School culture, leadership, professional learning, and teacher practice and beliefs: A case study of schoolwide structures and systems at a high-performing high-poverty school

The achievement gap has been well documented to show the growing disparity between the academic performance of underrepresented minorities and their White counterparts, even in this age of accountability set forth by the No Child Left Behind Act (NCLB). In addition to low-performing high-poverty schools, there is a small population of high-performing high-poverty schools that research has shown to have implemented structures and systems to improve student achievement. Despite this knowledge, there remains a lack of consistency in implementing these systems to improve student achievement. One possible source of inconsistency may be found in teacher learning. While professional learning is closely tied to school reform, research has identified that changing teacher beliefs is difficult.;The purpose of this study was to identify what structures and systems are implemented schoolwide in high-performing high-poverty schools. Specifically, within the accountability system of NCLB, how are the school culture, school leadership, and professional learning associated with positive teacher beliefs? To address this question a qualitative case study of a high-performing high-poverty school was completed. Data from interviews, observations, and documents were use to triangulate findings.;The case study was observed to have two structures. Standards-driven curriculum was supported by the following systems: focus on academic achievement, schoolwide writing, common assessments with data analysis, and goal setting. Prevention and intervention was supported by the following systems: directed support, open communication, and the bell schedule. To implement and sustain the structures and systems, the case study school was found to have high expectations, common language and beliefs, collaboration, positive school culture, collective efficacy, teacher efficacy and a strong sense of identity. Tiers of leadership and a culture of trust supported professional learning by teachers.