| This study examined the critical aspects of oversight that superintendents must employ to improve instruction. It was an analysis of superintendents as instructional leaders. In this study, we looked at four school district superintendents who have demonstrated instructionally effective school districts. The study was based on a three-year period, using CST scores for language arts and math. School districts were identified on the basis of their ability to promote achievement on standardized tests.;A review of the literature discussed the various models for learning organizations, instructional leadership, and social mechanisms of control. The primary emphasis was on at the superintendent as an instructional leader. We looked at the superintendent’s belief, perception, skills, leadership style, and organizational design.;The research questions posed the following questions: (a) How do superintendents define a district-wide plan for improving instruction in language arts and math? (b) How do superintendents mobilize human, social, and physical capital to build a coalition of instructional leaders? (c) How do superintendents build the capacity of site-level instructional leaders to implement the chosen instructional programs district wide? (d) How do superintendents evaluate the effectiveness of their instructional programs?;The study involved mixed-methods research. Strategies of inquiry involved providing all participants with the same survey to gather statistical data as well as text information (interview) to provide the final database representative of both quantitative and qualitative information. Results were based on interviews and surveys of superintendents, along with analysis of selected documents. Verification of conclusions were reached through the process of triangulation. |
