overall test scores of middle schools throughout the school district,

indicating a need for an in-depth examination of how this instructional method of

collective responsibility can motivate and inspire teachers learning and teaching, and

how it can impact students learning and achievement. In order to improve the overall test

scores of middle schools, the district will need to provide principals and teachers with a

clear understanding of the process of collective responsibility before its implementation

into the schools. The district will have to identify schools, teachers, and district goals in

conjunction with principals and teachers needs, and provide the necessary professional

development training in preparation for the use of the process. This will require team

collaboration efforts, professional training, and in some instance follow-up training for all

staff. The district will have to implement goal-oriented learning strategies for all students

in order to augment students overall performance and achievement on states testing. In

addition, the district will need to address professional development on a continuous basis

for teachers and school community in order to help improve and sustain learning and

professional growth in and out of the classroom. According to teacher reflections, the

district will need to provide support for teachers and make continual assessments as to

appropriate training needed by teachers and school communities.

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The study also promotes the awareness of the importance and significance of

collective responsibility for student learning among school leaders, administrators, school

professionals and teachers. All participants were aware of the importance of collective

responsibility for student learning, but 80% of participants were not knowledgeable of the

formal processes of collective responsibility, and had no professional development

training. Recognizing teachers strengths and weaknesses will help the social change in

collective responsibility by creating the awareness of how teachers learning can be

altered to impact their students.

The study can help change and enhance the ways in which school teachers teach

and the ways their students learn. Teachers engagement in collective responsibility

ultimately promotes participation in professional development training, collaborative and

team planning, and peer mentoring. Teachers who engage in these efforts may be

equipped with the knowledge and experience to render effective instruction to students as

a result students learning can be enhanced. Overall, the practice of collective

responsibility for student learning serves as a catalyst to encourage Marylands middle-

school leaders, teachers and stakeholders to develop a shared understanding and

commitment to high level outcome for all students.

I expected to learn how collective responsibility impacts student learning and

achievement, and whether the failure by school leaders, administrators, and teachers to

collectively take responsibility for students learning has resulted in low performance by

students on the states high-stake assessments. High achievement on assessments is an

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important reflection of students advancement and success. What was learned was that

collective responsibility is a very valuable tool that can enhance teachers learning and

teaching and student learning. Based on research, collective responsibility for students

learning has yielded successful results from many schools over the past years. Newman

and Wehlage (1995) asserted that collective responsibility for students learning and

achievement is first and foremost the collaboration between leaders and teacher as a team

to make sure that all teachers learn what they need in order to help improve instruction

and student learning for overall success.

The positive social change sought was that if a school district performs an in-

depth examination of how the instructional method of collective responsibility can

motivate and inspire teachers learning and teaching, and how it can impact students

learning and achievement, which is supported in the district, the students should be able

to reflect these instructional practices in their learning. As the teachers learn these

instructional methods and processes of collective responsibility, they will begin to reflect

them in the classroom. The value, then, is a better understanding of teachers professional

needs in preparation for engagement of collective responsibility, which will inevitably

lead to a better understanding of what is needed for student learning and achievement.

The factors presented in the interview and reflection revealed little understanding

of the processes of collective responsibility and therefore professional training is needed

to develop mastery levels of this process. What this study showed was the use of

collective responsibility was prevalent throughout the study, but the use was not at the
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mastery level. For this reason a further look at teacher implementation of the methods

needs to be addressed to fully understand the breadth of the needs teachers may have to

successfully implement collective responsibility practice in the classroom.

Recommendations for Action

In conclusion, to make improvement in learning and achievement in the

classroom, the findings indicate that teachers need to engage in effect collective

responsibility, and the school district needs to provide support that continually inform

teachers of methods and procedures, and provide support and follow-up throughout their

engagement in the practice of collective responsibility. These actions are supported by

the comparison of interviews among participants that indicated that they engaged in

collective responsibility, but no formal professional development training in collective

responsibility was offered.

Furthermore, the district must promote effective collective responsibility and

support teachers in this endeavor by providing professional development training to

include principals, administrators, and other essential staff members on a continuous

basis. The school district will need to identify teacher and school goals in conjunction

with principal and teacher needs, and implement those measures, so that everyone

achieve the knowledge and experience needed to master the practice of collective

responsibility. The school district will also need to address the procedures and methods of

collective responsibility by including stakeholders, parents, and the school community so

that everyone understands the school mission, vision, and goals for students learning and
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achievement. This collaboration is supported by teacher interviews and teacher reflection

that indicated their lack of understanding about the structure of collective responsibility.

And lastly, according to the teacher interviews and reflections, support for teachers and

continual review of teacher progress must be conducted in order for continual support

and use of desired procedures to be evident throughout the classroom.

Therefore, school administrators will need to (a) create a collaborative school

culture to promote collective responsibility that include teachers, support staff,

stakeholders, parents, and the school community, (b) provide in-house support through a

collaboratively designed plan so that staff are kept informed and abreast of collective

responsibility practices, (c) continue to support teachers and provide follow-up

workshops on a continuous basis, and (d) provide ongoing evaluation in an effort to

enhance teachers needs.

These recommendations are substantiated by teacher interviews and reflections

and the lack of use of mastery understand of the practice, evidenced by classroom

observation. The four points are substantiated by The National Staff Development

Council (NSDC; 2007) that views professional development as a comprehensive,

sustained, and intensive approach to improving teachers and principals effectiveness in

raising student achievement. The NSDC indicated that professional development

promotes collective responsibility for improved student performance and must

encompassed professional learning. Schools may extend professional learning to

principals, administrators, school staff, and in some instances provide adult learning to
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parents and the school community. These recommendations are also supported by

Henderson et al. (1998) who asserted that in order to achieve greater academic success, it

is important that schools design their educational programs so as to accommodate and

include parents and the community in helping to achieve the schools academic goals.

Their work supported the views of other researchers that parents involvement and

parents communication with schools is very important to the development of education.

A good resource for principals to study is Schmoker (1999). Schmoker laid the

foundation for developing and evaluating professional development as a whole for

teachers in any capacity to include collective responsibility.

The findings indicate that overall participants have a fair among of knowledge

and understanding of collective responsibility, although 80% of the participants had never

received formal training. Nevertheless, participants have used their creative abilities,

knowledge and experience from collaborative efforts to assist them in achieving the goal

of student success. In order for the teachers to perform at the mastery level in collective

responsibility, the school district and administrators will need to continually support their

teachers by evaluating their knowledge and understanding of the skill conveyed and how

they are using these skills in their classroom. As stated in the interview and reflection

protocols, teachers are definitely aware of the expectations for students success, and

depended on their knowledge and experienced gain through collaborative efforts and

their own creative abilities to assist them in being collectively responsible for students

learning. In contrast, it is interesting that the participant do not have the formal
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professional development training need for effective collective responsibility practice,

and their practice does not include the essential personnel that demonstrate communal

practice. Therefore, the following actions are recommended:

1. Assist the district with gaining an understanding of the needs in their district

by supplying them with this study to be use as a needs analysis, and a list of

additional resources that could help support their districts professional-

development needs.

2. Continue to evaluate the needs of professional development in the district,

particularly in the specific areas that have poorly performing school.

3. Follow up with participants during the 2010-2011 school years to survey their

needs and growth in collective responsibility practice.

4. Offer a differentiated workshop on collective responsibility within the next

year that will address the awareness and effectiveness of collective

responsibility, and extend this course to other districts in the state.

Two good resources for the district to study would be Data Wise by Murnane,

City, and Boudett (2005), and Building Shared Responsibility for Student Learning by

Conzemius and ONeils (2001). Both books lay the foundation for developing collective

responsibility in the field.

What the findings indicated for teacher needs to successfully implement collective

responsibility was continual direction or evaluation of their knowledge of collective

responsibility practice and their actual use in the classroom. This is evident through
 168

teacher reflections of their observed lessons. This study showed the use of the practice,

but the use was not at the mastery level. For this reason a further look at teacher

implementation needs at different evaluation levels need to be instituted to fully

understand the breadth of the needs teachers may have to successfully execute collective

responsibility practice in the classroom. The results also indicate that 80% of participants

did not have formal training in collective responsibility, but engaged in the practice using

their creative abilities and experience from collaborative efforts.

Participants stated that they are in need of formal training to successfully

implement effective collective responsibility in their classroom. The need to implement

parent and community involvement, collaboration with principals, administrators,

teachers, and school community, time to implement specific strategies, follow up, and

most importantly, relevance to the states curriculum. Thus the recommendations for

action are to:

1. Utilize creative planning with time management to allow teachers the time to

implement the knowledge and skills introduced to them. This may be the key

factor in cultivating collective responsibility.

2. Present many opportunities for training or collaboration when implementing

such process as collective responsibility procedures.

3. Provide professional development on peer coaching strategies so that teachers

can have an on-going, job-embedded evaluation of what is taking place in the

classroom.
 169

A good resource for the district or principals to study is Finding the Time and the

Money for Professional Development by Fogartys (2001). This text illustrates many

ideas through which to implement creative use of time for professional development for

teachers in various areas.

Those who need to understand the results from this study include specialists in the

districts staff development office who are charged with providing implementation and

resources to district staff members and those in charge of documenting professional-

development processes and initiatives. The results will be disseminated to the staff

development office in the school district. Staff Development specialists may want to

share their results with supervisors, principals, and other resource staff. Additionally, the

states Department of Education staff-development specialists may be interested in the

understanding of collective responsibility training procedures. This study can help the

participants from this study provide the states Department of Education with evidence

for their recommendations for implementation of the practice. These recommendations

are that ongoing training and evaluations focused on teacher awareness and effective use

of collective responsibility practices as indicated by (a) change in teacher knowledge and

skills, (b) change in school organizations, (c) change in classroom practice, and (d)

change in student outcomes.

Recommendations for Further Study

Several topics need closer examination and may generate a new round of

questions. One of these topics is teachers with professional development training in

 170

collective responsibility versus teachers with no professional development training in

collective responsibility. This raises the question whether teachers who have professional

development training in collective responsibility are more likely to help improve

students learning and achievement versus teachers who have no professional training in

collective responsibility. In addition, further research would be helpful to determine if

there is a correlation between professional development training in collective

responsibility and instructional outcome. Furthermore, now that all these participants

have some knowledge of the process of collective responsibility and a copy of the

participants videotape and guide for observing and assessing their lesson, what is the

next step for ensuring success of the practice? Will this influence their teaching and how

will it change their practices? How will the districts use the information provided to make

an impact on the rest of their teachers? The recommendation here is to use a follow-up

survey in the Spring 2011 to identify new procedures learned, what the participants

learned from the videotaped, and whether there was a change in their school district.

Reflection of the Researchers Experience

My process provided the opportunity to see if participants have made an impact in

the field. Beginning this study, expectations were that participants who had ten or more

years of experience in collective responsibility and should therefore have learned the

collective responsibility methods and mastered the approach. Having worked in a middle

school in the school district for over ten years, the bias was an expectation that

professional development training in collective responsibility would have been

 171

implemented throughout the districts schools. In contrast, I expected the participants

who worked in the district for at least five years to have completed some form of

professional development training in collective responsibility because of the districts

initiatives to operate as a 21st century school system. The expectation was that the

participants would be more advanced in the process of collective responsibility and that

they would have mastered the process. Instead, almost all of the participants did not

receive formal training in collective responsibility, but were engaging in collective

responsibility using the knowledge and experience they acquired from engaging in

collaborative efforts. Likewise, participants who had no prior training in collective

responsibility are expected to engage in the practice and be collectively responsible for

students learning and achievement. Despite participants lack of professional training in

collective responsibility many participants have achieved overwhelming success with

students achievement. There is a possibility that some teachers are accomplishing the

same result of students achievement by using their own educational ability, wisdom, and

teaching experience to design and implement strategic goals that improved students

learning and achievement.

One possible effect that I may have had on the participants was that I was an

unfamiliar person coming into their classroom to observe their lesson, and although I was

only observing for collective responsibility practices it was hard for many not to perceive

the researcher as an administrative observer who was judging their teaching style. I

continually thought about how it would feel to have a stranger in the room making notes
 172

about teaching methods that they themselves may not see. For this reason, I shared all

notes with the participants. Because of this, some participants may have adjusted their

reflections due to the researchers observation notes. In addition, as a team leader and a

mentor teacher, it was difficult not to look for valuable inputs when the participants

reflected that they had no formal collective responsibility training and the researcher had

prior knowledge. I also train others in collaborative planning, differentiated instruction,

and flexible small group rotation. It was difficult not to observe for these items as well,

even when the participant had not stated the use of some specific items. The students in

the classes may also have been nervous about the camera, and thus may not have

performed as authentically as they would have.

Change in thinking because of this study was that there is such a wealth of

knowledge and views in so many individuals. It was also noted that no matter where one

teaches, if they are a person who is enthusiastic and have a passion for what they do, they

will find a way to advance learning and teaching, despite the challenges they may face.

Conclusion

In conclusion, I found that both participants and students have improved through

collective responsibility. Findings showed that participants engagement in collective

responsibility resulted in their commitment to making significant and lasting changes in

teaching and learning. Pay-offs for participants included engagement in shared

responsibility for collective responsibility for students learning, deeper understanding of

teaching in their content area, professional growth and transformation, higher morale,
 173

decrease in isolation of teachers, and acceptance of responsibility for improvement of

students learning and success. Students experienced larger academic gains in the four

contents areas that the state assessments are based on their level of self confidence and

aspiration for learning had improved tremendously, resulting in only a very small gap in

academic achievement among students of diverse learning. The study revealed that there

were varying levels in the understanding of collective responsibility among participants

nevertheless all participants participated in the practice as a team. Furthermore, most of

the participants had no formal professional development training in collective

responsibility, but all had seen huge improvement and success in students learning and

achievement. The emphasis placed on effective collective responsibility was embedded in

the commitment of collaborative efforts, teamwork, lesson designs, setting strategic

goals, assessments, and delivery of effective instruction. These findings address the

problem of the study in that collective responsibility can create change in teachers and

students knowledge and skills, school organizations, and classroom practice only if there

is a need for such practice and that need is substantial with continual support throughout

the duration of its use.

Hammond-Darling and Friedlaender (2008) maintained that many schools engage

in collective responsibility, but the right approach to collective responsibility determines

the outcome. The authors specified that collective responsibility requires a systematic

approach, whereas, teachers must work together to eliminate those challenges that

prevent instructional development and increase student learning. Hammond-Darling and

 174

Friedlaender asserted that most importantly collective responsibility requires effective

collaboration among leaders and teachers, and a collective effort by parent, stakeholders,

and the entire school community.

 175

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 193

Appendix A: Principal Invitation to Study

Dear:

I would like to introduce myself to you. My name is Agatha Francis-Seton. I am

a teacher in a northeastern, U.S. school district, and a student at Walden University. I
would like to invite you to participate in an exciting study chosen to evaluate the impact
that collective responsibility by teachers has on students learning and achievement.
The research is part of my dissertation study and its purpose is to get a deeper
understanding of the practice of collective responsibility by teachers in the classroom. I
purposely selected your school because it represents the demographic settings in this
study.

Teachers role in the study would be to participate in a short interview that consist
of five questions on collective responsibility for students learning and achievement as it
pertains to your schools, allow the researcher to observe the teacher teaching one lesson,
and to participate in a reflection session of the lesson observed. The observation will not
be a reflection of their teaching abilities, but the collective responsibility practices
utilized by the teachers in their daily classroom instruction. The teachers reflection will
allow the researcher to accurately interpret how the practice of collective responsibility
impacts students learning and achievements that most benefit the teachers in this study.

The benefits for teachers would be that they will gain knowledge of how
collective responsibility most benefits them, and students learning and achievement.
Teachers will also receive a copy of their recorded items and a final report of the study.

Confidentiality will be addressed by providing all participating teacher with a

numeric code. All references to their teaching position will be addressed by using the
designated number throughout the study. Teachers personal information would not be
disclosed for any purposes outside of this research project. Also, teachers names or any
information that could identify them in any reports of the study would not be used.

If you have any questions or need further information, please contact me by e-

mail, telephone, or through postal mail. My contact information is (301) 555-1111(Cell),
(301) 555-1111 (Home), and Email: Agatha Francis.Seton@waldenu.edu

Thank you for your time and consideration in this effort.

Agatha Francis-Seton, Researcher

Walden University
 194

Appendix B: Teacher Invitation to Study

Date:

Dear Teacher:

My name is Agatha Francis-Seton, and I am a student at Walden University.

Please be informed that I have received approval from your principal to conduct a study
at your school. The study pertains to collective responsibility for student learning and
achievement, and will include 10 qualified teachers from the Math, English, Science,
and Social Studies departments. More details of the study will be furnished once the
participants are selected.

I will select a total of 12 qualified teachers on a first come basis, based on the
criteria stated in the application form. The first 10 qualified applicants will be selected to
participate in the study, and the remaining two applicants will serve as alternates in the
event that an emergency occurs. The application form is attached, and you may return it
to the drop-box which is located in the principals office, or return it directly to the
researcher. Please be sure to use the time clock to stamp your application before
submitting it to the drop-box. Applications must be received no later than 4:00 p.m. on
(date).

Applicants who have qualified to participate in the study will be notified

immediately, and will receive additional information within 24 hours of notification.
Please complete the attached application in its entirety before submitting it. You can
submit the application directly to me or you can use the drop-box located in the
principals office. For further information I can be reached at (301) 555- 1111 or please
feel free to email me at by Agatha.Francis-Seton@waldenu.edu.

Sincerely,

Agatha. I. N. Francis-Seton, Researcher,

Doctoral Student, Walden University

cc: Principal
 195

Appendix C: Applicant Participation Form

Dear Applicant:

Please read the enclosed information carefully before responding. Be sure that
you meet the listed criteria for acceptance as a participant in the study. You must be
certified in the content area(s) you teach; must have at least five years of teaching
experience; and you must engage with a team in collective responsibility* for
student learning and achievement. You may choose to email, telephone, or send this
response by postal mail. All information is required to be considered for participation in
the study. Decision is made on a first come basis.

All questions must be answered, application signed, and dated before submitting it.
Please drop your application in the drop-box in the main office. If you prefer an
additional application emailed to you, please contact me by email (see below).

Name of Teacher: __________________________ Mrs. _____ Mr. _____ Ms. _____

Certified: Yes ____ No: ____ Certification Status** ______ Years Certified: ________

Teaching Content Area: ______________ Years of teaching in Content Area: ____yrs

Teaching Grade Level(s): 7th ______ 8th _____ 7th and 8th ______ Other: _____

Do you engage in collective responsibility with your Department? _____ or Team? ____

How long have you been engaging in collective responsibility? ________ years.
* Collaborative Responsibility **SPC/APC etc.

I acknowledge that the above information is true.

My email address is Agatha.Francis@pgcps.org, telephone (301) 555-1111 (evening) or

(240) 555-1111 (daytime). Thank you for your application.

___________________________ _________________________
Applicant Name (Please Print) Applicant signature and date

Contact Information: Tel: ______________ Email ____________________

 196

Appendix D: Applicant Follow-up/Thank You Letter

Date:

Dear Applicant:

Thank you for your application.

You have met ( ) not met ( ) the criteria and have qualified ( ) not qualified ( ) to

participate in the study on collective responsibility for student learning and achievement.

All information has been verified by your principal and you have been selected ( ) not

been selected ( ) to participate in the study. If you have qualified for the study, you will

receive further information shortly. If you have any questions, please do not hesitate to

contact me.

My email address is Agatha.Francis-Seton@waldenu.edu, telephone (301) 555-

1111 (evening) or (240) 555-1111 (day).

Thank you for your interest to participate in this study.

Sincerely,

Agatha Francis-Seton, Researcher

Doctoral Student, Walden University
 197

Appendix E: Initial Contact Letter

Dear Fellow Teachers,

I would like to introduce myself to you. My name is Agatha Francis-Seton. I am

a doctoral student at Walden University and a teacher in a northeastern U.S. school
district. You have been selected to participate in an exciting study chosen to evaluate the
impact that collective responsibility by teachers has on students learning and
achievement. The research is part of my dissertation study and its purpose is to get a
deeper understanding of the practice of collective responsibility by teachers in the
classroom. I purposely selected your school because it represents the demographic
settings in this study.

Your role in the study would be to participate in a short interview that consist of
five questions on collective responsibility for students learning and achievement as it
pertains to your schools, allow the researcher to observe and videotape you teaching one
lesson, and to participate in a reflection session of the lesson observed. The observation
will not be a reflection of your teaching abilities, but the collective responsibility
practices utilized by the teachers in their daily classroom instruction. The teachers
reflection will allow the researcher to accurately interpret how the practice of collective
responsibility impacts students learning and achievements that most benefit the teachers
in this study.

The benefits for you would be that you will gain knowledge of how collective
responsibility most benefits you and students learning and achievement. You will also
receive a copy of your recorded items and a final report of the study.

Confidentiality will be addressed by providing you and all participating teachers

with a numeric code that represents your name. All references to your teaching position
will be addressed by using the designated number throughout the study. Your personal
information would not be disclosed for any purposes outside of this research project.
Also, your name or any information that could identify you in any reports of the study
would not be used. All data will be safely secured by the researcher.

For further information you can reach me on (240) 555-1111 or email me at

Agatha.Francis-Seton@waldenu.edu. Thank you for your time.

Agatha I. N. Francis-Seton, Researcher

Doctoral student, Walden University
 198

Appendix F: Participant Numeric Coding System

______________________________________________________________________

Participants Name Content/Grade Contact Information

______________________________________________________________________

001 Participant Name 7th Email, Telephone, Room

002

003

004

005

006

007

008

009

010

011

012

________________________________________________________________________
 199

Appendix G: Consent Form

You are invited to take part in a research study of Collective Responsibility for Student
Learning and Achievement to explore whether collective responsibility for student
learning impacts students achievement. You were chosen for the study because you
engage in collective responsibility for student learning; a highly qualified teacher in your
content area; you have been teaching for 5 years or more; and you are a volunteer
participant for the study. This form is part of a process called informed consent that
allows you to understand this study before deciding whether to take part.

This study is being conducted by a researcher named Agatha I. Francis-Seton, who is a

doctoral student at Walden University. I do not personally know the teachers who will
participate in this study, and they are not selected based on any other factor than the
criteria required for this study.

Background Information:

The purpose of this study is to explore whether collective responsibility impacts students
learning and achievement in a middle school setting. Participation in the study is
voluntary, and there is no penalty for refusing participation.

Procedures:

If you agree to be in this study, you will be asked to:

x participate in a face-to-face interview for 1520 minutes which will be audio

recorded.

x participate in an observation session, whereas, the researcher will observe your

class for at least 30 minutes for 1 day depending on your availability of days and
times. The classroom observation will be videotaped.

x participate in a post-observation teacher reflection for 15-20 minutes at which

time you will reflect and respond to questions pertaining your classroom
instruction.

x meet again with the researcher to review the interview transcripts, check validity
of findings; review the final script from the observation and reflection sessions
 200

Voluntary Nature of the Study:

Participation in the study is voluntary, and there is no penalty for refusing participation.
This means that everyone will respect your decision of whether or not you want to be in
the study. No one in your school districts will treat you differently if you decide not to be
in the study. If you decide to join the study now, you can still change your mind during
the study. If you feel stressed during the study you may stop at any time. You may skip
any questions that you feel are too personal.

Risks and Benefits of Being in the Study:

There is no risk to your participation in this study. The benefit of participating in this
study will assist the researcher in successfully completing the study. You will gain
knowledge of whether collective responsibility impacts student learning and
achievement, and you will receive a copy of the final report from the study. There is no
potential conflict of interest for the study.

Compensation:

There is no compensation for your participation in this study.

Confidentiality:

Any information you provide will be kept confidential. Confidentiality will be addressed
by providing you and all participating teacher with a coded number. All references to
your district, job, or teachers will be addressed by using the designated number. I will not
use your information for any purposes outside of this research project. Also, I will not
include your name or anything else that could identify you in any reports of the study. All
data will be securely locked in a file. In addition you are allowed to keep a copy of this
consent form.

Contacts and Questions:

You may ask any questions you have now. Or if you have questions later, you may
contact the researcher via Agatha.Francis@waldenu.edu or (240) 555-1111. If you want
to talk privately about your rights as a participant, you can call Dr. Leilani Endicott. She
is the Walden University representative who can discuss this with you. Her phone
number is 1-800-925-3368, extension 1210. Walden Universitys approval number for
this study is 8-24-2010-66488 and it expires on August 23, 2011.

The researcher will give you a copy of this form to keep.

 201

Statement of Consent:

I have read the above information and I feel I understand the study well enough to make a
decision about my involvement. I am agreeing to the terms described above.

Name of Participant _____________________________

Signature of Participant _____________________________

Date of Consent _____________________________

Printed Name of Researcher _____________________________

Signature of Researcher _____________________________

Date of Consent _____________________________

Electronic signatures are regulated by the Uniform Electronic Transactions Act. Legally,
an "electronic signature" can be the persons typed name, their email address, or any
other identifying marker. An electronic signature is just as valid as a written signature as
long as both parties have agreed to conduct the transaction electronically.
 202

Appendix H: Interview Protocol

Participant number: ________________ Date of Interview: _________________

Time of Interview: ________________

Interview Instruction:

1. The interview will be a face-to-face, telephone, or e-mail interview with the

researcher and individual participant for a 15 - 20 minutes period.

2. The researcher will record notes using coded numbers (that represent each
participant) for confidentiality and accuracy purposes.

3. Upon approval and receipt of participants signature on the consent form, the
researcher will assign the participants number. This number will be used on all of
the participants materials during the study.

4. The researcher will interview each participant in regards to the practice,

knowledge, and perception of collective responsibility as it pertains to his or her
content area.

5. The interview will consist of five questions that will give the researcher a clearer
understanding of the use collective responsibility and its outcome by teachers.

6. The researcher and participants will coordinate specific dates and times on which
the interview, observation, and reflection sessions will be conducted.

By signing my number (#) in the space below, I agree that the researcher has
informed me of all interview protocol.

___________________________ ___________________________
Participant # and Date Researcher Name and Date
 203

Appendix I: Interview Questions

Participant # _______________________ Date of Interview: _______________

Content Area/Grade: _________________ Years of Teaching in Content Area: ______

1. Tell me about your experience with collective responsibility for student learning
and achievement in this school.

2. What training or professional development training you have had on collective

responsibility?

3. What evidence is there that collective responsibility makes a difference in

students achievement in your school?

4. What strategies do you utilize in your instruction to ensure students learning and
achievement?

5. Describe your accomplishments from engaging in collective responsibility for

student learning and achievement?

________________________________________________________________________

The coding system is as follows:

(1) Double Underlined Bold Italic: Engagement, knowledge, and accomplishment

(2) Underlined Regular: Ongoing learning

(3) Utilization of selected strategies

(4) Bold: Student demonstration of understanding and growth

 204

Appendix J: Teacher Observation Coding Protocol

Participant #: ______________________ Date of Observation: ________________

Time of observation: ____________ Observation setting: _____________________

Observation instructions:
The classroom observation will be conducted on the date and time allocated and agreed
upon by the teacher and the researcher. I will observe your class for approximately 30
minutes. During this time I will videotape and record notes for documentation. Below
are the practices I will observe during instruction.

Collective Responsibility Coded Observation Notes

Whole Group Processes -

Individual/Independent
Guided Activity

Observation & Assessment

of Selected Strategies

Evidence of Training

The coding system is as follows:

(1) Double Underlined Bold Italic: Engagement, knowledge, and accomplishment
(2) Underlined Regular: Ongoing learning
(3) Italic - Utilization of selected strategies
(4) Bold: Student demonstration of understanding and growth

________________________________________________________________________
 205

Appendix K: Researcher Observation Journal

Participant # _______________________ Date of observation: _________

Content Area/Grade: ________________ Observation Setting /Time: ________

(SAMPLE)
_______________________________________________________________________

Comments Observation Notes/Recorded Information

_______________________________________________________________________

Language Arts Class Teacher begins lesson with word of the Day.
Over 30 students in audacity Begins lesson with a
Class. Todays lesson Read-A-Loud. Students turn to story and read.
is American Dream
Starts with Warm-Up

________________________________________________________________________

The coding system is as follows:

(1) Double Underlined Bold Italic: Engagement, knowledge, and accomplishment

(2) Underlined Regular: Ongoing learning

(3) Italic - Utilization of selected strategies

(4) Bold: Student demonstration of understanding and growth

 206

Appendix L: Observation and Assessment of Teaching Tool

Dear Participant:

Thank you for allowing me the opportunity to observe and videotape your class.
This videotape may be used for you own development of collective responsibility
practices in your daily instruction.

Before viewing this videotape, I would like for you to think about the following:-

x Your objective and what you wanted the students to learn.

x The use of collective responsibility strategies you utilized in the planning
of the lesson observed.
x Your thoughts and what you would like to accomplish by viewing the
videotape.

During the viewing of this videotape, I would like for you to think about the
following:-

x The practice and strategies you utilized during instruction

x Did the students understand the concepts your presented?
x Were the students able to follow the strategies throughout the lesson
x The approach you used to assess the students on todays lesson

After viewing the videotape, I would like for you to think about the following:-

x Did the students successfully achieve the goal of the lesson?

x Have students performance improved since the use of these strategies?
x Is there anything you would change about how you taught todays lesson
x What areas can you improve on?
x How can you tweak the lesson to provide differentiated instruction?
x Did you achieve your overall objective in this lesson

I wish you the best of luck in your professional endeavor.

Agatha Francis-Seton, Researcher

Doctoral student, Walden University
 207

Appendix M: Participants Reflection Protocol

Participant # ______ Content Area: ____________Grade:____ Setting/Rm. #______

Please reflect on your observed lesson, and then answer the following questions. Please
return the reflection by to the researcher within three days. Contact the researcher to
collect the document when completed. Agatha Francis-Seton (301)-555-1111.

Reflective Questions Participant Response. (Attach additional

sheets if needed.

What important aspect of your lesson

would you like to share with the
researcher?

What are some of the collective

responsibility strategies you used in your
teaching during todays lesson?

How do these strategies differ from the

everyday strategies that teachers utilize in
their daily instruction?

Do your students recognize the difference

in the strategies compared to other
strategies?

How do you know that these strategies are

effective and students are learning?

Did you learn these strategies through

staff development training?

What do teachers in your content area do

to ensure that all teachers are using similar
strategies in their daily instruction?
 208

Appendix N: Collective Responsibility Processing Chart

(Sample)

Interview Question #1:

Teacher# Grade Content Area(s) Participants Responses and Coding

006 8th Language Arts

007 8th Language Arts

001 8th Mathematics

009 7th Mathematics

003 7th Science

010 7th Science

002 7th Social Studies

004 7th Social Studies

005 8th Social Studies

008 8th Social Studies

________________________________________________________________________

*This chart was used to code data from the interview and reflection sessions. Each
interview question was coded on an individual chart. The reflection responses were also
coded similarly.
 209

Appendix O: Participant Tracking Log

Collective Responsibility Checklist Collective Responsibility Checklist

Participant #: ______ Participant #: ______

___ Initial Contact Letter ___ Initial Contact Letter

___ Received Waiver Form ___ Received Waiver Form

___ Received interview protocol ___ Received interview protocol

___ Completed Interview ___ Completed Interview

___ Received interview note ___ Received interview note

___ Observation Protocol ___ Observation/ Protocol

___Received observation notes ___Received observation notes

___ Received Reflection Protocol ___ Received Reflection Protocol

___ Receipt of Reflection ___ Receipt of Reflection

___ Send final report of study ___ Send final report of study

_______________________________________________________________________
 210

Appendix P: Researcher Reflection Journal

____________________________________________________________________

Date Reflections

June 19, 2010 Emailed IRB application to Waldens IRB Office

July 20, 2010 Spoke with the principal at one of Maryland prominent middle
school and send an Invitation letter. The principal assured me
that she was interested in participating in the study.

August 2, 2010 Applied to the Research and Evaluation Office, Prince Georges
County Public school for approval to conduct study.

August5, 2010 Delayed confirmation and signature of Data Agreement and

Cooperation Letter from the principal until approval from IRB

August 25, 2010 Received confirmation from the Institutional Review Board.

September 29, Received approval from the Research and Evaluation Office
2010

October 5, 2010 Contacted the principal in order to begin the study.

October 5, 2010 Principal signed the Permission to conduct study and Data
Agreement.

October 5, 2010 Delivered the Invitation letters and Application Forms to the
teachers mail boxes.

October 5, 2010 Set up a locked box in the principals office for teachers to
deliver their application. Teachers were allowed to use the time
clock that was located in the main office to stamp the date and
time of their submission.

October 11, 2010 Began receiving responses today. I recorded each application
with date and time received and began to assigned numbers to
the teachers who met the criteria for participation in the study.
 211

October 12, 2010 Today, I received 15 qualified applications so far. Because of

time constraint, I started processing applications and started
sending response to applicants. I selected the first 12 qualified
applicants on a first come basis.

October 12, 2010 Delivered thank you and initial contact letters to all respondents
of the study.

October 13, 2010 Contacted all applicants and coordinated interview dates today
and teachers were very excited and showed a great deal of
enthusiasm.
October 13, 2010 I conducted three interviews today after school. The interviews
went as planned and I was very pleased. Interview times were
3:45 p.m., 4:45p.m., and 5:45 p.m.
October 14, 2010 Did four more interviews today after school. Interviewees were
very cooperative and rendered some very rich data. Interview
times were 4:00 p.m., 4:30 p.m., and 5:10 p.m., and 5:35p.m.

October 18, 2010 Did three more interviews today after school. Interview times
were 3:30 p.m., 4:25p.m., and 5:00 p.m.

October 19, 2010 Today the day off and observed four teachers today. Observation
times were 9:40 a.m., 11:00 a.m., 1:30 p.m., and 2:40 p.m.

October 20, 2010 Took another day off and observed four more teachers today.
Observation times were 9:30 a.m., 11:00 p.m. 1:00 p.m. and 2:30
p.m. This was a very intense day.

October 21, 2010 Did two more observations today in the p.m. Todays
observation times were at 2:00 p.m. 3:00 p.m. Good information,
overall, very time consuming and tiring.

November 3, Met with four teachers after school to review the interview and
2010 observation information. Teachers were allowed to alert the
researcher of any errors, discrepancy, or misinterpreted
information.

November 4, Met with three more teachers for post-observation reflection.

2010

November 5, Met with last three teachers for post-observation reflection

2010
 212

Appendix Q

Tables Q1 and Q2 show information related to the criteria required for teachers to participate in
this study. Table Q3 shows participants views of the use of collective responsibility for students
learning, while Table Q4 shows the impact that collective responsibility had on the participants
students.

Table Q1

Teachers Years of Teaching in Content and Grade Level

Teacher* Language Mathematics Science Social Studies Years of

number Arts Teaching
Experience

7th 8th 7th 8th 7th 8th 7th 8th 5 -10 10 +

01 X X

002 X X

003 X X

004 X X

005 X X

006 X X

007 X X

008 X X

009 X X

010 X X

*Numbers are used in lieu of teachers names

________________________________________________________________________
 213

Table Q2

Teachers Qualification and Experiences with Collective Responsibility

Teacher* Certification Years of Years of Teaching Mode of

number Status Experience in Content Collaboration

SPC APC Under 5 5-10 1-5 6 or more. Team Department

001 X X X X X

002 X X X X X

003 X X X X X

004 X X X X X

005 X X X X X

006 X X X X X

007 X X X X X

008 X X X X X

009 X X X X X

010 X X X X X

*Numbers are used in lieu of teachers names.

________________________________________________________________________
 214

Table Q3

Evaluation of Participants Perspective on the Impact of Collective Responsibility

Teacher Strongly Agree Somewhat Neither Agree Somewhat Disagree Strongly

Agree Agree Nor Disagree Disagree Disagree

001 X

002 X

003 X

004 X

005 X

006 X

007 X

008 X

009 X

010 X

*Numbers are used in lieu of teachers names

________________________________________________________________________
 215

Table Q4

Areas of Improvement by Content when Teachers Engage in Collective Responsibility

Teacher Content Formal Informal Work Classroom General

Testing Testing Habits Participation Improvement

001 Mathematics X X X X

002 Social Studies X X X X

003 Science X X X X X

004 Social Studies X X X X X

005 Social Studies X X X X X

006 Reading X X X X
Language

007 Reading X X X X
Language

008 Social Studies X X X X X

009 Mathematics X X X X

010 Science X X X X X

*Numbers are used in lieu of teachers names

________________________________________________________________________
 216

CURRICULUM VITAE

AGATHA I. N. FRANCIS-SETON Email: Agatha.Francis@waldenu.edu

5915 Cromwell Court
Upper Marlboro, MD 20772
_______________________________________________________________ ________

EDUCATION

Doctor of Education - Administrator Leadership for Teaching and Learning,

Walden University, The Richard W. Riley College of Education and Leadership,
Minneapolis, MN, April, 2011

Master of Public Administration, University of the District of Columbia, Washington,

DC, December 1995

Bachelor of Arts in Urban Studies, University of the District of Columbia, Washington,

DC, August 1993

Associates of Science, Marketing Technology, University of the District of Columbia,

Washington, DC, May 1992

Associates of Science, Management Technology, University of the District of

Columbia, Washington, DC, May 1992

CERTIFICATION & ENDORSEMENTS

Administrator II, received February, 2008

Administrator I, received August, 2006

Advance Professional Certification:

Business Education, Grades 7-12

Elementary Education 1-6 & Middle School

PROFESSIONAL/ADMINISTRATIVE EXPERIENCE:

Teacher, Reading Language Arts, August 2010 - Present

Andrew Jackson Academy, Forestville, MD
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Teacher, Business Education, August 2007 July, 2010

Charles H. Flowers High School, Springdale, MD

Business Law I, II - Introduce students to the various areas of law that pertains to
business, and teach them to critically evaluate issues.

Entrepreneurship I, II - Provide students with a fundamental understanding of those basic

concepts and procedures required to start a small business.

7th Grade Teacher, Reading Language Arts, August 2004 July, 2007
Thomas Johnson Middle School, Lanham, MD

Home and Hospital Teacher, November, 1996 - June 2002

Prince Georges County Public Schools,
Upper Marlboro, MD.

Substitute Teacher, August, 1995 June, 2004

Prince Georges County Public Schools, Upper Marlboro, MD

Presenter, Professional Educational Institute Program (PEIP), RELA Dept., 2007

Prince Georges County Public Schools, Upper Marlboro, MD

Presenter, Professional Educational Institute Program (PEIP), RELA Dept., 2006

Prince Georges County Public Schools, Upper Marlboro, MD

Curriculum Writer, Grade 7, Reading & English Language Arts Department, 2007
Prince Georges County Public Schools, Upper Marlboro, MD

Curriculum Writer, Grade 7, Reading & English Language Arts Department, 2006
Prince Georges County Public Schools, Upper Marlboro, MD

Instructional Presenter Reading Strategies Workshops, RELA Department, 2007

Prince Georges County Public Schools, Upper Marlboro, MD

Instructional Presenter Reading Strategies Workshops, RELA Department, 2006

Prince Georges County Public Schools, Upper Marlboro, MD

Team Leader Thomas Johnson Middle School,

Prince Georges County Public Schools, Upper Marlboro, MD
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Panelist 6th Grade Answer and Question Strategies Workshop, RELA Dept., 2006
Prince Georges County Public Schools, Upper Marlboro, MD

Coordinator/Presenter Extended Learning Opportunity, Professional Development,

Reading & English Arts Dept., Prince Georges County Public Schools, MD - 2006

Presenter - Small Groupings, School-Wide Staff Development Day, 2007, 2006

Reading Language Arts Department, Prince Georges County Public Schools, MD

PROFESSIONAL INVOLVEMENTS:

Pre-Leadership Academy, November 2010 May 2011

Aspiring Administrator Academy, May 2007 - May 2008

Pre-Screening Panelist, Teacher Recruitment, December 2010

Pre-Screening Personnel, Career Day, April 2008
Prince Georges County Public Schools, Upper Marlboro, MD

Participant - Americas Choice Workshop, 2007

Prince Georges County Public Schools, Upper Marlboro, MD

Participant - New Majority Cohort, Prince Georges County Public Schools and
University of Maryland, 2006-2007

Participant - Middle School Teachers Focus Group, 2007

Prince Georges County Public Schools, Upper Marlboro, MD

Member - School Leadership Instructional Team, Thomas Johnson Middle, 2006/7

Prince Georges County Public Schools, Upper Marlboro, MD

Mentor Teacher, Thomas Johnson Middle School, 2007, 2006

Prince Georges County Public Schools, Upper Marlboro, MD
Member - School Improvement Team, Thomas Johnson Middle School, 2007, 2006
Prince Georges County Public Schools, Upper Marlboro, MD

Nominee - Model Classroom Demonstration, RELA Dept., February, 2006

Prince Georges County Public Schools, Upper Marlboro, MD
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SKILLS AND CAPABILITIES:

Possess strong administrative, classroom management, team-building, interpersonal, and

communications skills. Maintain good work ethics, task oriented, outgoing, persuasive,
persistent, and capable of responding positively to challenges. Particular strengths
involve organization, teambuilding, collaborative efforts, creative thoughts; strategic
planning, and ability to engage in building professional learning communities.

PROFESSIONAL MEMBERSHIP:

Association of Supervision and Curriculum Development (ASCD)

American Association of School Administrators (AASA)
International Reading Association (IRA)