Dissertation Rules
February 26 , 2018 EDCAL 9
Supt . -board relations studied
Hani Youssef is the assistant superintendent of Educational Services for Simi Valley USD . The following dissertation on board-superintendent relations was for his doctorate in Educational Leadership earned at California State University , Northridge .
As school boards of education in the United States were created out of a social need , the position of superintendent was created by school boards to serve the needs of the board itself . The very first superintendent was appointed in Buffalo , New York in 1837 and by 1890 , several major cities in the United States had a superintendent of schools .
Although the original and primary duties of the superintendent were to supervise instruction , select textbooks , manage facilities , and examine pupils ,
Youssef
the responsibilities of school superintendents have increased over time . In terms of accountability and responsibility , the superintendent ’ s job is ever-demanding . The position of superintendent has become one where the superintendent must possess the qualifications and the means to access the power of the school , all of the district ’ s staff , local and state government officials , and parental groups and teacher associations . The superintendent assumes administrative responsibility and leadership for the planning , operation , supervision and evaluation of the education programs , services , and facilities of the district .
The superintendent is also responsible for the annual performance appraisal of the district ’ s staff , managing the day-today operations of the district , preparing and submitting to the board of trustees a proposed budget , recommendations and overseeing of policies to be adopted , and implementing the adopted policies . The superintendent also provides leadership for the attainment of student achievement , organizing the district ’ s central administration and performing any other duties assigned by action of the board of trustees .
As the role of the superintendent has increased and evolved over the years , so has the role of the school board . The role of the school board includes the responsibility of hiring and / or firing a superintendent , establishing working relationships with other public entities to make effective use of community resources , serving the needs of public school students in the community , adopting a vision statement and comprehensive goals for the district and the superintendent , and monitoring progress toward those goals .
The school board also seeks to ensure that the superintendent is accountable for achieving performance results , recognizes performance accomplishments , and takes action as necessary to meet performance goals . School boards also adopt policies to establish a district-level planning and decision-making process , adopt an annual budget for the district , and they monitor district finances to ensure that the superintendent is properly maintaining the district ’ s financial procedures and records . School boards also ensure that district fiscal accounts are audited annually , and they publish an endof-year financial report for distribution to the community . In addition , school boards make decisions relating to terminating the employment of district employees employed under a contract , including terminating or not renewing an employment contract .
Given the responsibilities that school board members and superintendents have , it is critical that both entities have positive working relationships with one another . There is greater potential for success and progress within a school district when the relationship between school board members and the superintendent is positive . Positive outcomes may include increased student achievement , improved teacher and administrative retention , increased student
enrollment , and affirmed confidence from the community in the school board and superintendent leadership .
Conversely , a poor working relationship between superintendents and school board members deters school improvement and student achievement . For example , a poor working relationship may prevent the school district from achieving its student performance goals and effective communication structures may be poor or lacking . Poor communication between superintendents and school boards may lead to school board members and the superintendent being unable to effectively agree on a direction or plan to meet the established goals . A poor working relationship may also result in a lack of confidence from the community and other stakeholders resulting in distractions that take away from achieving identified goals . Such dysfunction may lead to decreased student enrollment and ultimately a decrease in funding . Such impacts may have a ripple effect that leads to a loss of jobs within a school district given an inability to financially support and sustain existing resources if student enrollment declines .
Various obstacles can be overcome by school board members and superintendents who have trusting and healthy relationships . Obstacles that can be overcome by a healthy relationship may include complying with legislative mandates in a timely manner , determining budget cuts when necessary , and addressing concerns brought about by collective bargaining units . In addition , increased expectations due to federal , state and local legislation leads to greater accountability for superintendents and school board members . Examples of this include state legislation related to the Local Control Funding Formula ( LCFF ) and the Local Control and Accountability Plan ( LCAP ). Healthy relationships allow school boards and superintendents to address such obstacles in a more effective manner than if the relationship between the two entities was dysfunctional .
Purpose of the study
The purpose of this study was to gain information and knowledge regarding the impact the relationship between the superintendent and school board members had on a school district . Specifically , this study explored how superintendents and school board members perceive their relationship and what impact , if any , those perceptions have on a school district . This study also explored which characteristics school board members and superintendents believe are essential to effective school board member and superintendent relationships .
Research questions
1 . How satisfied are school board members and superintendents with their relationship ?
2 . What characteristics do school board members and superintendents believe essential to effective school board member and superintendent relationships ?
Results and findings
Research question 1 : How satisfied are school board members and superintendents with their relationship ?
A significant finding of this study was the more years of experience a school board member and superintendent had , the greater the level of satisfaction in the areas of educational accountability , instructional program , leadership roles , school board-superintendent conflicts , teamwork , and school-community relations . As school board members and superintendents gain experience , they become more satisfied with their ability to address factors that are important to their working relationship . This allows for greater opportunity to reach and meet identified goals for a school district . By meeting the goals established by school board members and the superintendent , school districts have increased opportunities to realize and achieve success .
Research question 2 : What characteristics do board members and superintendents believe essential to effective school board member and superintendent relationships ?
In regards to essential characteristics to effective school board member and superintendent relationships , respondents identified the factors of student achievement and collaboration as the most important characteristics to effective school board member and superintendent relationships . Gender and size of district did not make a difference on levels of satisfaction or importance for school board members or superintendents in any of the factors .
Implications
The results of this study are of consequence to anyone who assumes the role of school board member or superintendent . It is clear from the data that years of experience significantly influences how satisfied school board members and superintendents are with their relationship as it relates to the factors of educational accountability , instructional program , leadership roles , school board member-superintendent conflicts , teamwork , and school-community relations . School board members and superintendents become more satisfied over time in their respective positions . The more years of experience a school board member or superintendent had , the higher his or her level of satisfaction in each of the six factors related to their relationship .
Conclusion
The findings of this study indicate that school board members and superintendents become more satisfied over time in their respective positions , superintendents being more satisfied than school board members with the instructional program within a school district , school-community relations , and student achievement ; and collaboration being identified as a very important characteristic to effective school board members
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and superintendent relationships , and there are conclusions that can be drawn from this study . The conclusions include school board members and superintendents should work toward creating professional and effective working relationships with one another within their districts . This would include setting aside time to address important issues facing a school district , developing clear instructional priorities for a district , accepting clearly defined roles and responsibilities , participating in discussions without fear of being ostracized by members of the board , working together to reach decisions , paying attention to the concerns of the community , committing to a vision of high expectations for student achievement , and leading as a united team . School board members and superintendents have a tremendous responsibility as professionals to build positive and effective relationships with one another . Establishing and sustaining positive and effective relationships with one another will lead a school district toward increased success .
Dissertation Rules
Research You Can Use is a periodic feature of EdCal that provides an opportunity for ACSA members to share their dissertation research . Publication of these summaries does not represent endorsement by ACSA of any specific program , policy or strategy . Dissertation summaries written by ACSA members in the past five years are welcome , along with a photograph of the researcher and present job title and location . If you have recent research to share , prepare a two-to-three page summary ( 750-1,200 words ), including vital statistics and conclusions . Email summary and photo to Cary Rodda , EdCal editor , crodda @ acsa . org .