Browsing by Subject "Superintendent"

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A school district's decision-making process regarding implementation of school choice : the case of one Texas public school district
(2020-04-29) Carlin-Gonzalez, Laura D.; Olivárez, Rubén; Ovando, Martha N., 1954-; Bukoski, Beth; Tielle Villerot, Annette
As school districts are challenged with facing the many demands of meeting the needs of all students, school choice is presented as one way to meet those needs. School choice is anchored in the economic theory of competition in that if parents and students are offered options for choice, then they will choose the best educational opportunities presented. In addition, if competition is injected into the educational system, all schools will improve as a result. Benefits and challenges have been identified regarding school choice. Despite the challenges, many traditional public-school superintendents and school leaders consider school choice implementation as a method of school reform. While there has been research regarding school choice benefits and challenges, further exploration was warranted regarding the decision-making process used to consider whether or not to implement school choice. The purpose of this study was to determine the decision-making process employed to decide whether or not to implement schools of choice within a single school district. It also focused on what factors contributed to the exploration of school choice implementation, and how the specific process employed, by the school superintendent, was influenced by the emerging factors considered for choice implementation. Thus, the researcher explored the actions taken by the superintendent and district leaders as they considered school choice implementation. The researcher employed a constructionism epistemology with a qualitative single case study approach. Data was collected, coded, and analyzed using a deductive process. The researcher used multiple data sources in order to triangulate the data. Findings suggested that factors that influenced the superintendent and school district leaders to explore school choice implementation were competition with neighboring schools, student achievement and student interests, and building on early successes. The findings further revealed the decision-making process employed by the district that included five phases: setting a vision, gathering data, soliciting community input, researching programs based on data, and creating tightly aligned implementation plans. The findings of the study discovered that the emerging factors influenced the decision-making process to be student-centered, highly data-driven and research based, and collaborative.
Closing the achievement gap : a case study examining the role of the superintendent executive team in improving African American and Hispanic student performance in a Texas school district
(2015-05) López, Ricardo, Ed. D.; Sharpe, Edwin Reese; Olivárez, Rubén; Palmer, Deborah; Ovando, Martha N; Zolkoski, Michael
The challenge of district-wide reform to accelerate the reduction of achievement gaps is a point of emphasis in the American public school system. Today’s superintendents are expected to focus on enhancing district-wide instruction at both national and state levels, in order to close achievement gaps, particularly for African American and Hispanic students. Superintendent success in creating and sustaining effective instructional frameworks has been the subject of few studies since high stakes testing was introduced in the 1990s. Similarly, research has also focused on district efforts to close achievement gaps (O’Doherty, 2007) and others have examined the role of the superintendent in reducing achievement gaps (Harris, 2014) illustrate the challenges of district-wide reform and introduction of systems, strategies, and tactics these teams use to further narrow achievement disparities with African American and Hispanic students. However, those studies primarily focused on the role and responsibilities of the superintendent’s instructional team and the superintendent’s successful efforts in reducing achievement gaps with diverse youth. Therefore, the purpose of this study was to examine the specific role of the superintendent and this leader’s instructional leadership systems, strategies, and tactics, which might have contributed to the reducing of achievement gaps with African American and Hispanic students. Findings of the study suggest that the superintendent plays a critical role as instructional leader, along with the district leadership team. Findings indicate that the superintendent creates a program evaluation and a student centered belief system, in addition to strategically build relationships and plan and set goals. Finally, the study suggests that the superintendent employs specific tactics such as being visible and accessible, building trust, sharing accountability, and sustaining a culture of high expectations with the intent of ensuring academic success for all students.
Implications of HB5 at the high school level
(2015-12) Schur, Andria McAdoo; Olivárez, Rubén; Sharpe, Edwin Reese; Wiltshire, Lyn; Bayard, Robert; Blasingame, Natalie
The historical, education accountability system has continued to evolve at both the state and federal level over the last 50 years in a pursuit to provide quality education for all students regardless of race, gender, or socioeconomic status. With the most recent policy adoption of Texas House Bill 5 (HB5) for high school graduation requirements in 2012, policymakers were focused on moving to the next qualifying level of producing college and career ready graduates. The enactment of this policy sets expectations not only from an assessment accountability aspect, as seen historically, but also expands to include procedural steps for school improvement. This action research case study used data from three Title I high school campuses within one of the largest urban districts in the state of Texas to provide insight from populations most impacted by HB5. Through a pragmatic mixed-methods research, the findings highlighted the implications of the HB5 policy at the high school campus level and the emerging outcomes. The quantitative research underwent trend analysis to identify how HB5 has impacted college readiness as measured by SAT composite scores and graduation rates among first-time test takers. In addition, the qualitative method was utilized to determine how HB5 impacted three principals at the high school level in guiding their schools’ organizational structures, on-going planning and decision-making processes, and human resource changes. The quantitative data revealed a slight decline in SAT composite scores after the transition to the new accountability system. Also, a gap in first-time test taker passing percentage rates and graduation rates from the TAKS exit test system to the new EOC accountability system appeared. The qualitative data from the principals revealed the three dominating themes of communication, focus, and relationships. The additional driving themes included change and responsibility. The final emerging theme was conflict between financial support and campus need at all three campuses. Implications and recommendations are provided.
Leadership actions and structures superintendents believe to enhance superintendent longevity : a qualitative study
(2014-05) Russell, Susanna Vaulx; Somers, Patricia (Patricia A.)
The modern American superintendency faces many challenges, including a national concern that there is a demonstrated shortage of qualified school superintendents in the United States. Reported superintendent tenure ranges from 2.5-4.8 years. Various research and anecdotal data identify and illustrate the complex factors influencing superintendent tenure, and in turn, organizational stability and student achievement. In Texas, superintendents identify strained relationships with the school board president, superintendent/school board communication and relations, and the inability to accomplish goals with the board as significant factors in their length of tenure. Superintendent success in creating and sustaining effective working relationships with his or her boards of trustees and various stakeholder groups is predictive of his or her longevity. Superintendents must successfully navigate interactions with their boards of trustees, as well as internal and external special interest groups, and the greater voting community. Studies abound, regarding causal factors in truncated superintendent tenure, as well as the intrinsic challenges of effectively managing the myriad functions of the superintendency. Those studies primarily focus on interactions with the school board, or describe failed superintendencies from a postmortem perspective. However, the research literature lacks qualitative studies that focus attention on successful superintendent leadership strategies, which have contributed to increased superintendent tenure, and have resulted in increased organizational stability and higher levels of student achievement.
Learning to manage the fiscal responsibilities of the superintendency
(2019-09-12) Zysk, Ryan Anthony; Olivárez, Rubén; Reyes, Pedro; DeMatthews, David; Brownson, Amanda
Nearly one hundred years of research identifies the topic of school finance as one of the most serious challenges facing superintendents. Superintendents are responsible for overseeing the day-to-day fiscal operations and entrusted to manage large amounts of public funds. The scope of this responsibility combined with a perceived lack of training ultimately amounts to a huge source of anxiety for these school leaders. The purpose of this study is to identify the critical financial competencies necessary for effective school leadership and provide guidelines for the practical restructuring of school finance courses in university-based preparation programs. This study explores the historical development of the superintendency: teacher-scholar, business manager, statesman, applied social scientist, and effective communicator. It examines two critical functions of the superintendent: instructional leadership and school finance. It provides a historical overview of superintendent leadership preparation programs, examining program structure, content, faculty demographics and characteristics, certification requirements and standards, and professional development. This study identifies the specific school finance competencies practicing superintendents perceive as the most essential knowledge and skills that should be covered in university-based preparation programs
Nontraditional pathways to the superintendency : a qualitative interview study
(2022-06-15) Binnicker, Dustin Galen; DeMatthews, David; Olivárez, Rubén; Reyes, Pedro; Averett, David
Superintendents have many roles, which include instructional leadership, community engagement, school board management, and advocacy with state and local policymakers. The superintendent also carries out the federal, state, and local accountability policies. These are critically important roles that can have a powerful impact on student achievement. Yet, little was known about career pathways and experiences leading to the superintendency, although researchers suggested that most of what was known about leadership ascendency was almost exclusive to campus-level leadership positions, such as the principal. While the majority of superintendents follow a traditional career path to achieve the position, some school districts sought to address the need for educational reform and superintendent vacancies through the hiring of individuals from outside education thought to possess the knowledge and skills transferrable between industry and education. The purpose of this qualitative interview study was to examine nontraditional-pathway superintendents’ demographic and background characteristics, professional career experiences and training, and ascendency to the superintendency. Eight nontraditional-pathway superintendents were recruited for participating in a series of two interviews per participant. The themes of motivations, job experiences, and education/degrees that the participants had prior to seeking the position of superintendent formed the factors leading to their interest and attainment of the position. Talent development and recruitment was discussed in relation to the identification and hiring processes that occurred in the school districts when there were key officials or individuals that needed to be replaced to effect change or drive further improvements within the districts. Vision was identified by each interview participant as critical to success. Each participant identified the ability to cast and share a vision as instrumental to being able to deploy initiatives and obtain necessary buy-in from their constituents and their leadership teams for systemic change to occur. Community/family was reflective of the sense of connectedness the interview participants felt with the districts they each served. In each of the cases, the superintendents worked to develop collegiality with their districts and communities to draw the community closer and ensure the work was done to their satisfaction. The treatise ends with implications and recommendations.
Perceptions of special education directors of the superintendent’s role in special education leadership : voices from the field
(2016-05) Sormani, Robert Edward; Olivarez, Ruben; Ovando, Martha; Flores, Steve; Pazey, Barbara; Sharpe, Edwin
School district leaders who have been well-prepared can positively impact student achievement in their school districts. In the area of special education, however, some superintendents appear to be less well-prepared for their role. Perhaps as a result, studies investigating superintendents’ roles and responsibilities in special education have revealed a focus primarily on the areas of budgeting and legal compliance when working with special education directors. While the responsibilities of the superintendent may be established in the eyes of the superintendent (Chaffin, 2013; Cope, 2002; Porter, 1999; Volpe, 2006), what is not well known is what special education directors perceive as the role of the superintendent in regards to special education (Volpe, 2006; Thompson & O’Brian, 2007). This study focused on the perceptions of special education directors on the role of superintendents in special education and the relationship between special education directors and superintendents. The study serves as an explorative qualitative study using grounded theory (Corbin & Strauss, 2015). Data was collected through interviews of special education directors and a review of publicly accessible documents. Participants were selected from currently-practicing special education directors in public school districts who have served in that capacity for at least two years. Major findings of this study suggest that self-perception of the role of special education directors is broader than what is revealed in current literature. The findings also support a number of roles for the superintendent in special education beyond finance and legal compliance and that special education directors perceive their relationship with the superintendent as both indirect and informal.
Perceptions of Texas public school superintendents and legislators regarding strategies utilized by superintendents to influence the development of educational policies
(2013-05) Bonewald, Gregory Jason; Olivárez, Rubén
The purpose of this study was to identify perceptions of superintendents and legislators regarding strategies utilized by superintendents to influence the development of educational policies. The study was guided by the following three research questions: 1) How do Texas superintendents perceive they influence state legislators in the development of educational policies? 2) How do Texas legislators perceive Texas superintendents influence state legislators in the development of educational policies? 3) What commonalities and differences exist between the perceptions of Texas superintendents and legislators in regard to how superintendents influence state legislators in the development of educational policies? A qualitative methodology and a grounded theory approach were utilized in this study (Corbin & Strauss, 2008). Data was collected via in-depth interviews with three purposely selected Texas public school superintendents and three Texas legislators. The data were coded and analyzed using open, axial, and selective coding techniques (Patton, 2002). This method of data analysis allowed for themes to emerge from the data and for the identification of a single overarching theme by which all other themes were connected. This study's findings uncovered that superintendents influence the development of educational policies at the state level by interacting with legislators and their staff members, by participating as members of professional organizations, and by enlisting local stakeholders. Ingrained in each of these processes for influencing policy development is the overarching theme that superintendents must build and foster relationships to influence the development of educational policies. Based on a thorough examination of the data gathered in this study, implications for practice were offered and recommendations for consideration of future studies that build upon this research were provided. This study is one of the only research endeavors ever conducted to examine the strategies utilized by superintendents to influence the development of educational policies. It is the only study of its kind known to the researcher that utilizes qualitative methodology. The richness of the data provided by the participants of this study adds significant value to the knowledge base regarding the political role of the public school superintendent to influence policy development.
Perspectives from long-tenured superintendents of color: enablers and inhibitors of superintendent longevity
(2023-12) Montelongo, Bardo Alberto; Woulfin, Sarah; Reyes, Pedro; DeMatthews, David; San Miguel, Trinidad
Superintendent longevity contributes to organizational success, while superintendent turnover creates academic instability and organizational dysfunction. Yet superintendent longevity continues to be a worrisome issue in education. The current turnover rate of superintendencies ranges from 14% to 20% annually, and superintendent tenure in districts with the highest percentage of low-income students is 3.5 years shorter than in districts with the lowest poverty levels. The concern becomes urgent when considering the direct correlation between superintendent longevity and district effectiveness. In contrast, frequent superintendent turnover has been linked to unsustainable district improvement efforts and less overall growth. Adding to the concern is the demographic imbalance between superintendents and the students they serve, with the low representation of people of color in superintendencies remaining problematic. Superintendents today are expected to function as agents of change who address head-on the increased state and federal accountability pressures, and who strive to level the field and yield excellent and equitable educational outcomes for all students. These transformative outcomes require innovative solutions, continuity of vision, and systemic reform resulting from sustained and focused leadership. This study sought to document how long-tenured superintendents of color in Texas perceived the enablers and inhibitors to their longevity and the strategies they deployed to remain in the role. By adopting a qualitative research design to examine the perspectives of 12 long-tenured superintendents of color regarding their lived experiences in the superintendency, the study aimed to represent and uplift the voices and experiences of those typically underrepresented in research. The findings revealed three enabling factors of superintendent longevity for which it is possible to articulate a subset of strategies deployed by participants to sustain their longevity in the role. The three enablers identified were 1) purpose-driven leadership, 2) a healthy relationship with the school board, and 3) establishing trust as a leader. Finally, the study provides recommendations to current and aspiring superintendents, school boards, and superintendent preparation programs in the hope it can enhance the design of more efficacious supports to help retain superintendents and provide concrete strategies to sustain their longevity in the superintendency.
Promising practices in superintendent evaluation : a case study of Texas School districts in Education Service Center Region 4
(2012-12) Sandoval, Monica Martinez; Olivárez, Rubén; Cantu, Norma V; de los Santos, Miguel; Garza, Elizabeth P; Sharpe, Edwin R
The primary purpose of this study was to examine the current practice of the superintendent’s evaluation process in three public school districts in Texas. This study collected information about current criteria used, the process as described by superintendents and school board presidents, and their perceptions regarding the effectiveness of the instrument used to measure the performance of the superintendent. A qualitative case study research approach was used to provide the researcher with rich, in-depth, relevant data. The researcher conducted multiple interviews of three superintendents and school board presidents in public school districts in Education Service Region IV of Texas. Additional data was gathered through documents and a reflective journal. There were six themes that emerged from data collected regarding superintendent evaluation: timing, rating, alignment, relationships, performance-based evaluation, and local control. The participating district modified and adjusted criteria and the process to align with the district context to more closely measure the school districts goals and priorities. The perspectives of superintendents and school board members offer insight into the process and struggles that each has with the overwhelming nature of the job of measuring the performance of the superintendent.
Superintendent communication skills in a successful school bond election in East Texas
(2021-03-12) Peacock, Ben Summers; Olivárez, Rubén; Reyes, Pedro; Sharpe, Edwin R; Pringle, Patrick G
Like any physical structure, school facilities age and diminish over time. Without proper maintenance and planning, school facilities may become obsolete, and fail to meet the needs of their students. Local school bond elections finance facilities construction and renovation. Local voters approve or reject bond referendums in a democratic process that demands adequate communication and leadership from the school superintendent. In order to pass bond elections that will improve district facilities, superintendents must be able to effectively communicate to a diverse array of stakeholders. In a bond election, the communication skills of the superintendent can make or break the outcome of the bond proposal, and the obstacles superintendents confront during a bond election are often best addressed with adequate communication. Current research reveals that superintendent communication is important in a bond election. But which superintendent communication skills matter the most? Which superintendent communication skills do stakeholders identify as the most crucial for bond passage? What challenges does a superintendent face during a bond election, and how are those challenges addressed with effective communication? The existing literature has yet to answer these crucial questions. This research study will identify the superintendent communication skills needed to pass a bond election in a small East Texas school district. The research will also analyze the challenges a superintendent confronts during a school bond election, and the manner in which a superintendent’s communication helps overcome those challenges. The research will employ a interpretivist epistemology that values participant experience and a single case study method that seeks to fully understand a single bond election. By informing superintendents of the communication skills necessary to pass a bond election, as well as the challenges that effective communication overcomes, the research hopes to improve the practice of the superintendency.
Superintendent entry plans : do leadership strategies for organizational stability matter?
(2014-05) Villerot, Annette Maria; Olivárez, Rubén
The public school superintendent has been studied since the early 1800s. Throughout history, the role of the superintendent has evolved into an increasingly challenging role. Between 1860 and 1960, school boards categorically selected superintendents who met a predetermined set of characteristics. White middle-aged males dominated the field. During the 1960s and 1970s, superintendents sought advanced degrees and preparation programs. Mentorships became integral components of the preparation programs that were designed to prepare prospective superintendents to meet the increasing demands of the job. During recent history, superintendents have been plagued by a multitude of academic, societal, and political challenges that are threatening the position of the school superintendent. Increased turnover rate and a declining interest in the field, compounded with the issues of financial management, staff recruitment, instructional leadership, communication, school governance, and strategic planning, are affecting the organizational stability of school districts. Upon entry, the superintendent must balance decision-making responsibilities with leadership strategies regarding the multidimensional functions of the school district. The literature is rich with studies regarding these compounded challenges within the organization of the school district, and research demonstrates that superintendent longevity is linked to organizational sustainability. However, the research literature lacks qualitative research studies focusing on superintendent entry plans, associated superintendent sustainability, and organizational stability.
The lived experiences of Black female superintendents : a transformative phenomenological study undergirded by Black feminist thought
(2021-12-06) Washington, Tracie R.; Cantú, Norma V., 1954-; Cantú, Deborah; Cruz, Paul; Wilson, Cynthia
This transformative phenomenological study involved exploring how Black females serving as superintendents in the United States experienced the journey into their roles, the state of the school districts as they began their roles, and their lived experiences as superintendents. I used Black feminist thought as part of answering the following research questions: (a) How do Black female superintendents describe their personal and professional lived experiences while ascending to the position of school district superintendent? (b) How do Black females appointed to the role of school district superintendent describe their lived experiences with leading a school district? Black feminist thought is an evolution of standpoint theory, which challenges the exclusivity and chauvinism of the dominant culture. This study followed a phenomenological approach, the primary method involved conducting semi-structured interviews. This study was comprised of 11 Black female superintendents across the United States who participated in one-on-one Zoom-based interviews. This transformative phenomenological study captured the lived experience of the Black female superintendents that have successfully navigated the prevailing phenomena of glass ceiling, glass cliff, and gatekeeping provided a platform for aspiring Black female superintendents to glean from their predecessors’ experiences. The 11 participants’ responses to questions in their individual interviews revealed the following five themes that answered the first research as (a) preparation, (b) exceptionalism, (c) sponsorship, (d) spirituality, and (e) need to check every box. The five themes that emerged for answering the second research question and describing the 11 Black women’s superintendent experiences were (a) diverse school boards, (b) turnaround school districts, (c) equity warriors, (d) sacrifice, and (e) support system. The participants disclosed that the discriminatory practice that remains evident in the role as superintendent is the gender role expectations that continues to drive Black female superintendents from the profession. The participants were hopeful that their leadership could change American public education for the better as they promoted educational excellence among all students. Thus, the participants’ rich narratives led to implications for policy and practice as well as opportunities for further investigation.