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ERIC Number: ED551675
Record Type: Non-Journal
Publication Date: 2012
Pages: 163
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-1344-2
ISSN: N/A
The Role of Increased Accountability on the Use of Instructional Leadership Time by New York State Superintendents
Pustolka, Elizabeth Wood
ProQuest LLC, Ed.D. Dissertation, Sage Graduate School
The role of the school superintendent has evolved as a result of increased accountability, specifically under the No Child Left Behind (NCLB) legislation. Prior to NCLB, superintendents spent time the majority of their time on the managerial and political domains of leadership; however, the NCLB accountability movement combined with research on the benefits of instructional leadership intensified the need for superintendents to spend more time as instructional leaders. This qualitative study of twelve New York State Superintendents and six New York State Curriculum Leaders examined the impact of a district's accountability status under NCLB on the how much time superintendents and curriculum leaders spent on instructional leadership and further, whether having support from a curriculum leader impacted the amount of time superintendents spent on instructional leadership. While there was not a noticeable difference in the amount of time spent on instructional leadership between the examined categories (accountability status and support from curriculum leader) in this study, the study revealed all superintendents believed they were instructional leaders. Superintendents and curriculum leaders in this study identified spending a considerable amount of time in the area of instructional leadership. Interviewed leaders cited the need to continuously improve student results as the reason for this expenditure of time. Superintendents and curriculum leaders identified their use of data to make program-related decisions and address student achievement deficits. Superintendents leading districts facing accountability sanctions under NCLB were more likely to modify their program goals as a result of their accountability status. Superintendents leading districts facing accountability sanctions under NCLB, with support from a curriculum leader, reported the most-specific instructional changes as they worked to increase student results under NCLB. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001