ABSTRACT

Given that school districts have considerable discretion over the schools they lead and serve, it follows that district actions can influence school turnaround. Using data from three districts that successfully oversaw transformation efforts in their lowest performing elementary schools, this article provides evidence on how district leaders can orchestrate improvement through supporting and supervising principals and teachers. Using an analytic premise capturing leadership practices derived from the literature, we employed first cycle coding on over 800 pages of documents. Then, using emergent coding we identified “sub practices” within each literature-derived practice. Using second cycle coding, we analyzed the extent to which district leaders work with or through others. Findings provide specifics that better convey how district leaders enact their work with schools. Findings also suggest that these districts work in facilitative roles alongside school leaders. Implications for principal supervision and support are discussed.

摘要

鉴于学区对其领导和服务的学校有相当大的自由裁量权，因此学区的行动可以影响学校的转机。本文使用来自三个地区的数据，这些地区成功监督了表现最差的小学的转型工作，本文提供了地区领导如何通过支持和监督校长和教师来协调改进的证据。使用从文献中获取领导实践的分析前提，我们对超过 800 页的文档进行了第一次循环编码。然后，使用紧急编码，我们在每个文献衍生实践中确定了“子实践”。使用第二周期编码，我们分析了地区领导与他人合作或通过他人合作的程度。调查结果提供的细节可以更好地传达地区领导人如何与学校合作。调查结果还表明，这些地区与学校领导一起发挥促进作用。讨论了对主要监督和支持的影响。