UCLA

This dissertation study is situated in the context of urban school reform, considering community schools (CSs) as a viable strategy for increasing equity and justice in underserved urban communities. This study begins to fill the gap in literature on teachers’ experiences in CSs by studying the implementation of the CS strategy through the perspective of teachers. The theoretical framework includes literature on community schools, community-oriented teachers and organizational change theory. Research questions are: 1.) How do teachers in a developing university-assisted community school (UACS) experience inclusion in a purportedly democratic, partnership-based reform? 2.) To what extent do teachers in a developing UACS experience transformation in six pillars that define the community schooling approach (Frankl et al., 2016): a.) curricula that is engaging, culturally relevant and challenging, b.) emphasis on high-quality teaching, c.) wrap-around supports and [extended-learning] opportunities, d.) positive discipline practices, e.) authentic parent and community engagement, f.) inclusive school leadership.

Qualitative case-study methodology was employed to develop context dependent knowledge through interviews and participant observation (Merriam, 2009). The primary source of data was 25 qualitative interviews and 2 focus groups conducted over the course of one year. Interview data was supported through triangulation of data from weekly meeting observations and document analysis. Major findings in relation to question #1 demonstrate that teachers experienced inclusion through enhanced collaboration and decision-making power brought by positions on councils and committees, as well as additional professional development meetings. In response to question #2, this study found teachers experienced more pronounced transformation in the pillars one and two: emphasis on high-quality teaching and curricula that is engaging, culturally relevant and challenging. Findings suggest that the university, whose CS initiative was led by their school of education, was well suited to be the lead-partner agency for the school in study because of the school’s desire to improve the quality and stability of their faculty. Additionally, several of the primary decisions made by the school’s leadership and shared-governance council created conditions in which successful organizational learning could occur, including building additional professional learning and collaboration time into the weekly schedule, and combining decision-making bodies to improve representation through the inclusion of a larger group of stakeholders.