The New York City Public School System has experienced many education reforms over the decades. In 2002, Mayor Michael Bloomberg was granted mayoral control of the New York City Public School System. The continuous reform efforts affected superintendents’ roles. This change focused on systemic reform rather than local reform, which was one of the community district superintendents’ responsibilities. The purpose of this qualitative study was to investigate the evolving role of superintendents during frequent change efforts introduced in the New York City Public School System between 2002-2016. This study investigated the changing role of superintendents and how the various organizational changes and practices affected school leaders. It also investigated if any transition supports existed for superintendents during the frequent change efforts.
Research participants included thirteen New York City superintendents who first had experienced the various change efforts for at least five years or more in the role of superintendent. This study was guided by two research questions in which six themes emerged. The findings of the study suggest that all of the 13 participants agreed that frequent transitions affected how they approached their responsibilities. The results also revealed that superintendents that had developed trust in their districts, were able to maintain those relationships during all the change efforts. In addition, all of the participants concurred that their role was to build leaders. This study also found that all participants agreed that before policies are instituted, all educational stakeholders, including parents, must have input. Additionally, the participants acknowledged that the constant change of policy throughout the last decade resulted in lack of consistency and continuity and was not conducive to success. Eight out of the 13 participants agreed that the transition support over the last two years (2014-2016) was substantive. The participants agree that the current administration, seems to have a better approach in introducing and managing change efforts. One of such approaches is the ability for superintendents to provide ongoing support to their principals and monitor instructional changes enables superintendents to fairly evaluate outcomes.
|Commitee:||Feijoo, Laura, Siegel, Alice|
|School:||Sage Graduate School|
|School Location:||United States -- New York|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Keywords:||Education reform, Mayoral control, New york city superintendents|
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