Central office supervisor contributions within exemplary Texas school districts
Abstract
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.
Department
Description
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