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SYSTEMIC CHANGE AND THE SYSTEM LEADER: A CASE STUDY OF
SUPERINTENDENT ACTION TO IMPROVE STUDENT ACHIEVEMENT IN A
LARGE URBAN SCHOOL DISTRICT
by
David E. Haglund
________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 David E. Haglund
Object Description
| Title | Systemic change and the system leader: a case study of superintendent action to improve student achievement in a large urban school district |
| Author | Haglund, David E. |
| Author email | dhaglund@usc.edu; hagdogusc@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-04 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-03-13 |
| Advisor (committee chair) |
Castruita, Rudy Marsh, David |
| Advisor (committee member) | Escalante, Michael |
| Abstract | The purpose of this study was to identify the actions large urban school district superintendents take to leverage systemic change designed to positively impact student achievement. The study explored the entry of one superintendent into a large urban school district. This analytical case study focused on ten specific reform strategies, in order to determine how superintendent action impacted levels of quality and implementation. One research question and three subquestions inquired into the strengths and challenges of the district, how district characteristics related to the development of a strategic plan of entry, how the superintendent determined specific actions to be taken to initiate systemic reform to improve student achievement, and how those choices related to the unique context of the district and their own personal and professional background.; Data indicate that large urban school district leaders effectively deploy reform strategies designed to impact student academic performance by aligning the goals of the district to the activities taking place within the work and learning environments throughout the system. Establishing clear and consequential linkages between the district vision and action builds system coherence and allows for effective, systemic capacity building. Three overarching strategies were identified as essential to the change process, when advocated by the system leader. These include; ensuring equity of resources to all schools and students; practicing effective hiring, training and retention practices; and, ongoing strategic planning that both informs and directs district action.; As the superintendency transitions from a managerial-focused position to one responsible for instructional leadership, it is critical that system leaders have both the skill set and knowledge base necessary to direct multi-dimensional, district-wide action towards a single objective: improving student achievement. The findings and conclusions from this study can provide instructive guidance to those responsible for student achievement, as well as those who are vested in the outcomes of public education. Future research is warranted that incorporates a quantitative review of student achievement data in relation to the efforts for systemic reform, in order to provide a more robust analysis of the various reform strategies and establish a statistical relationship between district action and student learning. |
| Keyword | systemic change; system leader; large urban school district; superintendent preparation; traditional superintendent; non-traditional superintendent; urban school systems; Broad Academy; urban school leadership; superintendent preparation programs; district-level reform; school reform; student achievement; system coherence; resource alignment; entry plan; strategic plan; strategic planning; human capital management; continuous improvement; professional development; performance management; data dashboard; instructional management; instructional leadership; accountability leadership; program coherence; district action |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2029 |
| Rights | Haglund, David E. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Haglund-2714 |
| Archival file | uscthesesreloadpub_Volume17/etd-Haglund-2714.pdf |
Description
| Title | Page 1 |
| Full text | SYSTEMIC CHANGE AND THE SYSTEM LEADER: A CASE STUDY OF SUPERINTENDENT ACTION TO IMPROVE STUDENT ACHIEVEMENT IN A LARGE URBAN SCHOOL DISTRICT by David E. Haglund ________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 David E. Haglund |
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