2012 UCEA Convention

A Phenomenological Study of Superintendent Entry Experiences: Programmatic Implications for University Preparation Programs. David Malone Sutton, Transylvania County Schools
This phenomenological study of the entry experiences of 20 incoming superintendents in 4 southeastern states identified challenges across 17 experiential categories and the use of 9 types of mediating strategies. Those findings raise important implications for university preparation programs. This paper discusses those implications and presents related recommendations in six areas for consideration by university instructors and administrators of educational administration programs.

Issues of Superintendent Preparation in Disadvantaged Areas. Chris Willis, Mississippi State University; D. Kay Brocato, Mississippi State University
This study uses records from Mississippi to examine the level of formal preparation for candidates for local superintendent. As a state comprised of disadvantaged communities – both rural and impoverished – this study starts to shine a light on issues of access to highly prepared leaders. The study finds that nearly superintendents with the lowest possible level of preparation lead 75% of the sampled districts. In addition the districts had very little choice in candidates.

The Role of District Leadership in Creating Early Warning Systems for Dropout Prevention & College Readiness. Frances Contreras, University of California, San Diego; Jessica Rodriguez, University of Washington; Kathryn E. Torres, University of Washington; Eligio Martinez Jr., University of Washington
Few states utilize their statewide data systems as early warning systems to prevent student dropouts and understand college preparation patterns and readiness. This case study explores district leadership and oversight of data collection and reporting that effectively creates an Early Warning System. This study informs research and policy discourse surrounding middle school preparation, high school completion, college readiness and factors that both predict and determine successful school engagement and academic achievement.
Understanding the Right Time to Leave a Position. Kerry L. Roberts, Stephen F. Austin State University; Pauline M. Sampson, Stephen F. Austin State University; Ralph L. Marshall, Stephen F. Austin State University; Stacy Hendricks, Stephen F. Austin State University
Every year many superintendents retire or leave their current position. To help fill the void leadership preparation program every year prepare superintendents to enter the profession. Research tells us why superintendents leave but how do you know when it’s the right time to leave. Superintendents were interviewed and eight themes emerged. This information will help preparation programs prepare superintendents for this decision they will ultimately be making.