Self Identified Behaviors And Decisions Of Superintendents In High Need Low Resource Rural School Districts With Higher Than Average Graduation Rates

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Self-identified Behaviors and Decisions of Superintendents in High Need/low Resource Rural School Districts with Higher Than Average Graduation Rates

Author : David W. Ziskin
Publisher :
ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.:/5 (12 download)

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Book Synopsis Self-identified Behaviors and Decisions of Superintendents in High Need/low Resource Rural School Districts with Higher Than Average Graduation Rates by : David W. Ziskin

Download or read book Self-identified Behaviors and Decisions of Superintendents in High Need/low Resource Rural School Districts with Higher Than Average Graduation Rates written by David W. Ziskin and published by . This book was released on 2016 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to identify leadership behaviors and decisions that superintendents of high need/low resource rural schools believe contributed to the higher than average graduation rate achieved in their districts from 2010 through 2014. The study also attempted to provide clarity regarding which strategies suggested in the New York State Education Department's (NYSED) Diagnostic Tool for School and District Effectiveness (DTSDE) these superintendents found to be reflective of their own practice. The researcher interviewed nine superintendents from New York school districts classified as both rural and high need by NYSED. The superintendents interviewed served in districts that had attained an average five-year graduation rate from 2010-14 of at least 85%. Questions connected to the suggested strategies regarding district leadership and support were posed to each of the nine superintendents and served as the framework to answer three research questions. 1. What are the behaviors and decisions exhibited by superintendents in nine High N/RC: Rural districts in New York State that had average five year graduation rates of at least 85% from 2010-14? 2. In what specific ways are the behaviors, actions, and decisions of these superintendents reflective of the suggested optimal behaviors of district leaders identified in Tenet 1 (District Leadership and Capacity) of the New York State Education Department's Diagnostic Tool for School and District Effectiveness (DTSDE)? 3. In what specific ways are the behaviors, actions, and decisions of these superintendents reflective of the suggested behaviors of district leaders associated with district support to achieve optimal conditions for student learning identified in Tenets 2-6 of the Diagnostic Tool for School and District Effectiveness (DTSDE)? The results of the study found that the most often cited DTSDE strategies deployed by the superintendents included an emphasis on strong hiring and recruiting practices, nurturing of respectful and collaborative relationships with principals, strategic deployment of resources including professional development and the collaborative design of goals that support student achievement and the district vision. The study also indicated that the superintendents recognized a majority of the suggested DTSDE strategies in their own behaviors and decisions. They also acknowledged that there were strategies suggested in the DTSDE that are not present in there practice. This research justified the use of aspects of the DTSDE as a resource for rural schools and also provided further validation of previous research related to leadership practices in rural schools.

The Effect of Superintendent Strategic Planning and Resource Allocation on Student Achievement

Author : Gianleo A. Duca
Publisher :
ISBN 13 :
Total Pages : 123 pages
Book Rating : 4.:/5 (115 download)

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Book Synopsis The Effect of Superintendent Strategic Planning and Resource Allocation on Student Achievement by : Gianleo A. Duca

Download or read book The Effect of Superintendent Strategic Planning and Resource Allocation on Student Achievement written by Gianleo A. Duca and published by . This book was released on 2019 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: A system leader, specifically a district superintendent, is responsible for articulating a long-term plan for all stakeholders in the school community which addresses the needs of students (Bryson, 2018). Boozer, Kelley, Peterkin, and Sherman (2011), state that the role of the superintendent has changed from a more traditional role where leaders dealt with “building, budgets, and boards” to a more transformative role. In this role, the leader needs to be fluent in “collaboration, communication, and curriculum” (Preface viii). To that end, strategic planning and resource allocation must both be clearly communicated for a school district to improve student achievement. Effective organizational systems are created with the help of good management; a process which draws on resources that create value for stakeholders (Bryson, Gibbons, & Shaye, 2001; Osterwalder, Pigneur, Bernarda, Smith, & Papadakos, 2014). According to Alford and Yates (2014), three areas that have been increasingly integrated in effective organizational systems are human resources, information technology and financial management. These have become fundamental elements in sustaining, strengthening, and protecting organizations. Each year across New York State, school districts with a high rate of poverty (33% or greater free and reduced lunch rate) exceed the New York State graduation rate threshold of 80%. Research is limited regarding answering the fundamental question of how decisions are made regarding which programs will be funded to improve student achievement across the district. The purpose of this quantitative correlational study is to explore the relationship between superintendent strategic planning, resource allocation, and student achievement in school districts that are both high poverty and high achieving in New York State. More specifically, the study focuses on the strategic planning practices used by superintendents in 270 school districts across New York State that have a free and reduced lunch rate of 33% or greater and have a graduation rate of 85% or greater. The study addresses how school districts with a high poverty rate fund programs that help their students achieve at a high level. This study also examines whether district superintendents allocate resources to fund programs that they indicate will affect student achievement. It is presumed that all have equivalent resources to allocate for like sized groups of students. Furthermore, this study explores whether or not these decisions increase the graduation rate of the identified school districts across NYS. This study used these two frameworks as guidance for the development of the survey instrument and to guide the literature review. While developing the survey, specific questions were created to help ascertain the level of organizational coherence within the school district and delve into the strategic planning practices that are currently being used. Thus, the data analysis is framed through both the ABCs of Strategic planning and the PELP coherence framework. The findings from this research indicate that superintendents who engage in a formal strategic planning process are more likely to set clear goals, involve both internal and external stakeholders, and identify strengths and weaknesses. They are also more likely to communicate the plan to stakeholders across the community. Additionally, when a superintendent is able to clearly communicate priorities for a district, they are more likely to achieve a greater percentage of buy-in from stakeholders.

The Relationship Between Exclusionary Discipline, Race, Socioeconomic Status, and Graduation Rates at 4A, 5A, and 6A High Schools

Author : Ryan M. Cavazos
Publisher :
ISBN 13 :
Total Pages : 96 pages
Book Rating : 4.:/5 (118 download)

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Book Synopsis The Relationship Between Exclusionary Discipline, Race, Socioeconomic Status, and Graduation Rates at 4A, 5A, and 6A High Schools by : Ryan M. Cavazos

Download or read book The Relationship Between Exclusionary Discipline, Race, Socioeconomic Status, and Graduation Rates at 4A, 5A, and 6A High Schools written by Ryan M. Cavazos and published by . This book was released on 2020 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation is a significant predictor of future success. In most cases, a high school graduate will earn more money and live a healthier lifestyle than those who do not graduate from high school. The graduation rate in the United States is lower than the graduation rate of many other industrialized countries. Three known predictors of graduation rate are the number of exclusionary discipline assignments a student incurs, the race of the student, and the socioeconomic status of the student. The purpose of this study was to determine the relationship between graduation rate, exclusionary discipline, race (nonwhite), and low socioeconomic status. In order to determine the relationship, this study used action research and a quantitative research design. Data were collected from the public education information management system reports and data from the annual Texas academic performance report to determine the graduation rate, the number of exclusionary discipline assignments, the percentage of nonwhite students, and the percentage of low socioeconomic status students of 4A, 5A, and 6A schools in Texas. There were 109 randomly selected schools that were used in this study. The random sample included schools from all over the state of Texas, with enrollment numbers ranging between 508 and 4,283 students. The research determined that, in this study, exclusionary discipline and socioeconomic status were significant predictors of graduation rate. However, in this study, race (nonwhite) was not a significant predictor of graduation rate. Race (nonwhite) being an insignificant predictor of graduation rate was in contrast to the literature reviewed in this study. This study concluded that almost 37% of the variance in graduation rate could be determined by exclusionary discipline, race (nonwhite), and socioeconomic status.

Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents

Author : Melvin Milton Villarreal
Publisher :
ISBN 13 :
Total Pages : 314 pages
Book Rating : 4.3/5 (129 download)

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Book Synopsis Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents by : Melvin Milton Villarreal

Download or read book Self-perceived Leadership Behavior of Selected Michigan Public School Superintendents written by Melvin Milton Villarreal and published by . This book was released on 1984 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Superintendents' Use of Research-based Responsibilities

Author : Wayne Russell Stitt
Publisher :
ISBN 13 :
Total Pages : 348 pages
Book Rating : 4.:/5 (649 download)

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Book Synopsis Superintendents' Use of Research-based Responsibilities by : Wayne Russell Stitt

Download or read book Superintendents' Use of Research-based Responsibilities written by Wayne Russell Stitt and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to identify "how" effective superintendents use the research-based leadership responsibilities/practices outlined in Marzano and Waters' (2006) meta-analysis that significantly and positively impact student achievement. A second purpose of theis research was to find challenges that superintendents face in their attempts to be successful within their school districts. The study employed a qualitative multi-site case study using elite purposeful sampling. Five superintendents in southwest Michigan were targeted and agreed to participate in this study. They were the only superintendents in this region who met the criteria, which included school districts who have a total student population from 2,500 to 3,700 students and who have demostrated excellence in leading their respective school districts towards high achievement on the Ed Yes Report Card for at least five years. For this study the researcher utilized multiple sources of evidence to analyze information gleaned from semi-structured interviews, a review of support documentation, and observation notes from meetings. This triangulation of data was used to do a within-case and cross-case analysis to analyze and interpret the data to find common themes that are shared among those superintendents in the study. The themes identified were found to correspond to the research-based superintendent responsibilities. While most of the best practices identified in Marzano and Waters' meta-analysis were found to be themes in this study, it is apparent that each superintendent carried out those practices in different ways. In particular, the findings showed that of the 51 research-based practices found to aid superintendents in leading their district to high student achievement, 41 of them were found to be themes in this study, with an additional 3 themes emerging. Additional findings were found in three prominent challenges. These challenges were money, time, and buy-in from stakeholders. Superintendents voiced their concerns over these specific problems in their attempts to carry out all of specific research-based responsibilities/practices. The study identifies ways the superintendents addressed these obstacles. It was found in this study that the superintendents implemented all of the research-based best practices to combat these obstacles.

Superintendent Relations

Author : Joetta Basile
Publisher :
ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis Superintendent Relations by : Joetta Basile

Download or read book Superintendent Relations written by Joetta Basile and published by . This book was released on 2019 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the implementation of No Child Left Behind school systems across America have been searching for the answer to increasing student achievement. Researchers have found many methods of increasing achievement through leadership behaviors, however others have found that superintendents have a very small impact on achievement and proficiency. The purpose of this study was to investigate the correlation between superintendent leadership behaviors and student proficiency rates in school districts in rural West Virginia. This quantitative, correlational study specifically sought to discover how accurately school proficiency rates could be predicted from a linear combination of superintendent instructional leadership behaviors. Fifty-five school districts in rural West Virginia were the target for this study. Of the 55 districts, a convenience sample of 41 superintendents were used for this study. Superintendents self-ranked their level of emphasis placed on leadership behaviors in the Superintendent Instructional Leadership Survey (SILS) using a five-point Likert Scale. A multiple regression was conducted to determine the correlation between the independent variable (superintendent leadership behaviors) and dependent variable (student proficiency) and found a high level of prediction, R=.962, p

The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts

Download The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts PDF Online Free

Author : Tamra Stephanie Collins
Publisher :
ISBN 13 :
Total Pages : 115 pages
Book Rating : 4.:/5 (115 download)

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Book Synopsis The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts by : Tamra Stephanie Collins

Download or read book The Role of Superintendents that Engage in Systemic Change that Addresses the Inequities in Lower and Middle Socioeconomic Districts written by Tamra Stephanie Collins and published by . This book was released on 2019 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Change is an intentional process and it requires system leaders to be strategic and purposeful with their actions. In order to effect systemic change within their respective districts, system leaders need to be clear about the moral imperative (Fullan, 2004) of equity work. Superintendents will need to be cognizant and empathetic of the students and communities they serve, engage in difficult conversations, understand the challenges that surface as a result of inequity, and be open to inclusion and collaboration. The researcher examined the extent district leaders can influence changing the culture of their districts to ensure equity. Additionally, the research highlighted an analysis of how district leaders’ perceived beliefs and attitudes about inequities can impact district practices and policies, as well as how system leaders’ assessment of their own culture shapes how they deal with addressing disproportions in low and middle socioeconomic school districts. While there is ample research and literature on the issues of addressing the achievement gap and culturally proficient leadership to address inequities, there is not sufficient research regarding how district leaders, superintendents in particular, engage in systemic changes that address inequities within lower and middle socioeconomic school districts. Moreover, there is little research focused on New York City Superintendents’ perceptions and influence in advancing sustainable equity work with varying socioeconomic districts. The purpose of this qualitative study was to explore how superintendents engage in systemic change that addresses inequities within lower and middle-class school districts in New York City. The participants targeted in this research were divided into two groups. The first group were superintendents who led districts with a high percentage of economically disadvantaged students, and the second group was comprised of superintendents that led middle- class districts. The research design that was employed was a qualitative study, and it was conducted using interviews, examining publicly available documents, and a review of relevant research to support the findings. The findings that emerged from this research showed that superintendents, regardless of leading districts with differing socioeconomic status, are steering systemic change that addresses the underlying issues of inequity but not in a step by step process, and not in the same way. Another finding focused on how superintendents were building the capacity of school leaders to lead equity work in their schools, while they advocated and redistributed resources to underserved communities. A third finding highlighted superintendents in middle-class districts whose perceived beliefs and attitudes reflected the need to create diversity within their district schools, while superintendents in low-socioeconomic districts perceived beliefs and attitudes referenced that their districts lacked access to resources, a lack of high-quality teaching and low expectations. Lastly, superintendents demonstrated their influence in advancing equity by setting clear goals and non-negotiables focused on closing the achievement gap.

The Perceptions of Superintendents and Principals in Georgia Regarding the 65 Percent Rule

Author : Sonia M. Bacon
Publisher :
ISBN 13 :
Total Pages : 106 pages
Book Rating : 4.:/5 (7 download)

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Book Synopsis The Perceptions of Superintendents and Principals in Georgia Regarding the 65 Percent Rule by : Sonia M. Bacon

Download or read book The Perceptions of Superintendents and Principals in Georgia Regarding the 65 Percent Rule written by Sonia M. Bacon and published by . This book was released on 2009 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The 21st Century has brought about an increased need for creative strategies to improve student achievement. As school districts across the nation implement innovative methods for meeting the challenge of raising academic performance, each district is also faced with balancing the budget to fund academic needs while maintaining the daily operations associated with running a school district. More specifically, in some states each school district is required to spend 65 percent of the operational budget on direct classroom instruction and using the remaining 35 percent to meet all other needs of the school district. Across the nation this is known as the 65 percent rule, an idea created by business man Patrick Byrnes. In 2006, Georgia became one of the states taking legislative action to mandate the 65 percent rule for each of its 180 school districts. Senate Bill 390 (SB 390), legislation known as Classrooms First for Georgia Act, required school districts to follow the 65 percent rule starting with fiscal year 2008. There is little empirical data to support or discount the concept of the 65 percent rule. For this study five Superintendents and five Principals were interviewed to gain insight on the positive aspects and the problematic concerns of SB 390. The participants were selected from large and small school districts in Georgia's First District Regional Service Area (FDRESA). Student achievement and demographic data from school districts in FDRESA were also collected in this study. Data analysis indicates that Principals perceive SB 390 as an overall benefit to the school district. Superintendents perceive SB 390 as having little to no benefits. Student achievement data collected from the Georgia Department of Education shows no consistent outcomes of increased student achievement as a result of increased funds spent on direct classroom instruction. Demographic data show no unique benefits or problems with SB 390 as a result of district size.

A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status

Download A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status PDF Online Free

Author : Michael M. Piccirillo
Publisher :
ISBN 13 :
Total Pages : 164 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status by : Michael M. Piccirillo

Download or read book A Qualitative Study Exploring If Superintendents Self-percieved Childhood Socioeconomic Status Influence the Practices, Policies and Goals They Establish for Students of Low Socioeconomic Status written by Michael M. Piccirillo and published by . This book was released on 2016 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Poverty is the greatest challenge facing public school leaders today. This is not to say that poverty is a new problem, however, as the gap between rich and poor grows economically, so does the gap representing equity of outcomes between students from privilege and students from disadvantage. Today's leaders must be trained with the skills to manage the increasingly diverse demographics of their schools, however, they must also possess the leadership conviction and determination to ensure equity of access and outcomes for all the students they serve. This study poses the question, what is the origin of a leader's convictions when it comes to equity? This study provided an opportunity to explore whether a relationship exists between the self-perceived childhood socioeconomic status of public school superintendents and their attitudes, aspirations and behaviors toward students from low socioeconomic backgrounds in their districts. A qualitative research design was used and data was collected through interviews of 14 superintendents of public school districts in the Capital Region of Upstate New York. The researcher specifically focused on actions the superintendents took to improve the achievement of students from low socioeconomic background through goal setting, resource allocation and policy-making. The data was analyzed for themes in conjunction with four research questions and elicited 15 findings. The results of the research from this study support the influence of self-perceived childhood socioeconomic status on leadership actions. However, the results of the study also point to the influence of other factors in childhood such as parental expectations and adult experiences as having an impact on leadership development. Several recommendations have resulted from this study, but perhaps the most significant is the potential impact on hiring practices. When a leader's life experiences are accounted for, from childhood through adulthood, school districts can better determine if this leader is the best match for the organization. It is recommended that Boards of Education and hiring committees develop questions to elicit greater depth in responses from candidates regarding experiences that have shaped their attitudes, aspirations and beliefs toward the achievement of all of their students. The issue of equity of outcomes cannot be addressed without leaders who truly believe all students can learn.

A Study of Perceptions of the Leader Behavior of the School Superintendent in Selected Michigan School Districts with Use of the LBDQ

Author : Victor Lewis Schug
Publisher :
ISBN 13 :
Total Pages : 368 pages
Book Rating : 4.3/5 (129 download)

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Book Synopsis A Study of Perceptions of the Leader Behavior of the School Superintendent in Selected Michigan School Districts with Use of the LBDQ by : Victor Lewis Schug

Download or read book A Study of Perceptions of the Leader Behavior of the School Superintendent in Selected Michigan School Districts with Use of the LBDQ written by Victor Lewis Schug and published by . This book was released on 1974 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Superintendents Guide for Better Understanding CPI and NCES Graduation Rates

Author : Patricia Marie Hogan-Newsome
Publisher :
ISBN 13 :
Total Pages : 270 pages
Book Rating : 4.:/5 (769 download)

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Book Synopsis A Superintendents Guide for Better Understanding CPI and NCES Graduation Rates by : Patricia Marie Hogan-Newsome

Download or read book A Superintendents Guide for Better Understanding CPI and NCES Graduation Rates written by Patricia Marie Hogan-Newsome and published by . This book was released on 2010 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2001 No Child Left Behind Act required states to report graduation rates as a condition of high school accountability for receipt and use of federal Title I funds, and to set growth targets that would ensure all students graduate from high school. It also reaffirmed the long-standing national policy that graduation rates be used as the indicator of high school quality and effectiveness. However, the method used by the National Center for Education Statistics (NCES) to calculate graduation rates has generated multiple claims from some researchers that the graduation rates reported by NCES are inflated for all groups and exceptionally exaggerated for students of color. Understanding, interpreting and effectively using graduation rate data is politically and educationally challenging for all stakeholders, but most challenging for superintendents of local school districts. These education leaders must make wise and effective decisions about institutional and educational improvements to increase graduation rates as a part of mandated state and federal accountability and improvement goals. This study reviews the literature on methods used to calculate graduation rates and uses California open source data to examine the results of two frequently used and discussed methods. The goal of this study is to: 1) provide superintendents with additional information and knowledge about how graduation rates are calculated, or more importantly, miscalculated; 2) identify common problems with the data; 3) contribute to a discussion on how superintendents may best use the data; and 4) consider implications for decision making that may help them meet the challenges of improving or increasing graduation rates in their districts.

Good to Great

Author : JoAnn A. Sternke
Publisher :
ISBN 13 :
Total Pages : 264 pages
Book Rating : 4.:/5 (739 download)

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Book Synopsis Good to Great by : JoAnn A. Sternke

Download or read book Good to Great written by JoAnn A. Sternke and published by . This book was released on 2011 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question guiding this study was: How are the traits and behaviors of school superintendents in highly successful K-12 Wisconsin public school settings similar to or different from the traits and behaviors exhibited by the successful CEOs identified in the research of Collins in Good to Great (2001)? ... The research design was a qualitative case study employing the data collection method of interview. Research findings were: 1. The study confirmed that superintendents who served as research participants possessed the common leadership traits of personal humility and professional will found in Level 5 Leaders identified by Collins. 2. Additionally, this study confirmed that the leadership behaviors of successful CEOs identified by Collins were exhibited by research participants. Superintendents studies exhibited the behaviors of First Who ... Then What, Confronting the Brutal Facts, the Hedgehog Concept, and Creating a Culture of Discipline. 3. Research participants also exhibited two distinguishing leadership behaviors not identified by Collins. Study participants recognized the importance of and made a commitment to building quality relationships. This finding confirmed the findings of Gray (2005) who researched Collins work in an educational setting. A unique leadership behavior emerged from this study: a strong community mindedness. Superintendents believed in serving their communities and involving the community in developing a shared vision for student achievement.

Superintendent/principal Perception of Effective Leadership Behaviors/practices in Small Rural School Districts in Wisconsin

Author : John C. Lehnen
Publisher :
ISBN 13 :
Total Pages : 244 pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis Superintendent/principal Perception of Effective Leadership Behaviors/practices in Small Rural School Districts in Wisconsin by : John C. Lehnen

Download or read book Superintendent/principal Perception of Effective Leadership Behaviors/practices in Small Rural School Districts in Wisconsin written by John C. Lehnen and published by . This book was released on 2020 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: People who serve in the dual role of superintendent and principal are very unique, typically serving as the lone leader in the smallest of rural school districts. Research on rural school district leadership tends to be lacking when compared to suburban or urban school leadership. The literature review highlights the demands and challenges of rural school district leadership in history to the most recent studies done on superintendents, principals and superintendent/principals. Although superintendent/principals may be small in number, they are no less important than large district superintendents. The purpose of this study was to provide an analysis of the perceptions of superintendent/principals on how they fulfill their dual role responsibilities with effective leadership behaviors/practices as one administrator in a small rural school district in the state of Wisconsin. The theoretical framework details the behaviors/practices that fulfill the areas of responsibility of superintendents and principals from two separate meta-analysis research studies. Additionally, the framework included support for the meta-analysis research on superintendent leadership responsibilities and practices from another major study done in a rural context. The researcher employed descriptive quantitative research methods using survey research aligned to the theoretical framework. Forty-nine superintendent/principals out of 53 possible participants in the state of Wisconsin answered a 115 item survey on behaviors/practices that reflected their actual behaviors/practices in their school district. Overall, the findings show, despite the numerous challenges of small rural district leadership, superintendent/principals perceived themselves positively, more completely meeting their superintendent and principal responsibilities with effective behaviors/practices than not. The researcher also analyzed the data for significant differences in superintendent/principal’s scores on behaviors/practices to compare/contrast with the research presented in the review of literature or theoretical framework. The most interesting conclusion was the importance of “Defined Autonomy” and what it means to a superintendent/principal for overall success in leading a small rural school district. This research study provided several implications for the future. Despite the challenges of the dual role, superintendent/principals must stay focused on effective behaviors/practices that meet their responsibilities, connect to their communities and parents, and develop trusting relationships with all constituents.

Actions and Behaviors Public School Superintendents Perceive to Build Trust with Diverse and Competing Constituencies

Author : Christopher Shawn Allen
Publisher :
ISBN 13 :
Total Pages : 306 pages
Book Rating : 4.:/5 (265 download)

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Book Synopsis Actions and Behaviors Public School Superintendents Perceive to Build Trust with Diverse and Competing Constituencies by : Christopher Shawn Allen

Download or read book Actions and Behaviors Public School Superintendents Perceive to Build Trust with Diverse and Competing Constituencies written by Christopher Shawn Allen and published by . This book was released on 2008 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational leaders serve in a context that has grown increasingly complex. The change in student demographics, pressures of high stakes testing and accountability, and high turnover rates among educational leaders have created significant leadership challenges. To effectively execute the mission of public schools, superintendents muster resources and glean contributions from various stakeholders with whom they have developed some degree of trust. Research suggests trust levels between school leaders and the public is at an all time low. Effectiveness in the current educational landscape requires leaders capable of generating trust. Successful superintendents take actions and behave in ways that build trust with diverse and competing constituencies. This treatise uses a case study design to describe and analyze the actions and behaviors of three superintendents that they perceive as building trust with diverse and competing constituencies. The Lewis and Weigert (1985) analytical framework guides the data collection and analysis of this data demonstrates emergent themes. This study suggests the participants act and behave in ways that align with the framing theory and makes conclusions about the tension that exists as school system leaders attempt to generate the highest levels of trust while limiting their vulnerability.

How Does Superintendent Longevity Create Conditions Or Context that Influence Student Achievement

Author : Daniel Blaine Sybrant
Publisher :
ISBN 13 :
Total Pages : 608 pages
Book Rating : 4.:/5 (88 download)

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Book Synopsis How Does Superintendent Longevity Create Conditions Or Context that Influence Student Achievement by : Daniel Blaine Sybrant

Download or read book How Does Superintendent Longevity Create Conditions Or Context that Influence Student Achievement written by Daniel Blaine Sybrant and published by . This book was released on 2012 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt: This multiple-case study addresses superintendent longevity in relation to student achievement as well as local conditions that influence a superintendent's decisions to stay in one school district. The study focuses on two primary questions; how does superintendent longevity provide a context through programs, relationships and culture that supports and enhances student achievement in schools and how do local conditions influence longevity of a superintendent? The purpose of this study is to analyze how superintendents with more than average longevity in one school district have influenced student achievement by providing a context through programs, relationships and culture that supports and enhances student achievement in their school. The other purpose is to determine how local conditions or characteristics of the community influence the longevity of the superintendent. Local reform efforts have focused on improvement of instruction at the teacher level, (Marzano, Pickering & Pollock 2001), at the building principal level (Marzano Waters & McNulty 2005), and improvement at the superintendent level (Waters and Marzano 2006) (Metcalfe 2008)(Myers 2011). It was also discovered that superintendent longevity has a positive correlation to student achievement. School improvement has also been recommended system wide (Togneri & Anderson, 2003) (Senge 2006) (Fullan 2010). While existing research provides evidence that superintendent longevity influences student achievement, little is known as to how superintendent longevity contributes to student achievement. This case study included three Montana school districts that exhibited positive longitudinal student achievement gains over a 6 year period and whose superintendent had been in the district at least 8 years. Data from interviews of the superintendent, school board, principals and teachers, observations and document review was included in this study. Themes for each district were identified along with cross case themes common to all three districts. Four findings were determined that answer the research questions. The findings suggest that hiring, professional development and removing distractions so teachers can focus on teaching were the link between superintendent longevity and student achievement. Local conditions that promoted a superintendent's longevity in a district were a supportive school board and supportive community.

Superintendent Leadership

Author :
Publisher :
ISBN 13 :
Total Pages : 168 pages
Book Rating : 4.:/5 (798 download)

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Book Synopsis Superintendent Leadership by :

Download or read book Superintendent Leadership written by and published by . This book was released on 2012 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of these comparative case studies was to understand how superintendents in urban districts use reform strategies to leverage systemic change to improve student achievement. The study focused on four effective superintendents of Broad Prize for Urban Education winning school districts. It examined leadership traits, core beliefs, behaviors and actions, leadership qualities, and identified commonalities and differences amongst these nationally recognized superintendents. The research questions provided a focus for evaluating the superintendent's selection of reform strategies, the district context in which they were implemented, and the influence of the superintendents' background and experience. The researcher gathered evidence by conducting individual interviews with each superintendent and members of his or her cabinet and by reviewing selected artifacts related to the districts demographics, professional development practices, reform initiatives, and student performance data. The researcher reviewed the data, seeking common themes, while watching for disproving evidence. The central themes related to the leadership profiles of these effective superintendents were: (a) longevity and breadth of service; (b) providing focused professional development; (c) building leadership capacity; (d) utilizing data driven results/monitoring data; (e) differentiating resources; (f) building relationships; (g) hiring the "right" people; (h) building strong board relations; and (i) launching only a few highly focused and impacted initiatives. These findings were consistent across all four superintendents. The findings and conclusions from this study generated recommendations for practice and policy making and recommendations for future research in support of leading and improving schools for increased student achievement. The recommendations are presented as they relate to specific areas of responsibility: school and district administrators, school board members, and policymakers and superintendent preparation programs. Recommendations from this study include: having a strategic plan that is aligned with district goals and actions and supported by stakeholders, hiring "the right leadership team," differentiating resources based on need, hiring a highly qualified superintendent, and providing mentors and coaches to aspiring administrators and superintendents. Recommendations for future research include: conducting additional case studies on the actions of other urban superintendents, possibly including a discrepancy analysis to determine if struggling districts are implementing the successful strategies identified in these four Broad Prize winning districts; examining effective superintendents who took a nontraditional path to the superintendency; and a study of superintendents of large urban districts who are home grown and brought up through the system.

The Superintendent as Instructional Leader Exploring Teachers' Values and Perceptions of the Role

Author : William T. Crankshaw
Publisher :
ISBN 13 :
Total Pages : 129 pages
Book Rating : 4.:/5 (765 download)

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Book Synopsis The Superintendent as Instructional Leader Exploring Teachers' Values and Perceptions of the Role by : William T. Crankshaw

Download or read book The Superintendent as Instructional Leader Exploring Teachers' Values and Perceptions of the Role written by William T. Crankshaw and published by . This book was released on 2011 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Superintendents play an important role in the achievement of students. Specific instructional leadership behaviors of superintendents and how they are perceived by teachers have received little attention through research on the topic until recently. The focus of this study was to explore teachers' perceptions of the instructional leadership role of the superintendent, and how their beliefs and values about instructional leadership behaviors of the superintendent affect those perceptions. This study also sought to find how teachers' perceptions of the instructional leadership practices of their superintendent may be affected by their own particular experiential factors, such as experience level teaching discipline and school level. Data for this quantitative study was gathered using a three-part survey, which was completed by teachers from seven component school districts of an upstate Board of Cooperative Educational Services (BOCES) regional district. Instructional leadership behaviors of the superintendent were based on Smith and Andrews' (1989) model, within which four constructs of instructional leadership were used to define the superintendent as an instructional resource, resource provider, communicator, and visible presence. Findings showed a positive correlation between teachers' belief that instructional leadership is an important role of the superintendent and their willingness to work constructively with a superintendent who demonstrates instructional leadership practices. Teachers' level of experience and school level may also have a relationship with the combined variables of teachers' belief in the importance of instructional leadership and their willingness to work constructively with their superintendent in that role, although no statistical significance could be demonstrated.