School District Leadership Stability: The Relationship between the Stability of a Board of Education and the Superintendent

2011 ◽  
Vol 20 (1) ◽  
pp. 16-32
Author(s):  
Paul Williams ◽  
Anna Maria Tabernik
Keyword(s):  
School District ◽  
District Leadership ◽  
Board Of Education ◽  
School District Leadership ◽  
The Stability ◽  
The Relationship

Reforming School Discipline: Responses by School District Leadership to Revised State Guidelines for Student Codes of Conduct

2020 ◽  
pp. 0013161X2092589
Author(s):  
F. Chris Curran ◽  
Maida A. Finch
Keyword(s):  
School District ◽  
School Leadership ◽  
School Discipline ◽  
Codes Of Conduct ◽  
District Leadership ◽  
The State ◽  
Response Options ◽  
School District Leadership ◽  
State Educational ◽  
Analytic Design

Purpose: Over the past decade, increasing attention to the negative impacts of exclusionary discipline and disparities therein has led many state educational leaders to enact school discipline reforms. This study examined the response by school district leadership to a state’s revision of guidelines for student codes of conduct. Data: This study leveraged longitudinal data on school district codes of conduct from the 2013–2014 to 2015–2016 school years across the state of Maryland. Codes of conduct were coded in an iterative fashion according to a common set of infraction–response combinations. Research Design: Using a pre–post analytic design, this study examined changes in districts’ codified infractions, responses to infractions, and the overall tier of response. Furthermore, the study compared alignment between state guidelines and district codes of conduct while exploring variation in codified discipline across districts. Findings: Findings suggest that leaders in districts increased the number of response options available for most types of infractions, with the largest increases occurring for more serious infractions. While these increases tended to be driven by increases in the codification of less exclusionary responses, there were nevertheless sizeable increases in the availability of in-school suspension and removal/intervention. In almost all cases, school districts reported distributions of response options that were at a higher tier level than that recommended by the state. Conclusions: Findings are discussed in the context of current efforts to reform school discipline and the implications of such reform for implementation by district and school leadership.

Leadership for a new vision of public school classrooms

2014 ◽  
Vol 52 (1) ◽  
pp. 84-96 ◽  
Author(s):  
Bruce Sheppard ◽  
Jean Brown
Keyword(s):  
Public School ◽  
School District ◽  
School Districts ◽  
Distributed Leadership ◽  
District Leadership ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Content Type ◽  
School District Leadership ◽  
Enhanced Learning

Purpose – The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transformation of public school classrooms from being primarily teacher-directed, to predominately student-centered, technology-enhanced learning environments. Design/methodology/approach – This is a qualitative study conducted in all school districts in one Canadian province. Data were gathered through interviews of all district technology leaders and principals of two schools (per district) deemed exemplary in their use of technology for classroom learning; focus group sessions with stratified samples of teachers and all district-level program professionals in each district, and semi-structured observations of district-selected technology-savvy classrooms in two schools per district. Findings – The paper provides insights into the challenges of leading classroom innovation, including costs associated with technology acquisition and the provision of quality professional development. It reaffirms the continued relevance of the school principal while concomitantly confirming the inherent existence of distributed leadership within and across organizational boundaries that can facilitate or impede complex change. Finally, findings from this study serve as yet another reminder that the accumulated, rich evidence base regarding the process of leading and implementing complex innovation appears to be largely ignored by practitioners. Research limitations/implications – Because the research approach is qualitative and restricted to one defined population, the generalizability of this study may be limited. Practical implications – This paper draws attention to practical importance of fostering leadership from multiple sources and the need for reflection on how research evidence in education can better directed toward improved practice. Originality/value – Given the major public expenditures in the acquisition of new and emerging technology for public school classrooms, this paper may foster reflection for improved leadership and implementation practices. The paper anticipates that this work will contribute to a growing understanding of the distributed nature of school and school district leadership. Also, the paper believes it will help elucidate how current machinations of leadership might be adapted to facilitate the transformation of public school classrooms from primarily teacher-directed to predominately student-centered, technology-enhanced learning environments.

Beacon Charter School Needs a School: A Case of Capital Outlay of Charters in a Public District

2017 ◽  
Vol 20 (3) ◽  
pp. 56-64
Author(s):  
Meredith L. Wronowski
Keyword(s):  
Public School ◽  
School District ◽  
Charter Schools ◽  
Charter School ◽  
District Leadership ◽  
Capital Outlay ◽  
Political Climate ◽  
School District Leadership ◽  
The Public

The case study presented below is a representation of a real-world, ongoing situation involving a public school district’s capital outlay for charter schools within its boundaries. One particular charter, Beacon Charter School, was promised a permanent building by the public school district that also acts as its authorizer. However, recent events have created a statewide revenue failure which has, in return, caused a dramatic decrease in the school district’s available funds. The school district leadership must decide whether they can still provide school facilities to Beacon Charter School. To complicate matters, the political climate surrounding the district’s 12 charter schools has become increasingly contentious. This case study provides ample material for discussion as well as suggests guiding questions and activities.

No one way: Differentiating school district leadership and support for school improvement

2012 ◽  
Vol 13 (4) ◽  
pp. 403-430 ◽  
Author(s):  
Stephen E. Anderson ◽  
Blair Mascall ◽  
Suzanne Stiegelbauer ◽  
Jaddon Park
Keyword(s):  
School District ◽  
School Improvement ◽  
District Leadership ◽  
School District Leadership

School District Leadership Matters

2009 ◽  
Author(s):  
Bruce Sheppard ◽  
Jean Brown ◽  
David Dibbon
Keyword(s):  
School District ◽  
District Leadership ◽  
School District Leadership
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