The complexities, diversity, and nuances of schools today require the shared leadership of the best and brightest that education has to offer. All across the country, school districts are embarking on the challenging journey toward higher and better standards and performance found in the adoption of the Common Core State Standards. This dissertation describes the early CCSS implementation efforts of the middle schools in a Midwest suburban district. In particular, it examines the instructional leadership that was shared among the administrators and literacy coaches who led the adoption and implementation of the new Standards. The research was conducted during their first year of the CCSS implementation plan and was based on a year-long series of interviews with district level administrators, building level administrators, and the three middle school coaches who all shared responsibility for developing and executing the plan. The author of the study was a middle school coach at the time and describes the positive and negative impact of being a participant-researcher. The findings support the extant research that illustrates the complexities of instructional leadership: while all the participants had a good understanding of their own instructional leadership responsibilities, their enactment of these was carried out in varying degrees due to the culture of the district, their confidence in the subject matter, as well as the time that the participants were able to commit to the new learning required by the Common Core State Standards.
","abstract_html":"<p>The complexities, diversity, and nuances of schools today require the shared leadership of the best and brightest that education has to offer. All across the country, school districts are embarking on the challenging journey toward higher and better standards and performance found in the adoption of the Common Core State Standards. This dissertation describes the early CCSS implementation efforts of the middle schools in a Midwest suburban district. In particular, it examines the instructional leadership that was shared among the administrators and literacy coaches who led the adoption and implementation of the new Standards. The research was conducted during their first year of the CCSS implementation plan and was based on a year-long series of interviews with district level administrators, building level administrators, and the three middle school coaches who all shared responsibility for developing and executing the plan. The author of the study was a middle school coach at the time and describes the positive and negative impact of being a participant-researcher. The findings support the extant research that illustrates the complexities of instructional leadership: while all the participants had a good understanding of their own instructional leadership responsibilities, their enactment of these was carried out in varying degrees due to the culture of the district, their confidence in the subject matter, as well as the time that the participants were able to commit to the new learning required by the Common Core State Standards.</p>","abstract_has_math":false,"creators":["Yanchura, Ann M"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Reading and Language","degree_department":null,"school":null,"contributors":["Donna Ogle","Peter Fisher","Susan McMahon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-04-01T07:00:00Z","date_published":"2015-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["literacy coach","shared leadership","instructional leadership","case study","Common Core","middle school","Curriculum and Instruction","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/111","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donna Ogle","Peter Fisher","Susan McMahon"]},{"key":"dc:creator","label":"Author","values":["Yanchura, Ann M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading and Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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This dissertation describes the early CCSS implementation efforts of the middle schools in a Midwest suburban district. In particular, it examines the instructional leadership that was shared among the administrators and literacy coaches who led the adoption and implementation of the new Standards. The research was conducted during their first year of the CCSS implementation plan and was based on a year-long series of interviews with district level administrators, building level administrators, and the three middle school coaches who all shared responsibility for developing and executing the plan. The author of the study was a middle school coach at the time and describes the positive and negative impact of being a participant-researcher. The findings support the extant research that illustrates the complexities of instructional leadership: while all the participants had a good understanding of their own instructional leadership responsibilities, their enactment of these was carried out in varying degrees due to the culture of the district, their confidence in the subject matter, as well as the time that the participants were able to commit to the new learning required by the Common Core State Standards.
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"],"dc:identifier":["https://digitalcommons.nl.edu/diss/111"],"dc:subject":["literacy coach","shared leadership","instructional leadership","case study","Common Core","middle school","Curriculum and Instruction","Educational Leadership"],"dc:title":["Zoom: The Changing Nature of Middle School Shared Instructional Leadership on the Way to the Common Core"],"thesis:degree_discipline":["Reading and Language"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}