Below you will find third-party sites and resources. If you have a favorite resource that's not included in the list, please let us know.
- Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches from Eight Urban Districts
Many candidates for the job of principal in urban schools are ill-equipped for the work because the training they received too often fell short in providing the skills and experience necessary to improve teaching and learning. This report, commissioned by The Wallace Foundation, looks at efforts in eight Wallace-supported districts to revamp university leader preparation programs. It finds that the districts landed on three consumer-like approaches to promote the preparation of future leaders more likely to succeed in improving troubled city schools. One approach was used by all eight: acting like a “discerning customer” to establish clear expectations for principals, so preparation programs could craft training accordingly.
- The Three Essentials: Improving Schools Requires District Vision, District and State Support, and Principal Leadership
America’s failing public high schools cannot turn around unless they are led by promising principals who work under conditions that enable them to tackle the job. So what can be done to see to it that such conditions prevail? Based in part on 35 interviews with officials in diverse school districts, the report identifies seven strategies that schools, districts and state government can use to help secondary school principals succeed. These include investing heavily in professional learning about instruction and ensuring that data about student achievement are high quality and used effectively. The report includes a detailed chart describing the steps that states, districts and schools should take in pursuit of each strategy.
- A profession without a practice
School Leadership that Works indicates that effective “building leadership teams” can impact student achievement by an effect size of .25”
School District Leadership that Works indicates that effective “board/supt relationships can impact student achievement by an effect size of .24” (p 10)
A properly implemented leadership program has an effect size of .49 This is statistically significant.
IMPLICATION: Effective district leadership is one of the more impacting strategies in Marzano’s work Coop Learning .73, graphic organizers .59. etc.
- Adaptive Leadership by Heifitz and Linsky
Adaptive Leadership™ is a practical leadership framework that helps individuals and organizations adapt and thrive in challenging environments. It is being able, both individually and collectively, to take on the gradual but meaningful process of adaptation. It is about diagnosing the essential from the expendable and bringing about a real challenge to the status quo.
- ASSUMPTIONS CONSTRUCTING A SCHOOL SUPERINTENDENT’S MENTAL MODEL FOR TECHNOLOGY USE
Case study research with a mental model theoretical framework was used to
describe technological approaches the superintendent integrated into his roles.
Interviews, observations, field notes, and artifacts provided data required to describe the
technological approaches. Assumptions clustered together provided the insight to
understand technology approaches from emerging themes. Assumptions were drawn
from themes and checked with the superintendent.
The superintendent managed his district resources in essentially a paperless
office. Student records were managed with technology in his schools. Internet
connections made communication instant. The assumptions of efficiency drove decisions
to implement managerial technology approaches.
- Central Office Transformation for District-Wide Teaching and Learning Improvement
One of the first and most comprehensive studies of its kind, this report identifies five major changes that can help transform the focus of school district central offices from administration and compliance to improving classroom instruction. The report is based on an in-depth study of central office reform efforts in Atlanta, New York City, and Oakland, California. The changes identified include the offices’ strong engagement with school principals on improving instruction in their schools, and the reorganizing and “reculturing” of every central office so it centers its work on the classroom. The report is part of a series by University of Washington researchers that investigates how leaders can contribute to improved student achievement, particularly in challenging schools and districts.
- Challenges of the Public School Superintendency: Differences by Tenure and District Location
In this study, the researchers examined current challenges faced by 46 public school superintendents in
South Texas. Challenges faced by these superintendents which were investigated in this study were:
political obstacles/governance; high stakes testing; curriculum and instruction; funding; student socioeconomic
status; student demographics; personnel ethics; a lack of highly-qualified teachers and
paraprofessionals; a lack of educational diversity; and, student discipline. Through a survey completed by
46 public school superintendents in South Texas, statistically significant relationships were found
between superintendent tenure and concerns about these challenges. Statistically significant differences
were present in superintendents’ views about these challenges as a function of school district location.
Implications of these findings are discussed.
- Clearinghouse on Educational Policy and Management
This website provides access to the resources that were produced by the ERIC Clearinghouse on Educational Management, which closed December 31, 2003. For more information on ERIC/CEM's closing, see our final news bulletin. Now operating as the Clearinghouse on Educational Policy and Management (CEPM), we continue to maintain this website and to sell books and other materials that were produced under the ERIC contract. CEPM is housed in the Center for Advanced Technology in Education, College of Education, University of Oregon.
- Creative Learning Exchange - Systems Thinking
To develop Systems Citizens in K-12 education who use systems thinking and system dynamics to meet the interconnected challenges that face them at personal, community, and global levels.
The Creative Learning Exchange encourages an active, learner-centered process of discovery in K-12 education that challenges preconceptions, deepens conceptual understanding, and engages in meaningful, real world problem solving through the mastery of systems thinking and system dynamics modeling.
- Education Data by State
This Web site will help you view some of the important data that the U.S. Department of Education collects from the 50 states, the District of Columbia, and Puerto Rico. Please visit the About page for important background information on the data contained on this site before starting to explore the data.
- Education Research Labratory
SEDL is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. Improving teaching and learning has been at the heart of SEDL’s work for more than 40 years. Our projects have changed over time, but our commitment to student success has not.
During recent years, we have helped states, districts, and schools meet the challenges presented by the No Child Left Behind Act using a mix of research-based professional development, strategies, and resources.
- Empowering the 21st Century Superintendent
Of all the challenges you face as a superintendent, technology leadership may be the one that leaves you feeling the most unprepared, uncertain and vulnerable. You're not alone.
Superintendents in districts of every size and geographic region expressed similar sentiments about technology in focus groups and one-on-one interviews:
- Evolution of the School District Superintendent Position
Normative role expectations for local school district superintendents
have evolved over the past 150 years, incrementally becoming more
extensive, complex, and demanding. By the 1980s, 82% of the states had
promulgated laws or policies that required officeholders to complete a prescribed
program of graduate study and subsequently obtain a state-issued
license (or certificate) to practice. All but three of these states specified courses that had to be completed, and somewhat surprisingly, only 25states identified “classroom teaching experience” as a license requirement(Baptist, 1989). More recently, Feistritzer (2003) reported that although 41 states continue to require preparation and licensing for superintendents...
- From Custodian to Conductor
For today’s superintendent, the challenge is to bring out the nest in all players, harmonizing them into a symphony of success. The work is all about relationships. (The School Administrator, March 2007)
- Guide to K-12 Education Research
Reporter Sarah D. Sparks spent the last five years writing about federal and state education regulations. Now covering education research, she can most often be found with a double-shot mocha in one hand and the latest academic journal in the other. Join her in a discussion of the politics, personalities, and p-values in education studies, and help bring research out of the lab and into the classroom.
- Leadership & Sustainability - Book
Pursue long-term sustainability without jeopardizing short-term results!
As agencies have pushed for greater performance and public accountability over the past two decades, we have seen some incremental improvements. But all too often experience reveals that these improvements are temporary. Leadership & Sustainability provides a comprehensive examination of what leaders at all levels of the educational system can do to pave the way for large-scale, sustainable reform.
Building on ideas established in his best-selling publication, The Moral Imperative of School Leadership, author Michael Fullan confronts a question that has never been addressed before: How do you develop and sustain a greater number of system thinkers in action, or new theoreticians? These proactive system leaders are at the heart of the issue of sustainability, for they are the ones to bring about deeper reform while simultaneously helping to produce other theoreticians working on the same issues.
- Learning First Alliance
The Learning First Alliance is a permanent partnership of 16 education associations with more than 10 million members dedicated to improving student learning in America's public schools. We share examples of success, encourage collaboration at every level, and work toward the continual and long-term improvement of public education based on solid research.
- Learning-Focused Leadership and Leadership Support: Meaning and Practice in Urban Systems
For a year and a half beginning in 2008, a team of researchers explored seven urban districts and schools within them to find out what good education leadership means and how it can best be supported. The result of their work was three now-published reports looking at issues including the role of the school leader and the transformation of central district offices so they focus more on improving instruction. This slim, Wallace-commissioned volume is a synthesis of what the researchers learned from their undertaking. Among other things, they describe five key education leadership practices, including making it clear that improving instruction is the “main business of the school and district.”
Located in Denver, Colorado, with an office in Honolulu, Hawai‘i, McREL is a private, nonprofit corporation dedicated to making a difference in public education. We draw upon the best of education research to translate what works into innovations and results.
Our staff of highly respected educators and researchers provides the highest quality, field-tested, research-based products and services available in PreK–16 education.
- Pay Scale for Superintendent Job
This is national salary data for the job of School Superintendent
- Rural School Superintendents: A National Study of Perspectives of Board Presidents1
A successful rural school administrator must possess a variety of skills and abilities in order to appropriately meet the divergent
needs of teachers, students, parents, and community members. This nationwide study investigated those traits school board
presidents characterized as most important to consider in hiring rural school district superintendents, as well as indicators of
administrative success and strength. The most valued capabilities were (I) interpersonal relations/communications skills, (2)
financial/organizational management skills, and (3) good moral character/personality. A replication of the study, also reported
here, yielded similar findings. Administrator-training programs for rural educators should address the need for these competencies
in their curricula.
- School board-superintendent relations: Impact of new board member orientation on effective school governance
This study examined the impact that school board-member orientation had on effective school governance. Smoley's (1999) Model for School Board Effectiveness provided the theoretical foundation for the research. School-board orientation programs consisted of five categories: no participation at any level, locally-developed programs, Indiana School Boards Association (ISBA)-developed programs, a combination of local and ISBA-developed programs, and other training. The board assessment portion of the survey was organized into six areas of board operations: making decisions, group functioning, exercising authority, community connections, board improvement, and acting strategically.
- School Leadership Coaching: What Does It Look Like?
Summary: Little research has been conducted regarding the details of the relationship between leadership coaches and school leaders. This study, which took place in California, provides insights into coaching sessions and the benefits of coaching as perceived by school leaders. Major findings were that coaching sessions generally included several elements such as debriefing, setting and checking on goals, and questioning by the coach intended to push the client to new understandings. Respondents noted that confidentiality, the experience and knowledge of the coach, and providing guidance and inspiration to the client were all important aspects of the coaching relationship.
- Selecting, Preparing and Developing the School District Superintendent
A brief narrative description of the journal article, document, or resource. Although there are about 15,000 school districts in the United States, each headed by a superintendent, research on the superintendency has not been systematic and dynamic. This book presents a synthesis of research on the superintendency.
- The American School Superintendent: 2010 Decennial Study
Superintendents are the leaders of school systems and research shows that superintendents' leadership has a significant impact on student achievement.
- THE ROLE OF THE PUBLIC SCHOOL SUPERINTENDENT IN LOCAL ECONOMIC DEVELOPMENT
The public school superintendent is seen as the leader of schools and as a spokesperson
bridging schools and the community. With this thought in mind, along with reports
suggesting school and business collaboration as the key to better schools and lasting
economic growth, defining the school superintendent’s role in local economic
development becomes valuable. As school and business relationships change,
superintendents must be prepared to address this evolving interdependence.
- The Stress Process Among School Superintendents
The present study employs a moderation model to examine the relation of various sources of stress emanating from the role of the school superintendent to personal well-being and the additional effects of personal coping resources and social support. Results of multiple regression analyses using a sample of 117 school superintendents showed that utilizing personal resources of rational coping and taking time for personal care activities outside of work contribute significantly to well-being, in addition to the negative effect of occupational stressors. Rational coping also moderated the relation of stressors to well-being. Implications of the findings are discussed.
- The Superintendent in an Age of Accountability
How are superintendents responding to their changed environment? What leadership strategies are they using? Is the superintendency in a state of crisis, as some assert, or is it just adapting to fit the times (ERIC Digest, September 2002)
- The Superintendent Search: Who are the Consultants and What are the Barriers
Superintendent search consultants are often used to assist school boards in finding the top leaders of a district. The role of superintendent search consultants suggest that they have an understanding of board perceptions that may help or hinder employment in this position. This paper addresses research on the demographic composition of superintendent search consultants in Texas, as well as these consultants’ perceptions of barriers into the superintendency.
- Urban School Superintendents: Characteristics, Tenure, and Salary
♦ Some 56 percent of Great City School (GCS) superintendents were White, 33 percent were Black,
and 10 percent were Hispanic in 2003. By contrast, 37 percent of GCS superintendents were White,
47 percent were Black and 16 percent were Hispanic in 1997.
♦ About 77 percent of GCS superintendents were men in 2003. Some 46 percent of all superintendents
were White males; 20 percent were Black males, 10 percent were Hispanic males, and less than 2
percent were Asian males.
♦ Approximately 23 percent of GCS superintendents were women in 2003. Some
13 percent of all superintendents were Black females; 10 percent were White
females; and there were no Hispanic or Asian female superintendents.
♦ About 15 percent of GCS superintendents come from non-traditional backgrounds.
- Western State Benchmarking Consortium
In the mid-1990's, a small group of superintendents and other key executives from a handful of large high-performing Western U.S. school districts met and decided to join forces in their efforts toward improvement in learning for all students. From its inception, this central focus on improving student learning has been the "glue" which has bonded member districts. Consortium district leaders meet periodically to engage in dialogue about "best practices" and strategies for improvement and to share learning from various members' experiences. Active membership of the Western States Benchmarking Consortium now includes seven school districts committed to continuous improvement in learning for all students. The Consortium also works in a strong partnership with the American Association of School Administrators.