Organizational-level support targeted four areas: coordination and leadership, professional norms, monitoring of instruction and learning, and resources¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2003 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The organizational-level efforts of both external partners and probation managers targeted one or more of four areas: coordination and leadership, professional norms for teachers and teaching, monitoring of instruction and student learning, and resources for learning and instruction. → Kara Finnigan and Jennifer O'Day 2003

Evidence¶

Kara Finnigan and Jennifer O'Day 2003¶

Kara Finnigan and Jennifer O'Day, with the assistance of David Wakelyn. (2003). External Support to Schools on Probation: Getting a Leg Up? https://eric.ed.gov/?id=ED474395 doi:10.1037/e565292006-001

q2 · i? · qualitative · r2

From the provider strategies analysis of how partners and probation managers build organizational capacity; the study found their organizational efforts "targeted one or more of four areas", and to the extent partners focus on organization, their interventions frequently overlap with those of probation managers.

"The organizational-level efforts of both groups targeted one or more of four areas: coordination and leadership, professional norms for teachers and teaching, the monitoring of instruction and student learning, and resources for learning and instruction."

Discussion¶

Related Claims¶

• High-stakes testing pushed some Chicago schools toward test preparation and away from partners' long-term instructional improvement efforts — related
• Provider assistance to probation schools suffered from low intensity, poor communication among providers, and weak organizational change strategies — related
• Providers located low performance within schools and targeted the instructional unit of teachers, materials, and students — related
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance — related
• Improving schools secured external resources aligned with a development agenda and employed them strategically, and cultivated strong distributive leadership with a make-or-break principal role — related
• SR mechanisms across the four traditions intersect in redundant, complementary, and compensatory ways — related