RESEARCH PRESENTATION

EURY VALUE ADDED EXPERIENCE MODEL: A CASE

STUDY ON THE COLLECTIVE LEARNING CULTURE OF A
SUBURBAN MIDDLE SCHOOL IN THE SOUTHEASTERN
REGION OF THE UNITED STATES.

Dr. Timothy M. Reed

July 29, 2014

Gardner-Webb University
Center for Innovative Leadership Development
2014 Summer Leadership Conference


Nature of the Problem in American Public Education
Reform
Public Education in America is currently facing a number of external
challenges with regards to the sustainability and effectiveness of public
school reform.

Recessions in the American economy
Rapid development of the globally competitive economic
environment
Fiscal instability at the federal, state, and local levels of government


Nature of the Study
Fundamental Reform versus Incremental Reform

Value-Added Model (VAM)

Sanders and McLean
TVAAS (Tennessee Value-Added Assessment System)

EVAAS (Education Value-Added Assessment System)
Eury Value Added Experience Model (EVAEM)












Source: Adapted from figure (Balls, Eury, and King, 2011, p.25).
Learning Culture
Dispositions
Professional
Experience
Structure
Shared
Decision
Assessment
Skills
Individual &
Collective
Teacher & Leader
Individual
&
Collective
Measures
Growth Plan
Action Research
Empowerment &
Efficacy Training
New Measure
r
values

Outcomes
Eury Value Added Experience Model
Research Questions
1. What is the impact of the classified staff members (teachers) dispositions on the
collective learning culture of the organization?
2. What is the impact of professional experiences of the classified staff
members (teachers) on the collective learning culture of the
organization?
3. What is the impact of the physical and organizational structure of the school
on the classified staff members (teachers) collective learning culture
of the organization?
4. What is the impact of the assessment and reflection skills of the classified staff
members (teachers) on the collective learning culture of the organization?

5. What is the impact of the shared-decision making process of the classified staff
members (teachers) on the collective learning culture of the
organization?
Theoretical Constructs
1. Culture is the underlying foundation and the cornerstone in
the development and utilization of the Eury Value Added
Experience Model as a means to measure, develop, and
enhance the collective learning culture of the organization.
2. The second theoretical construct of this study and the Eury
Value Added Experience Model is the concept of learning
and collective learning.
3. Albert Banduras social cognitive theory and the importance
of efficacy and collective teacher efficacy is the third
theoretical construct.
Methods of Inquiry
Quantitative Measure and a
Qualitative Analysis for each of the
5 domains and a combined collective
measure
Eury Value Added Experience Model Survey Instrument
2 Focus Group Sessions
Eury Value Added Experience
Model Questionnaire
Instrument
Domain #1: Dispositions

The Role of Dispositions in the Teaching Profession

4 Concepts of Dispositions
1. Standards-Based Approach to Defining Dispositions
2. Dispositions as Ethics, Virtues, and Morals
3. Dispositions as a Behavior
4. Self-Reflective Approach to Dispositions
Positive Agreement and Positive Impact Score Data for the Dispositions Domain: Eury
Value Added Experience Model Survey Instrument

Question SA(N) A(N) PIS(N)
Q5: My teaching goals and instructional methods 90(18) 56(14) 146(32)
address a variety of learning styles in my
classroom.
Q13: I set my own personal goals for my own 70(12) 72(18) 142(30)
professional growth as a teacher and as a
teacher leader in my learning organization.
Q14: I am committed to critical self-reflections and 50(10) 72(18) 130(30)
evaluation of my own instructional practices
as a teacher.
Q26: This organization is committed to continuous 75(15) 52(13) 127(28)
improvement.
Q24: This organization has a clear vision for the 50(10) 68(17) 118(27)
future.
Q25: Employees and volunteers are committed to 35(7) 76(19) 111(26)
the mission of this organization.
Q12: I seek out opportunities to share my 65(13) 40(10) 105(23)
knowledge and also serve as a teacher
leader in my school organization.
Q43: Learning and improving permeates 45(9) 60(15) 105(24)
everything we do.
Q
29
: We would change this organization if it 30(6) 72(18) 102(24)
would help us better to meet our mission.

Q
40
: This organization is committed to building 35(7) 64(16) 99(23)
capacity to be effective over the long term.


Q
35
: Employees and volunteers are clear about the 45(9) 52(13) 97(22)
link between what they are doing and
strategic goals of the organization.

Note: (N)= Number of Positive Participant Responses, SA= Strongly Agree Responses,
A= Agree Responses, PIS= Positive Impact Score
Strongest Possible Points from Positive, Greatest % of Possible Points, and % of
contribution of the Total Positive Points of the Domain for the Dispositions Domain:
Eury Value Added Experience Model Survey Instrument

Question Total # of Possible % of Possible % of Domain

Q
5
: My teaching goals and instructional 165(33) 88 11.38
methods address a variety of
learning styles in my classroom.
Q
13
: I set my own personal goals for my 150(30) 95 11.07
own

professional growth as a teacher
and as a teacher leader in my learning
organization.
Q
14
: I am committed to critical self- 150(30) 87 10.14
reflections and evaluation of my
own instructional practices as a
teacher.
Q
26
: This organization is committed to 140(28) 90.7 9.90
continuous improvement.
Cumulative Frequency Distributions of Responses of the Dispositions Domain: Eury
Value Added Experience Model Questionnaire Instrument

Theme f % Cumulative %
Student Learning 4 15.4 15.4
Motivation 3 11.5 26.9
Values, Morals, Ethics, and Attitudes 10 38.5 65.4
Achievement and Success 6 23.1 88.5
Effort, Commitment, Expectations, Interest 3 11.5 100
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Cumulative Frequency Distributions of Responses from the Disposition Domain: Eury
Value Added Experience Model Focus Group Narratives

Theme f % Cumulative %
Student Learning 32 21.2 21.2
Motivation 10 6.6 27.8
Values, Morals, Ethics, and Attitudes 30 19.9 47.7
Student Needs 5 3.3 51
Achievement, Success 29 19.2 70.2
Effort, Commitment, Expectations 30 19.9 90.1
Relationships 15 9.9 100
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Conclusions for the Disposition Domain
Conclusion #1:
The classified staff members (teachers) who participated on the EVAEMSI in the disposition
domain placed a stronger positive impact on the survey questions that they identified as pertaining
to them individually, rather than to them collectively.

Conclusion #2:

The participants clearly identified in the dispositional domain that there is a inherent code of ethics
at the research site and in the teaching profession.

Conclusion #3:

The dispositional theme of student learning/student achievement has a very significant impact on
the collective learning culture of the school organization from the data provided in this study


Domain #2: Professional Experiences:
Teacher Learning (as a Culture of Learning)

Intellectual Capital
1. Human Capital
2. Structural Capital
3. Customer Capital
Capacity:
1. Individual
2. Collective
Positive Agreement and Positive Impact Score Data from the Professional Experiences
Domain: Eury Value Added Experience Model Survey Instrument
________________________________________________________________________
Question SA(N) A(N) PIS(N)
Q
5
: My teaching goals and instructional methods 90(18) 56(14) 146
address a variety of learning styles in my
classroom.
Q
13:
I set my own personal goals for my own 60(12) 72(18) 132
professional growth as a teacher leader in
my learning organization.
Q
21
: This organizational structure of the school 40(8) 68(17) 108
allows me as a teacher to share my beliefs,
issues, and concerns in the governance of
the organization.
!
"
# I feel comfortable with the implementation of 35(7) 72(18) 107
the Common Core and Essential Standards
curriculum into my classroom instruction.
________________________________________________________________________
Strongest Possible Points from Positive Responses, Greatest % of Possible, % of
Contribution of Positive Responses for the Professional Experiences Domain: Eury Value
Added Experience Model Survey Instrument
Question Total # of Possible % of Possible % of Domain
________________________________________________________________________
Q
5
: My teaching goals and instructional 160(32) 91.2 29.6
methods address a variety of
learning styles in my classroom.
Q
13
: I set my own personal goals for my 150(3) 88 26.8
own professional growth as a
teacher leader in my learning
organization.
Q
21
: This organizational structure of 125(25) 86.4 21.9
the school allows me as a
teacher to share my beliefs,
issues, and concerns in the
governance of the organization.
Q
7
! I feel comfortable with the implementation 125(25) 85.6 21.7
of the Common Core and Essential
Standards curriculum into my
Cumulative Frequency Distributions of Professional Experiences Domain: Eury Value
Added Experience Model Questionnaire Instrument

Theme f % Cumulative %
Collaboration 13 44.9 44.9
Instruction 6 20.7 65.6
Student Learning 3 10.3 75.9
Professional Learning Communities 7 24.1 100
_______________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Cumulative Frequency Distributions of the Professional Experiences Domain: Eury
Value Added Experience Model Focus Group Narratives

Theme f % Cumulative %
Collaboration 20 29 29
Instruction 18 26.1 55.1
Student Learning 8 11.6 66.7
Professional Learning Communities (PLC) 5 7.2 73.9
Experience, Background Knowledge 18 26.1 10
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Conclusions for the Professional
Experience Domain
Three of the four questions on the EVAEMSI targeted the
idea that collaboration and the ability of teachers in a
collective group to share their knowledge, experiences, and
skills has a positive impact on the collective learning culture
of the research site.

Collaboration & Teacher Learning


Domain #3: Structure

Physical Structure: the physical characteristics of a
school structure by creating an inventory of the
number of classrooms, bathrooms, offices, storage
rooms, air condition units, stairwells, and so on.

Organizational Structure: (The Human Element of
the Organization)- composed of the teachers, students,
staff members, administration, and so on.

Organizational Structure
Grade Configurations for 10-14 Year Old
Adolescents
Organizational Structure
Rationale for Teaming
Interdisciplinary Teaming
Common Planning Time
Teaming Improves Work Climate and
Collegiality
Professional Learning Communities
Positive Agreement and Positive Impact Score Data for the Structure Domain: Eury
Value Added Experience Model Survey Instrument
Question SA(N) A(N) PIS(N)
Q
6
: I currently participate with my colleagues to 75(15) 56(14) 131
improve student learning in my classroom
and throughout the entire school
organization.
Q
10
: I take advantage of the professional learning 50(10) 80(20) 130
opportunities provided by the school
organization.
Q9: I effectively and efficiently use my 55(11) 60(15) 115
non-instructional time for
instructional planning.
Q8: I provide support and assistance to 35(7) 76(19) 111
my colleagues both vertically and
horizontally in my organizations
structure
!"#$ I have confidence within my colleagues 40(8) 68(17) 108
to develop formative assessments in
a collaborative environment to guide
my daily instruction.
!&'$ We would change this organization if it 30(6) 72(18) 102
would help us to better meet our
mission.
Q34: Employees and volunteers receive 30(6) 72(18) 102
appropriate orientation and training.
Cumulative Frequency Distributions for the Structure Domain: Eury Value Added
Experience Model Questionnaire Instrument

Theme f % Cumulative %
Organizational Structure 8 21 21
Grouping of Students 7 18.4 39.4
Organizational Scheduling 5 13.2 52.6
Opportunities, Programs, Activities 7 18.4 71
Physical and Social Environment 6 15.8 86.8
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Cumulative Frequency Distributions for the Structure Domain: Eury Value Added
Experience Model Focus Group Narratives

Theme f % Cumulative %
Organizational Structures 60 36.8 36.8
Grouping of Students 32 19.6 56.4
Organizational Scheduling 16 9.8 66.2
Opportunities, Programs, Activities 16 9.8 76
Physical and Social Environment 39 23.9 99.9
Structures for Leadership 5 13.1 99.9
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Conclusion for the Structure Domain
The quantitative and qualitative data for the structure
domain of the EVAEM clearly identifies the importance of
common planning time and the ability to collaborate with
fellow colleagues as an important structural element of a
school organization.
Common Planning Time & Collaboration
Domain #4: Shared Decision-Making
Balls, Eury, and King (2011) noted in their publication that the Eury Vale
Added Experience model would measure the degree of shared decision-
making opportunities to contribute to the development of productive
interactions, routines, and common language of learning (p.26).
The concepts and practices of shared decision-making in the Eury Value
Added Experience model are derived from the over-arching themes of
empowering members, stakeholders and employees of the organization.
Rinehart and Short (1994) noted that empowerment is a dominant theme in
all types of organizations including businesses, industries, and service
institutions (p.570).
Cumulative Frequency Distributions for the Shared Decision-Making Domain: Eury
Value Added Experience Model Questionnaire Instrument

Theme f % Cumulative %
School Improvement Team (SIT) 7 25 25
Meetings 10 35.7 60.7
Committees 2 7.1 67.8
Programs 9 32.1 99.9
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Cumulative Frequency Distribution of the Shared Decision-Making Domain of the Eury
Value Added Experience Model Focus Group Narrative

Theme f % Cumulative %
School Improvement Team (SIT) 2 8 8
Meetings 7 28 36
Committees 2 8 44
Programs 4 16 60
Opportunities (Positive or Negative) 10 40 100
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Conclusions for the Shared Decision-
Making Domain
Conclusion #1:

The researcher can conclude from the qualitative data obtained from the
EVAEMQI and the two focus group sessions that the participants believe that
there are multiple opportunities and avenues for the classified staff members
to participate in the shared decision-making processes of the organization.


Conclusion #2:

A number of participants in the focus group sessions clearly noted in their
narratives that there are specific responsibilities and roles for different
members of the research site with regards to governance and decision-making
processes for the school organization.

Cumulative Frequency Distributions for the Assessment Domain: Eury Value Added
Experience Model Questionnaire Instrument

Theme f % Cumulative %
Collaboration, Teacher Learning 7 14.6 14.6
Student Learning 10 20.8 35.4
Assessments, Tests, Quizzes 14 29.2 64.6
Reflection 17 35.4 100
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Cumulative Frequency Distributions for the Assessment and Reflection Domain: Eury
Value Added Experience Model Focus Group Narrative

Theme f % Cumulative %
Collaboration, Teacher Learning 20 29 29
Student Learning 10 14.5 43.5
Assessments 21 30.4 73.9
Reflection 18 26.1 100
________________________________________________________________________
Note: f = Frequency of the Theme, % = Percent of the Domain, Cumulative % =
Cumulative Percent of the Domain
Conclusion for Assessment and Reflective
Skill Domain


The researcher concludes from the quantitative and
qualitative data obtained from the participants in this
research study on the collective learning culture that the
use of assessment and reflective skills is prevalent at a
high level within this school organization.

Greatest to Weakest Positive Responses from the Participants for the Five Domains of the
EVAEMSI.
_______________________________________________________________________
Domain Total Pos. Pts. Earned Possible Pos. Pts. (SA) %
________________________________________________________________________
Domain #2:
Professional Experience 493 600 82.2
Domain #1:
Dispositions 1282 1650 77.7
Domain #5:
Assessment and Reflection 696 1050 66.3
Domain #4:
Shared Decision-Making 956 1500 63.7
Domain #3:
Structure 1591 2550 62.4
Total of all Five Domains: 5018 7350 68.3