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Saturday, November 19 • 12:20pm - 1:30pm
Diverse Challenges for Superintendents and District Leaders

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Participants:

Breaking Gender Walls Through Pathways to the Superintendency. Gina Laura Gullo, Jill Sperandio (Lehigh University)

The educational leadership gender gap is a national social justice crisis. Women leaders are critical to growth, but only represent 24.1% of US superintendents. The study investigated how aspiring superintendents perceived the insider versus outsider career tracks and whether gender differences existed in superintendency hiring patterns using a mixed methods, survey-based design. Findings indicated continued gender discrepancies, less superintendency interest by women, and an advantage of the insider career pathway for aspirant superintendents.

Messy Messages and Making Sense Across Complex Contexts: A Regional Network of Superintendents Confronting Equity. Katherine Rodela, Sharon Kruse, Kristin Shawn Huggins (Washington State University)

This paper analyzes interactions among 12 superintendents, who confronted equity issues and shared their experiences with each other in monthly meetings. We analyze how they negotiate their own equity understandings among their peers. Findings reveal “messy messages” across four domains: public versus private talk, and public versus private action. These messages illustrate the complexity of district equity advocacy and increasing need for social justice education in leadership preparation programs, particularly at the superintendent certification level.

The Intersection of District and School Leadership in a Small Urban Southern School District. LaSonja Roberts, University of South Florida; Leonard C. Burrello, University of South Florida; John Mann, University of South Florida; Alvin Taylor, Meridian Public School District; Robin Miles, Meridian Public School District

This mixed method study captures lived experiences of three leaders from a small urban southern school district. They bring life to collected data that chronicle a transformation of academics, school, and community culture. Battling the challenges of politics, policies, and a community culture of high poverty, low expectations, and limited student opportunities, these leaders are able to use an appreciative change framework to re ect, re-envision, and ultimately rede ne the district’s core values, beliefs, and practices.

Toward a Model of Pathways to the School District Superintendency: An Event History Analysis. Bradley Davis, University of Texas at Arlington; Alex J. Bowers, Teachers College, Columbia University

We determine whether and when educators with superintendent certi cation become superintendents, and how their likelihood of making this transition is in uenced by race, sex, and their intersection. More specifically, we utilize survival analyses including a discrete-time hazard model to make sense of otherwise complex pathways to the superintendency.

Mentoring Emerging Leaders: Perspective of Mentees on Dispositions and Conditions for Leadership Learning. Ryan D. Anderson, Teresa Wasonga (Northern Illinois University)

Although mentoring is believed to improve the craft of the principalship, the processes of collective engagement between mentor and mentee are rarely investigated. This study investigated the conditions and dispositions that favor the transmission of intangible/tacit knowledge for leadership learning for the mentee.




Saturday November 19, 2016 12:20pm - 1:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet B

Attendees (4)