The superintendent and reform: a case study of action by the system leader 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. Overall, 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 related sub-questions 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.; The analysis and results of the study indicated that the system leader (i.e., superintendent) utilized reform strategies in accordance to the strengths and challenges of the district to establish a vision and mission for the district’s work focused on providing students with a high quality educational experience. The major strategies utilized by the superintendent were: 1) establishing relationships with all stakeholder groups to create and foster clear lines of open and honest communication, 2) linkages between the district vision and actions, creating system coherence, 3) restructuring the allocation of resources to support teaching and learning activities, and 4) building leadership capacity throughout the organization through professional development and measures of accountability.; The superintendency position has transitioned from a managerial-focused position to one focused on instructional leadership. As a result, 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 provide guidance to those responsible for student achievement, as well as those who are vested in the outcomes of public education.