Abstract
This case study examined the differences and commonalties between teachers’ and school leaders’ perceptions and implementation of Extended School Day (ESD) programs at schools with effective and less-than effective ESD programs, and what important attributes these ESD programs have at the schools in South Florida. The study took a case study approach and used interviews, observations, and document review to collect needed data. The recorded interview audio data were transcribed into texts and the transcribed texts were checked for accuracy with the interviewees. The qualitative analysis of data involved open coding and axial coding. To ensure the accuracy in observations, member checking was completed at the end of each observation. Document review covered school schedules and written lesson plans that corresponded with the observations. The data analysis revealed teachers and school leaders shared certain perceptions of ESD programs. Both of them view ESD programs as successful, school and district supported, and as a demonstration of a collaborative effort among teachers and other staff members. Both teachers and school leaders believe that preparing teachers for ESD programs is focused on specific reading components, including the use of various teaching pedagogies, and is based on data. However, comparing the perceptions of school leaders to those of teachers, teachers have different perceptions of ESD programs regarding district support, Peer Collaborative Teacher (PCT) support, and Professional Learning Communities (PLCs). In implementation of the ESD programs, this study found, teachers were responsible for using data to group students for reading intervention, working together with other teachers and support staff, while school leaders contribute mainly to its management and monitoring the progress of the ESD programs on a daily basis. The synthesized findings also revealed the attributes that the ESD programs have at effective ESD program schools and less-than-effective ESD program schools. In effective ESD program schools, its ESD program usually has support staff in every classroom during ESD program implementation, school created curriculum and assessments based on standards, teacher-led instruction, more PLC meetings, and an instructional focus on ESOL students. In less-than-effective ESD program schools, the ESD programs have inconsistent support staff, inconsistent intervention times, inconsistent use of programs, more of a concern with district mandates, and non-teacher led activities. Based on the findings, the study suggests the following to improve ESD programs in South Florida. There should be a focus on those who provide support during ESD programs, which includes training for everyone involved in ESD program implementation. Leaders at both the district and school level can help provide this support during ESD programs, especially for students at different learning levels as a part of reading intervention as a part of ESD programs.