Exploring Scholar--Practitioner Leadership: Superintendents' Application of Theory to Practice in Texas Public School Districts (original) (raw)

This qualitative study was designed to investigate the methods of practice employed by Texas school superintendents who have completed a doctoral program centered on scholar-practitioner leadership. The purpose of this study was to explore and describe how serving superintendents apply their prior learning and knowledge to the articulation and translation of their district's mission/vision. The study described how six serving superintendents translate theory to practice by inquiring how each participant articulates the district's mission/vision. Through the analysis of face-to-face interviews, phone conversations, emails, and informal observations recorded in a researcher's journal, four common elements of scholar-practitioner leadership practice were identified by the researcher. The four common elements of practice were: ensuring the district's vision, mission, core values, guiding statements, and strategic plan is aligned from top to bottom throughout the district; creating trust and vision alignment with the school board; leadership team relationships and modeling; and inviting community input and creating partnerships. In addition, four common themes emerged as to how scholar-practitioner leaders apply theory to practice The four emergent themes were: creating programs and practices which support student success; reimagining roles and responsibilities across the educational system; change, inquiry, and research as a part of practice; and defining readiness. iv ACKNOWLEDGEMENTS I would like to express my deep appreciation to the members of my Doctoral Committee for steering me in the right direction and sharing both their insights and critical reviews. I cannot fully express my appreciation to the professors in service to my doctoral cohort and the illumination they provided to my personal practice as an educator and to their influence toward my personal journey and development as a human being. Specifically, I would like to acknowledge Dr. Sampson for her contribution to my desire to research current topics in education. I would like to acknowledge Dr. Bailey for his guidance in my master's thesis, and in his contribution to my thought processes associated to the application of organizational structures and the reimagining of educational systems. I would like to acknowledge Dr. Tareilo for her undying passion for cultural and social equity and the effect her passion had on me personally. I want to expressly thank Dr. Jenlink for his leadership, passion for the scholarpractitioner construct, and genuine manner in which he practices the leadership dynamic he advocates. I would like to acknowledge the space Dr. Embry-Jenlink created in order to facilitate the best of all of us. Specifically, I thank Dr. Embry-Jenlink for her active participation in the construction of the scholar-practitioner model for the cohort and for me, personally. I also extend my eternal gratitude for Dr. Embry-Jenlink agreeing to v chair this study. I would like to thank the members of my cohort for their support throughout this journey of individual and collective betterment. The collegiality and depth of our collaborations and conservations with one another cannot be understated, nor fully understood by non-cohort members. I appreciate you all, and the role you played in making me who I am today. Thank you for your support, challenges, and care. Finally, I want to give my heartfelt thanks to my wife, Mary, for sticking beside me during my arduous affair with lifelong learning. She deserves the title of Doctor of Education beside her name as much as I do. I also want to express gratitude to my children, Jordan, Rebekah, and Michael Scott for their consistent support and encouragement during the course of my studies. vi