0.8 Hunt, j., watkins, s., kersten, t., & Tripses, j. (october 20  (Page 4/5)

Results

The quantitative section of the survey included 26 separate questions which covered a number of topics ranging from mission and vision through the financial expertise needed by superintendents in school districts. Participants responded to each question using the five point Likert-type scale previously mentioned.

Six question areas garnered a “ strongly agree ” response by at least a majority of the respondents. The prompts warranting this rating were: (1) “Developing and implementing a shared school district vision, mission and core values among all district stakeholders;" (2) Listening intently to grasp fully others’ perspectives;" (3) “Developing, monitoring, and sustaining effective teamwork among administrators, teachers, parents, and school board members;" (4) “Ensuring that financial, human and material resources are directed toward achieving the school district’s mission, vision, and goals;" (5) “Establishing and communicating high expectations for effective teaching and student learning around non-negotiable instructional goals;” and (6) “Ensuring high expectations for academic rigor and excellence with students and staff.” None of these six areas of response should be surprising. Superintendent preparation programs, particularly those in NCATE institutions, strongly emphasize vision and mission. Communications are always key to any superintendent and working collaboratively in team settings is essential to success. Professors in superintendent preparation programs know that concern over school finance is almost universal among students. Finally, in the era of NCLB, it should not be surprising that high academic expectations and rigor are paramount. These six areas of emphasis in the quantitative section of the survey were strongly reinforced in the open-ended qualitative sections, as well.

Perhaps just as important to superintendent preparation programs are those areas which respondents did not rate highly in either the quantitative or qualitative sections of the survey. Among the areas rated as being less important were: demonstrating and using multiple change theories; understanding and communicating with stakeholders research-based strategies for curriculum alignment, teaching and student learning; promoting diversity in all district programs and services; and using the latest technologies to manage the district. While some respondents stressed the need to balance theory and practice in their open-ended responses, many others stated that superintendent preparation programs need to provide more practical and less theoretical learning experiences. Many respondents stressed the need for more case studies and more authentic learning.

Scholarly significance of the study

A limitation to be considered when interpreting results of this study is that since it was state-specific, generalizations beyond Illinois are limited. Although all Illinois superintendents were surveyed, not all responded to the survey. Therefore, caution should be used in drawing conclusions. However, voices from the field can help inform the practice of professors in superintendent preparation programs. Both positive elements and cautions can be drawn from this study. Practitioners endorse the value of vision, communications, teamwork, financial acuity, and establishing high expectations vis-à-vis academic rigor. Antithetically, the relative lack of importance attached to leadership change theory, diversity, and technology by practitioners are reasons for concern and should be considered by those designing and implementing superintendent preparation programs.