The purpose of the study was to identify superintendent practices and protocols that contribute to the ability of the urban superintendent to establish and sustain a school board focus on student achievement as the highest organizational priority of a school district.
The study was conducted utilizing mixed qualitative and quantitative methods. A survey of 23 urban superintendents in the Los Angeles area was completed and interviews were conducted with 4 superintendents. Numerous school district documents were reviewed and analyzed.
Four particular areas of superintendent/board relations and superintendent practices were examined: superintendent/board communication protocols, board training and orientation regarding student achievement, superintendent evaluation, and community support for student achievement.
The findings in the area of communication included the need for frequent, focused and purposeful communication, utilization of a variety of communication methods, and differentiation of communication methods and styles to meet the needs of different board members. The findings in the area of board orientation and training and superintendent evaluation included the importance of outside consultants or organizations in ensuring effective training of the board in governance responsibilities and in effective evaluation of the superintendent. The findings in the area of community support included superintendents moving beyond legally mandated or traditional organizations and considering cultural context in defining community.
|Advisor:||Garcia, Pedro E.|
|Commitee:||Castruita, Rudy, Crew, Rudy|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Communication, School board, Student achievement, Superintendent|
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