Characteristics of superintendents who are effective instructional leader

The purpose of this study was to identify superintendents in the state of California who are highly successful instructional leaders and analyze their methods and strategies for motivating staff and garnering support of all stakeholders, then analyze the data and identify a common set of strategies used by all superintendents who are effective instructional leaders.;One-on-one interviews were conducted with superintendents', principals and cabinet level administrators in five districts in California. Superintendents were motivated to be effective instructional leaders for several reasons: They sought to have a positive impact on student learning and life long success; they wanted to leave a legacy of success; and, they were motivated to keep their jobs.;Superintendents established effective communication systems that permeated throughout the learning community. The superintendents were master communicators at all levels of the organization and were able to maintain articulation of district goals from the boardroom to the classroom. Superintendents included stakeholders in the development, implementation and monitoring of goals. Consequences for not meeting established goals were utilized and recognized at all levels of the learning organizations as the most prevalent incentive for following district goals and superintendent directives. Superintendents maintained a budgetary focus on district goals using a variety of means including realignment of personnel. All stakeholders were held accountable for maintaining district budget priorities. Superintendents worked with school board members closely to establish, implement and monitor district programs goals and objectives. The relationship between the superintendent and school board members was critical to the success of the district. Board members attended workshops in a variety of areas including budgeting, goal setting and monitoring, and data analysis of district success on student achievement. Student achievement was the predominant indicator for district success and evaluations for staff members, including the superintendent, focused on student achievement trends.