Definition of Terms Superintendent Instructional Leadership Expanding on Flath’s (1989) definition (as cited in Jenkins 2009), superintendent instructional leadership is defined as those actions a superintendent takes to promote growth in student achievement and student success. Student Achievement For purpose of this study, student achievement will be measured using the statewide Criterion Reference Test (CRT) Science results for 4th, 8th and 10th grade students, as well as composite ACT scores
focus on the instructional leadership actions of the superintendent and how they impact or influence student achievement, graduation rates, and dropout rates. In other words, how does the superintendent design and create a system that improves student achievement and success? What processes, procedures, and framework does a superintendent implement that positively contributes to student achievement and success? Assumptions This study is based on the assumption that district level leadership has an impact
By gaining an understanding of specific behaviors and practices at work in our Montana school districts, we can then facilitate a collective understanding of best practice for our Montana system of education. Answering the question of what this looks like in a school system is a worthwhile endeavor that will also add to the body of knowledge on superintendent instructional leadership. The strengths of a qualitative research method are in its “rich” data and smaller sample