IAP BOOK SERIES
Research on the Superintendency
The purpose of this series is to explore the most current research in the contemporary American school superintendency. Todayâ€™s school environments present vastly different considerations for educational leaders. As the districtâ€™s executive leader, the 21st century school superintendent must be prepared to tackle and embrace a new terrain focused on practices promoting justice and equity for every child as well as responding to myriad contextual and environmental factors. Harvey, Cambron-McCabe, Cunningham, & Koff (2013) identified a school superintendent must: 1) lead, not just manage, their school system, 2) lead without an ideal governance structure, 3) understand learning and assessment, 4) concentrate on equity and close the achievement gap, 5) develop principals, 6) collaborate, and 7) engage the community. In addition, a meta-analysis conducted by Waters and Marzano (2006) found that district leadership matters and through collaboration, focused goal-setting, alignment of goals and resources, and monitoring student achievement, effective superintendents are able to make a difference by fostering goal-oriented systems.
Despite significant findings on the critical role, responsibilities, and system impact of the schoolâ€™s executive leader, a commitment to focused research on the superintendency is needed. Our schools are changing and require a new focus, understanding, and response to diverse learning environments. Leading for social justice must be a primary consideration when studying the role of the superintendent and impact of her/his leadership. Garza (2008) states, â€œLeading for social justice incites political unrest because the hegemonic culture will resist change that provides equity to all members of societyâ€ (p. 163). The contemporary school district leader must recognize this challenge.
The superintendent is vital to this leadership response. This series creates a substantial opportunity for university scholars and practicing superintendents to come together in order to identify timely research topics important to 21st century superintendent leadership.
Harvey, J., Cambron-McCabe, N., Cunningham, L.L., & Koff, R.H. (2013). The Superintendentâ€™s Fieldbook. (2nd Ed.). Thousand Oaks, CA: Corwin.
Waters, T.J., & Marzano, R.J. (2006). School District Leadership that Works: The effect of superintendent leadership on student achievement. Denver, CO: McRel.
Reclaiming Local Control through Superintendents, School Boards, and Community Activism
Meredith Mountford, Florida Atlantic University; Leigh Ellen Wallace, University of Wisconsin-Milwaukee
- Contemporary Perspectives on Leadership Learning
- Contemporary Perspectives on Supervision and Instructional Leadership
- Current Perspectives in Demography
- Dimensions of Leadership and Institutional Success: Exploring Connections and Partnerships
- Educational Leadership for Social Justice
- Higher Education Leadership & Study of Historically Black Colleges and Universities
- Hispanics in Education and Administration
- International Research on School Leadership
- New Directions in Educational Leadership: Innovations in Scholarship, Teaching, and Service
- Research and Theory in Educational Administration
- Research in Education Fiscal Policy and Practice
- The SoJo Journal
- Transformative Leadership in Postsecondary Education
- UCEA Leadership Series