| The Role of the Superintendent of Schools in Improving Student Achievement (2005) | |||||||||
Abstract | |||||||||
| What is the instructional leadership role of superintendents in districts with sustained high levels of student achievement and/or where student achievement has improved over time? The objective of the study was to identify characteristics of successful instructionally focused leadership at the district level in order to yield a model of leadership associated with positive impact on student achievement in Connecticut public schools. As most school leaders quickly realize, everything we do in public education centers around student achievement. Districts are evaluated and compared regularly in the media. Each student’s progress becomes the basis for how parents and the general public evaluate the school district. Thus, it is important to understand the characteristics of superintendents who have been able to achieve high levels of student achievement. The current study, by providing information about superintendents who are successful instructional leaders, has potential for informing work with superintendents and districts where students are not making progress as defined by federal and state authorities, and by local stakeholders. Currently in Connecticut there is little formalized assistance for those districts that do not make adequate yearly progress as defined by No Child Left Behind. The Connecticut Superintendent Survey revealed little difference between the responses from superintendents in general and the responses of superintendents who participated in the focus groups. Both groups indicated responses to survey items that suggested they were strongly oriented to instructional leadership. Responses to open ended questions also revealed a strong orientation toward instructional leadership and student achievement. Similarly, responses to the Superintendent as Instructional Leader Survey (SILS) revealed no significant differences between superintendents in the general population and superintendents who participated in the focus groups. Both groups received very high scores overall and also high scores on each of the 12 tasks of instructional leadership. An analysis of the responses to open-ended questions on the Superintendents Survey and the transcripts from the focus groups revealed clusters of internal and external factors that related to instructional leadership. In general, focus group participants stressed internal over external factors, although factors related to board relationships and resources occurred frequently in the context of limitations on instructional leadership. Internal factors of particular interest include one’s pride and personal attitudes about the position including self-criticism and reflection, commitment to instructional leadership and accountability as the focal point for all work, and the importance of good hiring decisions and delegation to amplify effectiveness as an instructional leader. The conclusions from this study cluster in three topics: optimism and positive attitude toward instructional leadership, governing board relationships as potential limitation on instructional leadership, and equity. | |||||||||
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Literaturangaben in der Publikation (4) | |||||||||