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003 OCoLC;

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006 m o d ;

007 cr unu||||||||;

008 250616s2025 ncua obm 000 0 eng d;

035 a| (Sirsi) o1523697236;

035 a| (OCoLC)1523697236;

043 a| n-us-nc;

049 a| EREE;

090 a| LB2822.83.N8;

100 1 a| Stewart, Heather Elizabeth,e| author.?| UNAUTHORIZED;

245 10 a| Testing the effectiveness of a systematic instructional monitoring plan as a way to improve instructional leadership in Restart schools /c| by Heather Elizabeth Stewart.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2025.;

300 a| 1 online resource (300 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 2.18 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2025.;

500 a| Presented to the Faculty of the Department of Educational Leadership.;

500 a| Advisor: Elizabeth Hodge;

500 a| Title from PDF t.p. (viewed May 12, 2026).;

520 3 a| This problem of practice study examines the challenge of strengthening instructional leadership in North Carolina's Restart schools through a systematic instructional monitoring plan. Restart schools, which are granted charter-like flexibility to improve student outcomes, require strategic and data-driven leadership to drive sustainable school improvement. Utilizing a Plan, Do, Study, Act improvement science framework, this study involved the implementation of a structured instructional monitoring plan across multiple Restart schools. The design included weekly classroom walkthroughs, principal interviews, teacher focus groups, school improvement plans, and Restart monitoring documents. The analysis process integrated statistical comparisons with qualitative coding to identify leadership trends, challenges, and effective practices. The data and observations from this study indicate that this improvement strategy had a positive impact on the problem. Additional recommendations and implications are shared that are applicable to principal preparation programs, school district leadership development initiatives, refining instructional monitoring practices, and optimizing Restart to support low-performing schools.;

504 a| Includes bibliographical references.;

650 0 a| School improvement programsz| North Carolina.=| ^A193278;

650 0 a| Educational leadershipz| North Carolina.=| ^A306279;

650 0 a| Low-performing schoolsz| North Carolina.=| ^A1260640;

653 a| K12;

653 a| Principals;

653 a| Restart Schools;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/14003;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6584044;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584044-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/16/2025x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584044-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/16/2025x| ETDz| HERESOURCE;

Testing the effectiveness of a systematic instructional monitoring plan as a way to improve instructional leadership in Restart schools / by Heather Elizabeth Stewart.

Author/creator	Stewart, Heather Elizabeth author.
Other author	Hodge, Elizabeth (Elizabeth M.), degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2025.
Description	1 online resource (300 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	School improvement programs--North Carolina. Educational leadership--North Carolina. Low-performing schools--North Carolina.

Summary	This problem of practice study examines the challenge of strengthening instructional leadership in North Carolina's Restart schools through a systematic instructional monitoring plan. Restart schools, which are granted charter-like flexibility to improve student outcomes, require strategic and data-driven leadership to drive sustainable school improvement. Utilizing a Plan, Do, Study, Act improvement science framework, this study involved the implementation of a structured instructional monitoring plan across multiple Restart schools. The design included weekly classroom walkthroughs, principal interviews, teacher focus groups, school improvement plans, and Restart monitoring documents. The analysis process integrated statistical comparisons with qualitative coding to identify leadership trends, challenges, and effective practices. The data and observations from this study indicate that this improvement strategy had a positive impact on the problem. Additional recommendations and implications are shared that are applicable to principal preparation programs, school district leadership development initiatives, refining instructional monitoring practices, and optimizing Restart to support low-performing schools.
General note	Presented to the Faculty of the Department of Educational Leadership.
General note	Advisor: Elizabeth Hodge
General note	Title from PDF t.p. (viewed May 12, 2026).
Dissertation note	Ed.D. East Carolina University 2025.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Testing the effectiveness of a systematic instructional monitoring plan as a way to improve instructional leadership in Restart schools / by Heather Elizabeth Stewart.

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