304 K-12 LEADERSHIP PRACTICES
relating to the administrator). He concluded that making the appropriate situational decision
from a professional knowledge base will more likely yield success.
The work of Young (2005) provided perspectives on the characteristics of effective
superintendents. Young posited that effective education leadership must include traditional
characteristics of leadership as well as those related to student learning. Young stated that
effective school superintendents must be “leader(s) of learning and instruction” (p. 158),
which requires them to have a working knowledge of curriculum design, student learning, and
instructional supervision.
In the existing research literature, there is a general consensus about the characteristics of
effective traditionally prepared superintendents. However, little is known about non-
traditional superintendents. This exploratory study provides information about the education,
training, and effectiveness of non-traditional superintendents.
METHODOLOGY
For this exploratory, descriptive case study, data were collected through both face-to- face
and telephone interviews with a purposeful sample of seven non-traditional superintendents as
well as through electronic correspondence (email). All seven of the non-traditional
superintendents of CGCS participated. Data collected included demographic information of
the school system, as well as information about the superintendent’s education background,
career experiences (including pathways that led these non-traditional leaders to the
superintendency), and multi-year data about school system performance as measured by
student test scores. Three years of the most current National Assessment of Educational
Progress (NAEP)scores and state-mandated accountability test scores were compared to
determine trends in student performance. Schools are loosely coupled systems (Weick, 1976)
and a causal relationship between superintendent leadership and student test scores cannot be
established. However, student test scores and graduation rates can provide a general
impression of the direction the system is headed (improving or declining).
The following questions guided this study:- Are there any commonalities in background, training, or experience of non-
traditional superintendents? - What knowledge, skills, or traits do non-traditional superintendents believe are
essential for success as a superintendent? - Has there been an increase in student achievement and academic performance
during their tenure?
Data analysis was conducted through a process of coding and sorting the collected data
and establishing common themes from multiple data sources (Bogden & Biklen, 1998). The
interviews were recorded and subsequently transcribed verbatim. During the interviews, field
notes were taken and these notes were later expanded upon and became a part of the case
database (Bogdan & Biklen, 1992; Lincoln & Guba, 1985). Data were triangulated through
member checks and the use of multiple sources of data. In keeping with established methods
of qualitative research, pseudonyms were used to protect participant confidentiality.