Browsing by Subject "School management and organization--Texas"

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An analysis of administrative duties performed by superintendents of city schools in Texas
(1930) Gray, Hob; Pittenger, Benjamin Floyd, 1883-1969
Articulation problems as judged by pupils, parents, and teachers in selected public school units in Texas
(1945) Speer, James Bryan; Otto, Henry John, 1901-
Central office supervisor contributions within exemplary Texas school districts
(2002-05) Huckestein, Maria Luisa Sandoval; Ovando, Martha N., 1954-
The purpose of the study was to examine what central office supervisors of curriculum and instruction do within exemplary Texas school districts. For the purpose of this study, central office supervisors of curriculum and instruction is used in a generic sense. A total of 168 Texas exemplary school districts were surveyed. This study was conducted following qualitative and quantitative research guidelines. For the quantitative portion of the study, a survey consisting of 12 dimensions of emerging supervisory practices (Pajak, 1992) was used. For the qualitative portion of the study, interviews were conducted with a superintendent, central office supervisors, principals, and teachers in a selected high performing/high poverty school district. Data were analyzed following qualitative and quantitative guidelines. Survey results indicated that respondents agreed that the 12 dimensions of emerging supervisory practices reflect current practices to some extent. The survey results supported Pajak’s assertion that emerging practices reflect a more decentralized paradigm. Results also suggest that superintendents and central office supervisors agree that communication is the highest emerging supervisory practice. There was no significant difference in perceptions between central office supervisors and superintendents regarding current supervisory practices by position type. There was a significant difference in perception between male and female respondents. Results also suggest that restructuring efforts in exemplary school districts tended to respond to district- and campus-specific needs as reflected in the innovation goals. Four major areas of innovations included curriculum and instruction, technology, scheduling, and reading. However, descriptions of goals for restructuring and related features of innovation efforts do not necessarily reflect systemic restructuring. Central office supervisors of curriculum and instruction contributed to restructuring by acting as facilitators, curriculum planners, organizers of groups, staff developers, identifier and selector of resources, supporter, coach, data gatherer, data interpreter, service provider, planner, communicator, coordinator, and mentor. Additionally, central office supervisors made specific campus-related contributions in the areas of curriculum, assessment, staff development, planning and change, problem solving and decision making. The work of central office supervisors with principals reflects a service mode and as support provider. Central office supervisors with teachers included providing instructional support, being a cheerleader, a problem solver, a coach, a planner, and a staff developer for teachers at the campus level.
Practices of board presidents and superintendents in academically high-achieving Texas urban school districts
(2008-05) Williams, Rickey Joe, 1959-; Olivárez, Rubén
The purpose of this research was to identify practices and activities of school board governance in large urban Texas school districts that achieved an academic rating of Recognized during the 2005-06 school year. Specifically, this research was designed to identify the practices that board presidents and superintendents felt were beneficial and necessary in assisting their boards to govern in an appropriate manner. The research questions that guided this process are: 1) How is the board involved in policy development and district planning that contributes to governing the school district? 2) What practices are used in the management, operation, and training of the board and individual board members for effective school board governance? 3) What practices have proven beneficial for effective communication among school board members and between the board and superintendent, and how does the board evaluate its own governing effectiveness? 4) What are critical areas affecting school boards and their ability to successfully and effectively govern? This study used qualitative research methods to examine and identify the strategies and practices employed by superintendents and board presidents in assisting boards to properly and efficiently govern their school districts. Data for this study was collected through publicly accessible information from the Texas Education Agency’s web site and a series of one-on-one interviews with superintendents and board presidents in academically high-achieving large Texas urban school districts. After transcription of the interviews, the resulting data was coded and emerging categories and themes identified through Grounded Theory qualitative research methods and procedures. Based on analysis of the research, board presidents and superintendents identified the following practices for their boards: establishing salaries early in the budget process; regularly contacting local, state, and federal policymakers about educational issues; establishing annual goals and performance criteria for the district and superintendent from a district-wide strategic plan; providing the board with multiple opportunities of involvement each month to meet and discuss district issues; identifying and attending multiple levels of continuous board training; being visible in the community by attending school and community events; providing all board members with extensive and ongoing information from the school district; having clearly defined board operating procedures; and being an advocate for the school district as well as voicing support for the administration. Regardless of the size of the school district, the findings of this research will enhance superintendents’ and board presidents’ understanding of the activities and practices used by board presidents and superintendents in academically high-achieving Texas urban school districts.
Toward equity and excellence: an Hispanic superintendent's leadership efforts in Texas
(2004) Garganta, Rene; Scheurich, James Joseph
Today, school districts in Texas face many challenges. Dwindling state funding, increasing diversity, and increasing accountability for meeting high state standards are but a few. These challenges are being met by some districts that are successful even in light of these daunting circumstances. Although studies have described how some of these districts achieved high performance for all students, few have investigated this phenomenon in a diverse district that is led by a Hispanic superintendent. Thus, the goal of this study was to describe the processes that occurred in a diverse Texas public school district that had achieved success with all student groups. Specifically, the study sought to describe the role the superintendent played in the improvement of the district as well as describing the effect his ethnicity played in the change process.