Abstract
This collective case study provides insights into the ways that superintendents lead learning in six highly successful and learning focused school districts. Themes from our cross-case analysis generated five major assertions offered as lessons for superintendency teams: framing leadership research in action, leading learning through superintendency teams, building purposeful professional relationships, accessing external and internal expertise, and travelling the pathways of collaborative leadership learning. Evidence was collected through 23 focus groups and 16 individual interviews. In total, 114 educational leaders participated: 53 principals, 33 central office leaders, and 28 superintendency team leaders. Data from documents, artifacts, field notes, and an online survey were also gathered in pursuit of transferable insights for district leaders practicing in other settings.
Highlights
The focus of this study was on a broad conception of instructional leadership – leading learning – as practiced by educational leaders at the district level
The purpose of our collective case study was to illuminate the overall instructional leadership practices of six school superintendency teams who have been identified as leaders of educator and student learning
We provide a brief description of the contexts in which the paper illustrates how superintendency teams lead learning in the following Alberta school districts: Chinook’s Edge School Division, St
Summary
The focus of this study was on a broad conception of instructional leadership – leading learning – as practiced by educational leaders at the district level. The purpose of our collective case study was to illuminate the overall instructional leadership practices of six school superintendency teams who have been identified as leaders of educator and student learning. To this end, we collected and analyzed qualitative data from 23 focus groups and 16 individual interviews that accessed the perspectives of 53 principals, 33 middle level district leaders, and 28 superintendency team leaders. Further analysis of these nine cross-case themes generated five major assertions about the ways in which successful superintendency teams lead educator and student learning These five analytical generalizations are based on the research team’s reasoned judgment and assertational logic about the extent to which the findings and themes of this study are transferable and can be used to guide superintendency team practice in other settings
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