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California Elementary School District Superintendents' Perceptions CALIFORNIA ELEMENTARY SCHOOL DISTRICT SUPERINTENDENTS’ PERCEPTIONS REGARDING PROFESSIONAL DEVELOPMENT SUPPORT AND REFLECTIVE PRACTICE IN THE SUPERINTENDENCY by Julie Ann Graves B.A. (California State University, Bakersfield) 1977 M.A. (California State University, Bakersfield) 1984 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctorate in Education Doctoral Program in Educational Leadership at Fresno State Kremen School of Education and Human Development California State University, Fresno 2017 ii Julie Ann Graves December 2017 Educational Leadership CALIFORNIA ELEMENTARY SCHOOL DISTRICT SUPERINTENDENTS’ PERCEPTIONS REGARDING PROFESSIONAL DEVELOPMENT SUPPORT AND REFLECTIVE PRACTICE IN THE SUPERINTENDENCY Abstract This dissertation examined perceptions of elementary district superintendents regarding professional development in the superintendency. The current challenges of the superintendency require superintendents to be more prepared than ever before and to serve as effective leaders of school districts. Specifically, this research identified what professional development activities provide effective support in the superintendency, and additionally identified the value of linking professional standards with professional development. This study also focused on the connection between reflective practice and professional development in the superintendency. The three research questions that guided this study were: In what structures of support and professional development do elementary school district superintendents participate? To what extent are professional development activities of elementary school district superintendents connected to the CPSEL? To what extent do professional development activities enhance the elementary school district superintendent’s application of reflective practice in the superintendency? This study employed the explanatory sequential design mixed-methods approach. In phase 1 of this study, quantitative data were collected and analyzed ii iii from California elementary superintendents’ responses to an electronic questionnaire regarding professional development in the superintendency. In phase 2 of this study, qualitative data were collected and analyzed from a random selection of the California elementary superintendent participants who were willing to participate in a follow-up telephone interview to further explain the quantitative results in this study. A semi-structured interview protocol for the qualitative data collection of superintendent participants was used in this study, followed by a qualitative data analysis in order to discover the emergent themes in the data. The quantitative and qualitative data in this study uncovered numerous common elements regarding professional development in the superintendency. The three overall themes that emerged in both the quantitative and the qualitative data analyses were: the frequency and need for professional development, the CPSEL alignment of professional development, and professional development support for reflective practice in the superintendency. The frequency and need for professional development had two subthemes: context of district diversity and fiscal alignment and board support. CPSEL guided professional development had one subtheme: pursuit of continuous learning. Reflective practice had one subtheme: collaboration. Implications for future practice were given as well as recommendations for future research. iii iv Copyright by Julie Ann Graves 2017 iv v California State University, Fresno Kremen School of Education and Human Development Doctoral Program in Educational Leadership This dissertation was presented by Julie Ann Graves It was defended on November 14, 2017 and approved by: Randy Schultz, Chair Teacher Education Charles Weis Educational Leadership Donald Wise Educational Leadership v vi ACKNOWLEDGMENTS “With God all things are possible.” Matthew 19:26 I would first of all like to acknowledge that this is one of many blessings that I have received in my life in which my faith has facilitated my successful completion of this journey. To my parents, Margaret and Eugene Nelson, who valued and instilled a love for learning in me and always encouraged me to achieve my goals. You have provided unequivocal love and support for all of my endeavors in life. To my sisters, Lori and Vicki, you have supported and encouraged me and ultimately believed in my ability to accomplish this goal. To my husband Frank, who has sacrificed as much as I have in achieving this goal. Your love and support has been a hallmark of my success as I approached each milestone in this endeavor. I know that I could not have successfully completed this journey without you. To my children, Tad, Brian, Denny, Steven, Jessica, and Emily, and their spouses, Megan, Kathy, Jill, Brad, and Bill, you have all inspired me to be the best person I can be and I thank you for that. To my grandchildren, Connor, Kaiden, Garrett, Tristan, Alice, Evan, Rylan, and Addison as well as my future granddaughter Lyllah, you have all been an endless source of inspiration in my life. To my Family Five cohort, each and every one of you has added value to my life from knowing you. I appreciated your support and acceptance of me for vi vii who I am, and I cherish the bond that has been formed that I believe will last a lifetime. To Angie, Jonathan, and Robin, what can I say? The team we created was incredible and you will always be in my heart. To Rita, it truly breaks my heart that we lost you before we could complete this journey together and I will forever honor your inspiration and memory in my life. To all of my fellow elementary district superintendents in California who so willingly gave of their time and talents in contributing to this topic of research. I am honored to be considered and to serve as an elementary district superintendent with all of you. To my chair and committee members, Dr. Schultz, Dr. Wise, and Dr. Weis, I thank you for providing guidance and for the sharing of your expertise with me in the completion of my Doctoral Degree. Words cannot express my heartfelt gratitude. Additionally, the support from both California State University, Fresno and California State University, Bakersfield Doctoral Programs was essential to my success and provided valuable assistance in the process of earning my Doctoral Degree. vii viii TABLE OF CONTENTS Page LIST OF TABLES .................................................................................................. xi LIST OF FIGURES ................................................................................................ xii CHAPTER 1: INTRODUCTION ............................................................................ 1 Background ......................................................................................................... 1 Statement of Problem .......................................................................................... 7 Theoretical Framework ....................................................................................... 8 Organizational Learning ................................................................................ 9 Reflective Practice ....................................................................................... 10 Significance ....................................................................................................... 11 Purpose of Study ............................................................................................... 14 Research Questions ........................................................................................... 14 Limitations ........................................................................................................ 14 Definitions ......................................................................................................... 15 Summary ........................................................................................................... 17 CHAPTER 2: REVIEW OF THE LITERATURE ................................................ 19 Historical Perspectives of the Superintendency................................................ 19 Evolution of the Superintendence Role ....................................................... 19 Decennial Superintendent Survey Research ............................................... 23 Current Challenges of the Superintendency ..................................................... 30 Educational Reform Reports and Initiatives ............................................... 30 21st Century Learning .................................................................................. 33 Professional Standards ................................................................................ 34 viii ix Organizational Learning ................................................................................... 37 Reflective Practice ............................................................................................ 47 Professional Development ................................................................................ 52 Summary ........................................................................................................... 56 CHAPTER 3: METHODOLOGY .......................................................................... 58 Purpose of Study ............................................................................................... 59 Research Questions ..........................................................................................
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