Congratulations to Stephen P. Hancock who on Tuesday, April 8, 2025, successfully defended his dissertation. The title of Stephen’s dissertation is: "NAVIGATING THE CHANGE PROCESS: TRANSFORMATIVE LEADERSHIP AND STRATEGIC PLANNING AND IMPLEMENATION OF HIGH SCHOOL MASTER SCHEDULE REFORM."
High school master schedules, originally designed to support 19th-century industrial models, no longer align with the evolving needs of today’s students. This study examined the necessity of master schedule reform and the process by which two New York State high schools—Senior High School North and Senior High School South—pursued flexible, student-centered scheduling to promote educational equity and better prepare students for the 21st-century workforce.
Using a qualitative comparative case study approach, this research explored how these schools navigated master schedule reform, with a particular focus on extending class periods and implementing a rotating drop schedule. Three key themes emerged: (1) Change takes time, (2) Process matters, and (3) Implementation is key. Findings underscored the importance of a thoughtful, deliberate approach to reform, emphasizing clear purpose, stakeholder engagement, and alignment with broader educational goals. The study also highlighted the tension between the urgency of change and the need to sustain momentum, the pivotal role of effective leadership, and the necessity of involving diverse stakeholders—particularly teachers—in decision-making.
The study concludes with recommendations for successfully implementing master schedule reform, emphasizing trust-building, social capital, and a collaborative process. Master schedule reform is not just a structural change but a transformational process that, when guided by clarity, collaboration, and commitment, can redefine student experiences and create lasting, meaningful improvements in education.
DISSERTATION COMMITTEE CHAIR(S):
Dr. Joanne Marien
DISSERTATION COMMITTEE MEMBER(S):
Dr. Kenneth Mitchell
Dr. Lynn Allen
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