Connecting districts and schools to improve teaching and learning: A case study of district efforts in the Media Unified School District

In response to decades of deep public concern over student performance, an increasing number of school districts are adopting standards-based instructional innovations that are grounded in research and centered on teaching and learning. As current literature points to school districts as the most effective units of change, district leaders are beginning to design and implement innovations based on time-tested, system-wide reform models. The Center for the Study of Teaching and Policy (CTP) presents such a model, featuring seven domains of district action that describe systemic coordination of district programs and services around the implementation of common academic standards; fully-aligned student assessments, curriculum, instructional materials, and staff development; clear accountability structures; open communication; ongoing stakeholder involvement; targeted resources; and strong leadership.;The purpose of this study was to understand how districts design and implement efforts to improve teaching and learning in the district, using the CTP model as a conceptual framework upon which to consider the reform efforts of one mid-sized Southern California school district. The study examined the district's Strategic Master Plan in regards to the following five research questions, with a particular focus on how all district departments and support systems worked together to support the reform: (1) What were the elements of the district's design for improving teaching and learning? (2) What were the factors that shaped the district design? (3) How did the district carry out the change strategy to implement the design? (4) What was the extent of implementation of the district design? (5) How effective was the district in implementing the reform strategy?;The school district studied provided focus and direction to its instructional program through the seven-year term of its Strategic Master Plan, from 1997--2003. It utilized the same research-based elements described in the CTP reform model, effectively integrating and targeting its resources to support teaching and learning throughout the district. It sustained its efforts over time by involving all stakeholders, matching policies with practices, frequently monitoring program implementation, updating goals and action plans to meet changing needs, and maintaining strong focus and commitment.