Superintendent Leadership in the Era of the Local Control Accountability Plan, the Local Control Funding Formula, and the Common Core State Standards

Autor/in	Wong Ah Sun, Olivier B. M.
Titel	Superintendent Leadership in the Era of the Local Control Accountability Plan, the Local Control Funding Formula, and the Common Core State Standards
Quelle	(2016), (214 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Azusa Pacific University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-5588-2
Schlagwörter	Hochschulschrift; Dissertation; Superintendents; Leadership; School District Autonomy; Accountability; Funding Formulas; Common Core State Standards; Public Education; Educational Change; Leadership Role; Boards of Education; Collective Bargaining; Teachers; Stakeholders + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulrat; Führung; Führungsposition; School district; School districts; Autonomy; School autonomy; Schulautonomie; Verantwortung; Funding; Finanzierung; Common core curriculum; Curriculum; Kerncurriculum; Öffentliche Erziehung; Bildungsreform; Ausschuss; Tarifverhandlung; Lehrer; Lehrerin; Lehrende
Abstract	This qualitative research case study was conducted to describe expectations of superintendent leadership in the era of 21st century public education reform with the Local Control Accountability Plan (LCAP), Local Control Funding Formula (LCFF), and the Common Core State Standards (CCSS). The purpose of this study was to explore the perceptions between the leadership role of the superintendent and the three key stakeholder groups: the school board, the teacher collective bargaining units, and the community stakeholders. The significance of the study was to better understand the new relational dynamics of the superintendency, identifying potential pitfalls or problems that may contribute to the failure or success of the superintendent as the school district Chief Education Officer. Guided by a theoretical framework developed by Bolman and Deal (2003) and their four frames of organizational and leadership theories, what remained important was how each frame highlighted significant possibilities for leadership, but by itself was incomplete and therefore could not function in isolation. This study was interpretative and included face-to-face interviewing of 24 stakeholders from six school districts and a group forum of four additional superintendents. The data analysis identified seven themes that offered suggestions and recommendations for current superintendents, aspiring superintendents, school districts, and boards of education. The study also provided an in-depth understanding of what superintendents are currently experiencing and the significant adjustments, uncertainty, and pressure they encounter. In the end, the study provides findings of how these two components (LCAP and LCFF) together with CCSS implementation, have created a new paradigm for superintendent leadership: never before has public education experienced this level of change, accountability, or required stakeholder involvement, forcing the superintendent to navigate the many and varied competing interests of these groups, while addressing the needs of the school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01