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The study of Missouri superintendent perceptions about the Interstate School Leaders Licensure Consortium (ISLLC) Standards Performance Indicators was conducted to determine psychometric properties of the School Leaders Practice Survey (SLPS). The SLPS was sent to 524 Missouri school superintendents practicing during the 2006-2007 school year of which 73 agreed to complete the survey. Factor analysis and Cronbach's alpha were applied to investigate properties of reliability and validity. Conclusions indicated the instrument was reliable and valid. Principal component analysis yielded three components confirming leadership focused on learning: (a) Ethical Leadership for Learning, (b) Management of Learning, and (c) Culture to Support Learning. A data reduction process produced a refined form of the SLPS, which was also deemed reliable and valid.
This study measured the perceptions of superintendents and school board members in Missouri as they relate to ideal traits of effective principals. The perceptions are measured as they relate to the six Interstate School Leadership Licensure Consortium (ISLLC) standards. The researchers asked respondents to rank each of these standards on a four point scale Respondents were asked at the end of the survey to rank the six standards in importance.
This quantitative study, using survey research methods, examined whether Illinois public school superintendents perceived their superintendent preparation programs adequately prepared them for the superintendency. More specifically, the study examined superintendents0́9 perceptions about the relevance of educational leadership standards, which were developed from the Interstate School Leaders Licensure Consortium and Educational Leadership Constituents Council standards and Waters and Marzano leadership responsibilities and practices), if these standards were embedded in the respondents0́9 university-based leadership preparation programs, and the importance of the leadership standards to their positions. An online questionnaire was administered to Illinois public school superintendents who held their appointments during the 2009-2010 school year. A total of 314 of the 868 Illinois superintendents responded, for a 36.2% response rate. The findings revealed that over three-fourths (78%) of superintendents were satisfied with the training they received from their preparation programs. Respondents also indicated that their preparation programs, on average, provided a moderate degree of preparation with regard to the leadership standards. Respondents indicated the need for additional reform in preparation programs in order to remain current with superintendents0́9 changing roles and responsibilities. Respondents in this study recommended the following changes to strengthen superintendent preparation programs: (a) more focus on hands-on and practical experiences, such as internships; (b) more focus on fiscal, finance, and budget issues; (c) more instructors who are current, successful superintendents; (d) more training about politics and political culture; (e) mentor programs; and (f) information about building positive relationships with school boards. Responses also revealed the need to more fully incorporate school leadership standards in superintendent preparation program design. The mean emphasis ratings on the six standards were lower than the mean importance ratings across all 39 leadership items, indicating that the extent to which these standards were emphasized was lesser than the extent to which the respondents perceived that they were important. Furthermore, the amount of variability in the participants0́9 responses was greater for the emphasis items than the importance items, indicating that the participants were more similar in their beliefs of importance than they were relative to their actual experiences in their superintendent preparation. Additionally, female superintendents scored the importance of all six leadership standards higher than did male superintendents. Finally, respondents noted that a focus on instructional leadership was largely missing in most preparation programs. Respondents noted that only 38% of the questionnaire items related to instructional leadership practices were emphasized or highly emphasized in their superintendent preparation programs. However, respondents indicated that 87% of the items linked to instructional leadership were important or highly important to their practice. This finding is important due to recent education reforms mandating increased student achievement and the sanctioning school districts that do not meet yearly prescribed student achievement benchmarks.
Standards-Based Leadership is written specifically for superintendents and is framed within the most recent national standards: Professional Standards for Educational Leaders 2015. The cases provide an opportunity for superintendents, as well as those in training, to critically reflect on best-practices with real scenarios. Each chapter contains PSEL2015 standards, best practice literature, three cases, discussion questions, and additional resources. The chapters have been written by educators with leadership and superintendent experience.