Schools have a responsibility to prepare students for the 21st century because the global economy demands a workforce that can adapt to a constantly changing and increasingly complex environment. High-stakes accountability for student learning is the United States’ strategy to ensure that schools adequately prepare students. This high-stakes environment requires school leaders to make curricular and instructional decisions intended to simply prepare students for tests. Yielding to the pressure to perform on tests often neglects students’ opportunities to think critically or engage in complex problem solving, which are both important skills for today’s workplace. Some school and district leaders do not succumb to a narrow curriculum nor do they dictate tight instructional practices in response to high-stakes tests. They realize that they must adapt to external pressures while also preparing students for the challenges they will face. These schools and districts rely on organizational learning to identify problems and develop solutions. All members of the organization engage in a cycle of error detection and correction as a means to better navigate a complex and changing environment. This kind of school and school district work environment requires that the superintendent and principals lead in a way that fosters organizational learning. This case study uncovers the relationship characteristics between three former superintendents and five principals in a central Kentucky school district that fosters organizational learning. The study of this district found that key components of these relationships were (a) decisions based on what is best for kids, (b) a reliance on continuous professional learning, (c) a desire to constantly challenge the status quo, and (d) a genuine respect for each other personally and professionally.

Thesis (Ed. D.)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 183-194).

Thesis (Ed. D.)--Washington State University, August 2009. / Title from PDF title page (viewed on Sept. 10, 2009). "College of Education." Includes bibliographical references (p. 83-88).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves [86]-91).

Research shows that public school districts that follow traditional means of instruction and assessment are insufficiently preparing students for success in the today’s global world. As a result, students are entering into higher education institutions and the workforce without the necessary skills to succeed in these 21st century environments. Extant literature suggest that there is a broad consensus on this perspective in public and private sectors nationally and globally. Evidence shows that some school district superintendents and their respective school boards continue to focus on improving the current practices and student academic performance and assessment. Other instructional leaders recognize that their current systems may insufficiently equip students for their futures. Despite financial challenges, state regulations, and limitations of traditional community expectations, these leaders introduce and support innovative education programs that offer extraordinary college and career preparatory opportunities. Some of these innovative districts are recognized by their respective state Departments of Education such as the districts represented in this study that are recognized as Kentucky Districts of Innovation (DOI). This exploratory, multiple-case study examines how several rural Kentucky school districts address these challenges. They've designed, developed, and supported innovative programs to prepare their students for success in post-secondary education and future careers. The researcher examined a wide array of documents, including program applications, district budgetary documents, strategic plans, website information as well as conducted six interviews of three rural Kentucky superintendents and either their respective board chairs or a school board member. An analysis of these data identified leadership characteristics of these superintendents, their relationships with their board members, and how these relationships effect the design, development, and continuous support for innovation. The researcher identified four common themes: student preparation, rural identity, cultures of innovation, and communication. Both superintendent and board members created change to prepare students for their future. The superintendents closely identified with and leveraged their intimate knowledge of their respective rural communities to align education innovations to meet community needs. Superintendents nurtured cultures of innovation that encouraged and accepted informed risk-taking at all levels of the district. In turn, their boards of education supported these innovative efforts through the allocation of resources as well as positive patronage in local communities. Further, effective communication patterns supported positive relationships and built trust with their respective boards and communities. Findings from this study support the notion that complex decision-making processes that support education innovation begin with the school board’s decision to hire a school district superintendent. The support continues as the board also is well-educated about innovative practices, provides advice, and supports the district’s education initiatives. It is also evident that superintendents who lead their respective district’s education innovation initiatives are well-informed by extant literature, exemplary practice, and have the political acuity to ensure that they work in concert with their local boards of education. In conclusion, superintendents and the relationships they had with their school boards of education directly affected innovation efforts within these rural Kentucky Districts of Innovation.

Empirical research has shown a relationship between the school principal's leadership ability as an instructional leader and student learning outcomes. It would be reasonable to assume that the school principal benefits greatly from his or her superintendent sharing his or her knowledge and experience. The purpose of this study was to examine the perceptions of a sample of rural West Texas principals and the frequency and extent to which their superintendent provides them effective professional development and advice on a professional level or setting. Furthermore, the study focused on passive-avoidant, transactional, and transformational leadership styles. This was a mixed-method study utilizing 50 quantitative questions and 7 open-ended qualitative questions. Findings indicate that the principals'' perceptions of their superintendent's leadership style were on average, positive. Research supports that the behavior and actions superintendents used were both transformational and transactional forms of leadership and more often than not encouraged growth and positive outcomes among principals. The principals' perceptions regarding the impact of their superintendent's leadership style(s) on their own professional growth was positive, with results indicating that many superintendents would support and encourage professional and personal growth even where resources were limited.

This is a single case study of the socialization of a woman in the public school superintendency at the end of the 20th century. It is a description of the forces that come to bear on her behavior as the chief executive of a school system. Socialization is a continuous process of adaptation to and personalization of one's environment. Further, it is believed to be a process that occurs throughout one's professional career and life and not a fixed, end state; therefore, one's career is embedded within one's socialization for life. A model is proposed which represents female socialization as dynamic role creation through the responses of accommodation and role personalization as they are affected by the interaction of organizational, community, and personal forces. These forces are communicated through the transmittal processes of formal policies, networking, and mentoring. The unique experiences of this superintendent are explored to see if these forces of influence appear in this situation. Data collected through interviews and document reviews were coded and then analyzed with a matrix. Seven categories of subjects were interviewed, so this study not only provides the perspectives of the superintendent but also those of her spouse, secretary, current and former colleagues in the central office, a building-level administrator, current and former members of the school board, and community residents. Documents from the news media, records of school board meetings, and division publications provided information about the total experiences of this superintendent. / Ed. D.

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