Browsing by Subject "Educational leadership--Texas--Case studies"
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Item Actions and behaviors public school superintendents perceive to build trust with diverse and competing constituencies(2008-05) Allen, Christopher Shawn, 1972-; Olivárez, RubénEducational 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.Item The comparison of district administrators' and stakeholders' perceptions of effective strategies and tactics in the integration of technology in school districts(2004) Guevara, Roger Carreon; Estes, NolanItem Evolution of the superintendent's leadership role : how components of the leadership role in the superintendency have changed over time(2009-05) Rueter, Jana Lynn Graves; Olivárez, RubénThe position of the school superintendent as the primary school district leader is a position that, historically, has been a symbol of respect and authority in our nation's communities and social structure. The traditional role of the superintendent has evolved over time in response to various expectations, constraints, and a heightened level of responsibility in today's climate of accountability. The areas of governance operations, communication and public relations, and student performance accountability are three areas that have increased in importance due to the changing nature of public expectation. Research suggests that change is an inevitable factor in school district leadership, and the increased expectations that have developed have altered the state of the superintendency. Significant changes in the composition of the American communities have presented new challenges to school leaders. The skill set necessary to be a highly successful school leader has been affected by the changes shaping the modern superintendency. This treatise utilizes case study design to investigate how the role of the superintendent has changed over time. From the analysis of interviews, documents, and interactions, certain themes emerged. This study suggests that the role of the superintendent has changed over time in the areas of (1) governance operations, (2) communication and public relations, and (3) student performance accountability. Additionally, this study will examine how the evolution of the superintendency has affected the skill set necessary to be a highly successful school leader. This study will contribute to the literature in the field of leadership challenges in the modern superintendency as compared to the past.Item Exploratory comparative case studies of two principal preparation programs(2006) Franklin, Sandra Hayes; Scribner, Jay D.Research shows that the role of the school principal is a significant factor in school improvement; however, principal preparation programs have been found wanting when it comes to preparing individuals for the hectic pace and demanding nature of school administration and leadership (Hallinger & Heck, 1996; Tirozzi, 2001). Current research in principal preparation generates many questions about the value of such programs, alleging that preparation programs do not prepare principals for the challenges they must face in K-12 schools (Orr & Osterman, 2002). The purpose of this mixed method case study was to describe and compare two principal preparation programs and explore two types of program outcomes: (1) graduates’ school leadership job attainment and (2) graduates’ perceptions of their preparation and its impact on their leadership preparedness. Two different types of preparation programs were selected; one program was innovative while the other was traditional. The differentiating features present in the innovative program but absent in the traditional program were: district partnerships, recruitment and selection strategies, a cohort component, and a paid, full-time, year-long internship. Data included twenty interviews, archival data, program documents, and existing data files. Findings are presented in two case studies in both narrative and tabular form. The case studies were cross-analyzed to determine similarities and differences in program content, process, and outcome. Analysis revealed that graduates of the innovative program were overall more satisfied with their preparation than graduates of the traditional program. In fact, graduates of the innovative program held more favorable opinions of program quality, considered their overall experience to be more positive, and perceived a higher degree of leadership preparedness. Most notably, participants in the innovative program obtained positions as principals at a higher rate than graduates of the traditional program. Particularly in the cases of female and minority participants, data indicated that the innovative program provided a higher-quality program that led to more positive outcomes in terms of leadership job attainment.Item The role of public school superintendents in providing equitable learning opportunities for children from poverty at the K-12 level(2006) Privitt, Galen Wayne; Estes, Nolan; Northcutt, NorvellItem A superintendent and principals : degrees of vision alignment : a case study(2008-08) Ewing, Randy Dennis, 1951-; Olivárez, RubénAt the beginning of the twenty-first century, school districts face a myriad of challenges including a steady stream of calls for reform, major shifts in demographics and increasing accountability standards. Despite the calls for reform and the threat of sanctions, school districts have found it difficult to affect significant changes in the gaps between the academic success rates for those who are identified as Economically Disadvantaged or minority and their more affluent, white students. The literature on change, on motivation, and on successful organizations quite often suggests having a “shared vision” as a prerequisite for success. The research specifically examining vision as a critical variable in school district-level success is limited. This study sought to examine vision as a “shared” or aligned component of success as perceived from the perspectives of the superintendent and principals in a successful urban school district. While there are questions about various aspects of vision that could be examined, this study drew its focus from three. The research questions the study considered were: What does the superintendent perceive the essential components of the district’s vision to be? What do the principals perceive the essential components of the district’s vision to be? Are the principal’s perceptions of the vision aligned with the perceptions of the superintendent? This study used qualitative research methods to study the strategies and practices employed by the superintendent of Compass ISD to generate a shared vision of success. Data for this study was from information from the Texas Education Agency, district publications and one-on-one interviews with the superintendent and several principals. Findings revealed a strong alignment of the superintendent’s perception of the vision for the district with those perceptions held by campus principals. The vision became a shared vision through the use of communication strategies, the establishment of desired results, setting guidelines for achieving those results, the appropriation of resources, through sharing accountability methods and measures, and by making the consequences for success or failure in achieving those standards known. The superintendent used data as a frame for his communications and for his decisions in all areas.Item Superintendent visibility : effects on student achievement, staff accountability, and organizational culture(2009-05) Rueter, John David; Olivárez, RubénSchool superintendents of today must balance leadership skills, political skills, instructional skills, and people skills. They are at the forefront of the school district and are the most public personification of the district. They are encumbered with and often held accountable for student achievement, ensuring that all faculty and staff are accountable in their respective areas, and fostering and many times creating a culture that must meet the needs of all of their constituents. Research suggests that being a visible presence in the school district is one way for school superintendents to gauge the effectiveness of the district. Given the complexity of the job, school superintendents must utilize every available moment to ensure that the work of the school district is done in an efficient and effective manner. The successful school superintendent will find ways to be a visible presence in the school district and in the community, thus enabling him to have first-hand knowledge about the actions of the varying constituents in the school district as well as providing opportunities for him to have a positive impact on those actions. This treatise utilizes case study design to analyze the actions of a superintendent in one suburban school district. From the analysis of interviews, documents, and interactions, certain themes emerged. This study suggests that superintendents maintaining a visible presence in the district and in the surrounding community have a positive effect on the studied areas of student achievement, staff accountability, and organizational culture. Additionally, the study analyzed and documented specific behaviors which enable the superintendent to actualize a visible presence in the school district.