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District Leadership: A help or a hindrance?

3/13/2014

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Researchers have found a statistically significant and positive relationship between district-level leadership and student achievement when the superintendent, central office staff, and school board members do the work most highly correlated with positively impacting student outcomes. In addition, positive correlations that have been found between the length of superintendent service and student achievement seem to confirm the value of leadership stability within schools. The reality is that the average tenure of a School Superintendent is 2 years, whereas the average tenure of the CEO’s at Dell, GE, Fed Ex, and Microsoft was found to be 24 years! According to the research (Waters & McNulty, 2006), school board members need to hire a superintendent who has the knowledge, skills, and dispositions needed to carry out the appropriate leadership responsibilities focused on improving teaching and learning. Successful boards were the ones found to support the collaboratively developed district goals for achievement and instruction. Lastly, according to the research, to increase the likelihood for district success school boards need to support district- and school-level leadership in ways that increase, rather than decrease, stability.


How does this research make sense based on your professional experience?
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    Author
    As a professional educator, BR spent nearly 20 years as a teacher, coach, assistant principal and supervising principal in the K-12 schools in Mississippi. Recognized by the state department of education as the State Administrator of the Year in 2010 because of increased student achievement, BR decided that he would begin traveling the nation sharing the effective practices his school used to improve student achievement. BR seeks to provide world-class service to educators across the world while helping to improve and impact education one child, one school, and one district at a time.

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