Systemic change and the system leader: a case study of superintendent action to improve student achievement in a large urban school district

Unrestricted The purpose of this study was to identify the actions large urban school district superintendents take to leverage systemic change designed to positively impact student achievement. The study explored the entry of one superintendent into a large urban school district. This analytical case study focused on ten specific reform strategies, in order to determine how superintendent action impacted levels of quality and implementation. One research question and three subquestions inquired into the strengths and challenges of the district, how district characteristics related to the development of a strategic plan of entry, how the superintendent determined specific actions to be taken to initiate systemic reform to improve student achievement, and how those choices related to the unique context of the district and their own personal and professional background.; Data indicate that large urban school district leaders effectively deploy reform strategies designed to impact student academic performance by aligning the goals of the district to the activities taking place within the work and learning environments throughout the system. Establishing clear and consequential linkages between the district vision and action builds system coherence and allows for effective, systemic capacity building. Three overarching strategies were identified as essential to the change process, when advocated by the system leader. These include; ensuring equity of resources to all schools and students; practicing effective hiring, training and retention practices; and, ongoing strategic planning that both informs and directs district action.; As the superintendency transitions from a managerial-focused position to one responsible for instructional leadership, it is critical that system leaders have both the skill set and knowledge base necessary to direct multi-dimensional, district-wide action towards a single objective: improving student achievement. The findings and conclusions from this study can provide instructive guidance to those responsible for student achievement, as well as those who are vested in the outcomes of public education. Future research is warranted that incorporates a quantitative review of student achievement data in relation to the efforts for systemic reform, in order to provide a more robust analysis of the various reform strategies and establish a statistical relationship between district action and student learning.