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Leading Common Core State Standards Implementation: Lessons from One Successful Superintendent

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Title: Leading Common Core State Standards Implementation: Lessons from One Successful Superintendent
Language: English
Authors: Filippi, John R., Hackmann, Donald G.
Source: Leadership and Policy in Schools. 2019 18(1):138-153.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Common Core State Standards, Superintendents, Leadership, Program Implementation, Leadership Effectiveness, Administrator Behavior, Participative Decision Making, Capacity Building, Professional Development, Coaching (Performance), Communication (Thought Transfer), Anxiety
DOI: 10.1080/15700763.2017.1398334
ISSN: 1570-0763
Abstract: The Common Core State Standards (CCSS) are required in most of the nation's public schools, and many superintendents have been tasked with implementing them in their school systems. Using leadership for learning as a conceptual framework, this case study examined the leadership behaviors of one superintendent in a Midwestern state, whose district was an early CCSS adopter. Findings revealed that the superintendent was successful in developing a shared CCSS vision; expanding district capacity through distributed leadership; providing professional development and instructional coaching supports; and responding to implementation challenges, which included maintaining open communications channels with stakeholders and managing teacher stress.
Abstractor: As Provided
Number of References: 32
Entry Date: 2019
Accession Number: EJ1206150
Database: ERIC
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  Value: <anid>AN0134749372;o8o01jan.19;2019Feb18.15:04;v2.2.500</anid> <title id="AN0134749372-1">Leading Common Core State Standards Implementation: Lessons From One Successful Superintendent </title> <p>The Common Core State Standards (CCSS) are required in most of the nation's public schools, and many superintendents have been tasked with implementing them in their school systems. Using leadership for learning as a conceptual framework, this case study examined the leadership behaviors of one superintendent in a Midwestern state, whose district was an early CCSS adopter. Findings revealed that the superintendent was successful in developing a shared CCSS vision; expanding district capacity through distributed leadership; providing professional development and instructional coaching supports; and responding to implementation challenges, which included maintaining open communications channels with stakeholders and managing teacher stress.</p> <p>Over three decades ago, movement toward a national set of curricular standards began in the United States. With the publication of <emph>A Nation at Risk</emph> (National Commission on Excellence in Education, 1983), policymakers endorsed standards as a cure for perceived deficiencies of the U.S. education system. Five presidential administrations, from Ronald Reagan to Barack Obama, have endorsed standards-based reforms predicated on clarifying what students should know and be able to do, tightly coupling assessments to learning targets, and enacting strict accountability measures to ensure students meet learning targets (Kirst & Wirt, 2009; Porter, Polikoff, & Smithson, 2009). The Common Core State Standards (CCSS), the current iteration of the standards movement, expands on prior reform initiatives, replacing state-derived content standards in mathematics and language arts with uniform standards initially adopted by 46 states (Common Core State Standards Initiative, n.d.). Reaction to the CCSS has been mixed and some states have withdrawn from this coalition. Many governmental officials assert that movement toward national consensus standards has been a positive policy development, but some scholars and practitioners have derided the CCSS as focusing on the wrong curriculum material or succumbing to a simplistic attempt to ensure students' academic success (Mathis, 2010; Tienken, 2011). The recent reauthorization of the Elementary and Secondary Education Act of 1965, the Every Student Succeeds Act (ESSA) in 2015, has adopted a neutral stance toward CCSS, noting that the federal government shall neither coerce, incentivize, or influence states to use these standards or assessments aligned with them. In contrast to its predecessor, the No Child Left Behind Act of 2001, ESSA shifts some authority back to the states, providing a degree of flexibility as states develop their annual plans.</p> <p>Some suggest that transitioning to a standards-based model will challenge school leaders to restructure school organizations, enable the change process on macro and micro levels, and facilitate knowledge- and skill-building activities to ensure those charged with delivering standards-based education are fully prepared to do so (Vogel, 2010). As the CCSS have become a reality, superintendents—as learning leaders of their organizations—must adapt their leadership behaviors to address operational challenges as they implement these rigorous standards. The problem, however, is that limited research exists describing superintendents' leadership practices in supporting CCSS, as they encourage their principals and teachers to restructure their curricula, adjust their instructional approaches, and develop aligned assessments. Given that most states have adopted the CCSS, the need exists to examine how superintendents work with others in the organization as educators implement the CCSS in their schools.</p> <p>This article details a case study of one superintendent who was noted to effectively lead CCSS implementation in her school district. Applying a leadership for learning framework, this study investigated three research questions: (a) In what behaviors and activities does an effective superintendent engage when leading CCSS implementation? (b) How does a distributed leadership approach from the superintendent unite stakeholder visions for CCSS implementation? (c) What challenges did the superintendent face when working to unite stakeholder visions of CCSS? We begin with an overview of research related to leadership for learning, addressing key dimensions of this conceptual framework, which we use for this study. We then describe the research methods and present the case context. Findings are explored, and the discussion notes how our findings align with the leadership for learning framework. We conclude with implications and recommendations.</p> <hd id="AN0134749372-2">Review of literature and conceptual framework</hd> <p>Research confirms that quality educational leaders are essential to promoting gains in student learning. At the school-district level, Waters and Marzano (2006) reported a correlation of.24 between district leadership and student achievement, and Leithwood and Jantzi (2008) reported the standardized total effects of district leadership at.13. Thus, it is clear that even though the district superintendent and central office administrators may be physically removed from classrooms where daily teaching and learning activities occur, they can work in tandem with teachers and building-level administrators to promote a district-wide culture that focuses on student learning.</p> <p>Leadership for learning was the conceptual framework employed for this study (Knapp, Copland, Honig, Plecki, & Portin, 2010; Knapp, Copland, & Talbert, 2003). Leadership behaviors that focus on the core technology of schooling—teaching and learning—have been variously described as leadership for learning, instructionally focused leadership, and leadership for school improvement (Murphy, Elliott, Goldring, & Porter, 2007). Despite differing labels, common to each is the contention that leaders who emphasize learning keep all organizational activities focused on equitable learning for all students.</p> <p>According to Knapp et al. (2003), "leaders engage in three learning agendas: student learning, professional learning, and system learning" (p. 10). While noting that these agendas work in concert with one another to promote learning across all levels, they also explain that other contexts influence the process, including "families, organizational conditions, and the larger policy and professional environment" (p. 10). The leadership for learning framework addresses five key dimensions: (a) establishing a focus on learning, (b) building professional communities that value learning, (c) engaging external environments that matter for learning, (d) acting strategically and sharing leadership, and (e) creating coherence (Copland & Knapp, 2006). Copland and Knapp argued that leadership for learning is a mental map for school and district leaders as they work to foster improved educational outcomes for students, as well as a lens to be used for examining leadership practices. Considering district-level leadership of standards-based reforms, leadership for learning operating as a map for school district direction is essential. Acting in concert with the distribution of leadership throughout the organization, practices that establish a strong focus on student learning, build a professional community that values learning, and create coherence can contribute significantly to effective CCSS implementation. In this review, we address the five key dimensions of the leadership for learning framework.</p> <hd id="AN0134749372-3">Establishing a focus on learning</hd> <p>The development and communication of a consistent, public focus on learning and teaching is critical to fostering improved learning outcomes for students (Copland & Knapp, 2006). Central to leadership efforts to foster such a focus is the willingness and ability of building-level and district leaders to develop within staff and all members of the school community the internalized message that the learning of each child matters (Knapp et al., 2010).</p> <p>Copland and Knapp (2006) suggest strategies district leaders should employ to foster a learning-focused leadership platform. They assert that leadership must situate itself at the site of learning: the classroom. Research confirms that educational leaders' behaviors, including those of principals and central office leaders, are key to promoting improved student learning (Murphy, Smylie, Mayrowetz, & Louis, 2009; Robinson, Lloyd, & Rowe, 2008). As learning leaders, effective superintendents regularly visit school classrooms (Petersen, 1999), and they consistently interact with principals, teachers, and students. In addition, and specifically connected to the effective deployment of standards-based reforms, Copland and Knapp advocate that district leaders participate in the creation of curricular frameworks aligned to learning standards. The development of standards-based frameworks should occur within the district, and student-learning successes resulting from this activity should be communicated to the broader school community. Also essential is the analysis of student learning data, using this information to guide educators' conversations and develop improvement strategies (Hoy, Tarter, & Hoy, 2006; Robinson et al., 2008).</p> <hd id="AN0134749372-4">Building professional communities that value learning</hd> <p>District leaders who ascribe to a learning-focused framework direct efforts toward creating and sustaining professional communities that value learning (Copland & Knapp, 2006; Louis, Thomas, Leithwood, Wahlstrom, & Anderson, 2010). Professional communities may include district- and building-level administrators, instructional coaches, teachers, and others acting in collaborative networks within and across schools toward instructional improvement (Copland & Knapp, 2006; Knapp et al., 2010). Effective learning-focused superintendents mobilize communities of practice to focus district efforts on strengthening professional development (Copland & Knapp, 2006). This involves fostering the reorganization and re-culturing of central office units to support principals, teachers, and others in schools (Knapp et al., 2010), so that they can be more effective in promoting learning gains for all students. Such a supportive leadership paradigm has been noted to be an essential ingredient for facilitating district changes associated with standards-based reform (Vogel, 2010).</p> <hd id="AN0134749372-5">Engaging external environments that matter for learning</hd> <p>Promoting improved student learning requires leaders to build relationships with external constituents and stakeholders, including parents, higher-education partners, and members of the business community (Copland & Knapp, 2006; Louis et al., 2010). Leaders can engage the external community in varied ways, including partnering with parents and businesses to solicit support for the district's vision of learning and improvement goals (Copland & Knapp, 2006). Parental relationships can be strengthened through providing additional resource allocations to support individual student learning needs and by adjusting pedagogical practices to reflect the district's diversity and cultural contexts (Leithwood & Riehl, 2003).</p> <hd id="AN0134749372-6">Acting strategically and sharing leadership</hd> <p>Effective leaders encourage the distribution of leadership activities throughout the organization (Copland & Knapp, 2006; Hallinger & Heck, 2010; Louis et al., 2010; Murphy et al., 2009). Distributed leadership is premised upon the belief that leadership functions are "stretched over a series of formal and informal actors and artifacts" (Spillane, Halverson, & Diamond, 2001, p. 23). Central office administrators and school principals are committed to the development of leadership density, with committed individuals throughout the system who have essential skills and expertise to enact leadership responsibilities.</p> <hd id="AN0134749372-7">Creating coherence</hd> <p>District leaders act to foster coherence across the organization (Copland & Knapp, 2006). Coherence may be defined in three distinct ways: (a) an alignment between activities and the resources needed to complete them, (b) a connection between leadership efforts and the vision for learning that is understood and carried out by teachers, and (c) a working consensus among teachers from class to class and grade to grade. Superintendents who foster coherence-making restructure central office roles to support curriculum and instruction efforts, creating new avenues for effective communication between district and school leaders (Copland & Knapp, 2006). In addition, professional development is an essential component to creating coherence (Fullan, 2015), so that all educators engage in learning activities focused on continuous improvement and collaborative planning. While establishing coherence within a district assists standards-based reform efforts, attempts to create coherence also must extend to the community within which implementation will occur.</p> <hd id="AN0134749372-8">Research methods</hd> <p>Qualitative research methods have a goal of developing meaning or understanding through an inductive investigative process. Among qualitative research strategies, case-study methodology is unique in that it allows researchers to focus on a unit of study functioning within a bounded system (Merriam & Tisdell, 2015) and it is best positioned to answer the "how" question that is at the core of what is studied (Yin, 2013). This research involved a case study of one school district superintendent who was acknowledged as being successful in guiding her district's early adoption and implementation of the Common Core State Standards. Case study was an ideal research strategy for this study because it permitted an opportunity to provide insights into how the superintendent provided leadership within the holistic and bounded characteristics of the school district in which she functioned (Merriam & Tisdell, 2015; Yin, 2013).</p> <p>Nominations of effective superintendents who were early CCSS adopters were solicited from the governing board of the state superintendent association, superintendents of regional education offices, and professional contacts of the researchers. Nominees participated in an initial telephone interview to confirm that they had served in their district for at least three years and were heavily involved in CCSS leadership. After numerous screening interviews were conducted and analyzed, one superintendent met the established selection criteria and was selected for this research.</p> <p>Data collection included 11 interviews of the district superintendent and school district educators that she identified as important CCSS actors. Semi-structured interview questions were informed by the conceptual framework for this study. The superintendent participated in four interviews and members of her team participated in one initial focus-group interview. Subsequently, individual interviews were conducted with all participants. Interviews were audio recorded, transcribed, and returned to participants for member checks (Glesne, 2016). Data collection included site observations of CCSS activities throughout the district, including teacher professional development activities and job-alike meetings (i.e., teachers grouped by grade level or content area) focused on the Common Core. In-district documents and CCSS memoranda were reviewed, including school board notices, meeting agendas, and curriculum documents. Table 1 lists the educators interviewed during this case study.</p> <p>Interview Participants.</p> <p> <ephtml> <table border="1" cellpadding="2"><tbody><tr><td>Educator Name</td><td align="center">Position</td></tr></tbody><tbody><tr><td>Hannah</td><td>Superintendent</td></tr><tr><td>Grace</td><td>Assistant Superintendent for Teaching and Learning</td></tr><tr><td>Rose</td><td>Elementary Principal</td></tr><tr><td>Erik</td><td>Middle School Assistant Principal</td></tr><tr><td>Maria</td><td>Middle School Literacy Coach and Teacher</td></tr><tr><td>Kathryn</td><td>Elementary School Literacy Coach and Teacher</td></tr></tbody></table> </ephtml> </p> <p>An inductive, thematic analysis of collected data was conducted, using coding related to the leadership for learning framework to make comparisons and identify emergent themes. Transcripts were read several times, with codes repeatedly checked to ensure they had been indexed completely (Patton, 2015). Data themes were interpreted with particular attention to the conceptual framework.</p> <hd id="AN0134749372-9">Description of the case</hd> <p>Ericsson School District[<reflink idref="bib1" id="ref1">1</reflink>] serves approximately 3,000 PK-8 students, encompassing parts of six suburban communities of a major metropolitan area in a Midwestern state. The district includes seven schools: an early childhood center containing preschool through kindergarten, four elementary schools containing Grades 1-5, and two middle schools containing Grades 6-8. Ericsson is comprised primarily of middle- to upper-class families; 11% of students were classified as low-income. The district spends slightly more than $13,000 per pupil for operational expenditures, approximately $1,000 higher than the state average.</p> <p>The district is racially diverse, with 63% White, 21% Asian, 8% Hispanic, 6% multiracial, and 1% African-American students. In 2013-2014, 14% of students received special education supports, which was consistent with the state average, and 10% were English language learners. In all areas assessed by standardized testing—reading, mathematics, and science—Ericsson students scored approximately 15 percentage points higher than the state average. The district employs approximately 230 teachers averaging 12.8 years of teaching experience; nearly 70% hold a master's degree or higher.</p> <p>The Ericsson administrative team was comprised of the superintendent (Hannah), three assistant superintendents, five directors, one coordinator, six principals, and two assistant principals. Hannah's responsibilities spanned all areas of the organization—teaching and learning, personnel, and finance. Assistant superintendents were tasked with providing further leadership in these areas.</p> <p>At the time of this study, Hannah was serving her fourth year as superintendent of schools; she previously served as a school psychologist, assistant to the superintendent, director of student services, and assistant director of special education. After spending 13 years in a high school district, Hannah served as associate superintendent and district director of student services in Ericsson School District. After five years of service, Hannah was promoted to the superintendency.</p> <p>In addition to the administrative leadership team, Ericsson deploys a robust instructional coaching support system. All teachers receive teaching and learning support from 26 instructional coaches in mathematics, literacy, technology, information literacy, extended learning, and science. Coaches provided feedback to support improved teaching and learning in the classrooms and also led the development of CCSS-aligned curriculum maps and assessments at all grade levels.</p> <p>The state adopted the CCSS in June 2010, with statewide implementation required in the 2013-2014 school year. Ericsson School District was an early adopter of the CCSS; with Hannah's encouragement, midway through the 2010-2011 school year the Board of Education approved a formal goal to transition to the standards. Hannah, her central office administrators, and building principals engaged with teachers to support development of the curriculum and associated assessments, with the coaching cadre deployed to assist. As a result of its early successes, Ericsson School District was acknowledged within the state as a CCSS model district.</p> <hd id="AN0134749372-10">Findings</hd> <p>Findings emanating from this study are presented in this section. They address the superintendent's CCSS leadership behaviors, employment of distributed leadership to develop a shared vision for CCSS implementation, and challenges the superintendent experiences throughout the CCSS process.</p> <hd id="AN0134749372-11">Superintendent's behaviors in leading CCSS implementation</hd> <p>As superintendent, Hannah engaged in four behaviors that supported effective CCSS implementation in Ericsson School District: facilitating collaboration, assessing district capacity, evidencing a developed understanding of the CCSS, and coordinating professional development and instructional coaching.</p> <hd id="AN0134749372-12">Facilitating collaboration</hd> <p>Interview data consistently referenced the importance of collaboration for effective CCSS implementation, and the superintendent was credited with facilitating numerous collaborative processes. Structures related to three categories for collaboration: teacher-driven collaboration, leadership support collaboration, and collaboration with actors outside the school system. Although Hannah was directly responsible for initiating collaboration with outside stakeholders as well as developing a structure for her administrative team, she was not credited with developing the majority of CCSS collaborative structures. Even so, interview participants endorsed her leadership as a key factor in the success of these structures. Literacy Coach Maria suggested that keeping the vision for collaboration was essential:</p> <p>I think [Hannah] is definitely the one who has the vision, and she is the one who says these are the goals and these are the things I want to get done. Then, she meets with Assistant Superintendent Grace, fills in with her and says, "This is my plan to get us there."</p> <p></p> <p>Hannah supported and protected time for collaboration and provided leadership development for principals and for teachers assuming the role of team leader or job-alike facilitator. She noted:</p> <p>I think just at the building level, having that regular grade-level team time built into the school day has been really important because the grade-level colleagues have been real dependent on each other to discuss upcoming new targets, what they look like, what mastery looks like, ways to approach them, ideas on how to best teach those new targets. That's been essential ... as has our institute days where we tackled bigger, more system-wide challenges related to new targets and curriculum.</p> <p></p> <p>The efficacy of collaboration was reinforced by site observation data. During meetings, teachers were observed working closely with instructional coaches and their principals, successfully demonstrating CCSS leadership.</p> <hd id="AN0134749372-13">Assessing the district's implementation capacity</hd> <p>The superintendent's efforts to assess the capability of the district to implement the CCSS emerged as a significant leadership behavior that influenced a positive result. Hannah reported that she "was concerned about the capacity of the system." Assistant Superintendent Grace noted the superintendent's efforts:</p> <p>There were a lot of conversations, definitely, about system capacity. I think we had some angst over the fact that we knew no matter how we rolled it out, it was going to cause stress in the system ... because any change of this magnitude does ... Hannah was very involved in that process and continues to consider the capacity of the system as we move forward.</p> <p></p> <p>Hannah engaged in numerous actions to inform her understanding of school-system capacity, including meeting frequently with district-level administrators and school principals, conversing with teachers one on one and in small groups, and visiting classrooms to observe CCSS-aligned instruction. Principal Rose suggested that "Hannah is out and about frequently," and Literacy Coach Kathryn reported that her frequent presence "gives her a very hands-on understanding" and is "helpful" to the staff's efforts. Additionally, the superintendent and her administrative team, which included the central office administrators and building principals, completed a robust review of student achievement data, identifying strengths and weaknesses present in the system that were related to CCSS efficacy.</p> <hd id="AN0134749372-14">Evidencing a developed understanding of the CCSS</hd> <p>Hannah's efforts to develop a comprehensive understanding of the CCSS emerged as a significant leadership behavior. Interviewees suggested that Hannah's knowledge of CCSS was essential. Assistant Superintendent Grace shared, "She understands [CCSS] on a deep level and supports it wholeheartedly ... without that, we wouldn't have been able to do this." This knowledge helped her identify what was functioning well within the district, what was not, and to procure necessary resource supports. Hannah's deep understanding of the CCSS was essential, as she was able to articulate and communicate a district-wide vision for CCSS implementation that was inclusive of all stakeholders.</p> <hd id="AN0134749372-15">Coordinating professional development and instructional coaching</hd> <p>An important contributor involved the superintendent's efforts to provide and facilitate professional development and coaching. Hannah's role centered on two important functions: expanding and supporting the district's instructional coaching model and supporting job-embedded professional development for staff responsible for CCSS. The instructional coaching model was robust, with 26 instructional coaches with responsibilities in mathematics, literacy, information literacy, technology, and science. Although this model was in place before the superintendent began her tenure, she was credited with expanding and refining the model to support CCSS. Moreover, her leadership was referenced as essential, through her support of job-embedded professional development and instructional coaching provided to teachers. Literacy Coach Kathryn reinforced the importance of the coaching component: "I think [instructional coaching] has been a really pivotal thing for making sure that [CCSS happened] as seamlessly as it had." Principal Rose also reinforced the importance of the coaching model:</p> <p>It's been a significant factor in us being able to implement Common Core in ELA and math. The coaches spend a lot of time making sure that they understand it. They do a lot of research on their own as coaching teams and they do activities around Common Core, and they're able to bring that learning to classroom teachers who might not necessarily have time to do the background work that a coach would have allotted to his or her day. The evolution of our coaches becoming more and more proficient has dominoed to our teachers becoming more and more proficient.</p> <p></p> <p>Hannah worked closely with the Board of Education to authorize the expansion of the district's instructional coaching model. Working in partnership, the instructional coaches and building principals were a critical resource support for the teachers as they worked to develop the CCSS in the schools. She also provided professional development opportunities for teachers to better understand and plan for the CCSS, and she protected this scheduled time to ensure that it was not subsumed by other building- or district-level activities.</p> <hd id="AN0134749372-16">Distributed leadership to unite stakeholder visions for CCSS implementation</hd> <p>The superintendent exercised a leadership strategy that was distributed in nature. Four emergent themes were supportive of this strategy: facilitating collaboration, engaging all stakeholders to learn together, facilitating and monitoring goal setting for CCSS, and positioning staff strategically.</p> <hd id="AN0134749372-17">Facilitating collaboration</hd> <p>Hannah worked to support teacher-driven collaboration, leadership support collaboration, and collaboration with actors outside of the Ericsson school system, including parents and experts in the field. More importantly, she coordinated meetings involving educators from neighboring elementary school districts and their feeder high school district, so that they could align their standards within and across districts. The primary benefit of collaboration was communication across organizational levels, which was linked to the development of a shared vision for CCSS. Literacy Coach Kathryn explained that collaboration with parents was an important contributor to this shared vision:</p> <p>We have a very involved parent community, and so the parent community feeling comfortable in approaching their teachers or their administration or even the Board of Education in saying and wanting clarity on wherever we're going with [the CCSS] has created many opportunities for us to provide ... informational nights or clarity or information to them on where we are going with the implementation—what it looks like, our successes, and our next steps.</p> <p></p> <p>Site observations and document analysis confirmed stakeholders were involved in decision making and CCSS communications. For example, the district housed CCSS documents digitally in Google Apps, allowing all staff members to collaborate on powering and pacing the standards, curriculum guides, and common assessments.</p> <hd id="AN0134749372-18">Engaging all stakeholders in learning together</hd> <p>Engaging all stakeholders was an important strategy employed by the superintendent to support a unified vision. Hannah directly connected efforts to learn about the CCSS with all stakeholders by employing a distributed leadership strategy. She promoted a shift in cultural norms within the school district: Rather than addressing managerial tasks, meetings involving central-office administrators and building principals focused on deep discussion of teaching and learning. Hannah underscored the importance of these administrative meetings: "There have been many times, and there will continue to be, during this implementation, where we really from a leadership perspective are barely staying one step ahead of our teachers." Thus, principals understood that their leadership behaviors were to adjust, to support teachers' CCSS inquiry and understanding. To ensure that parents were included in the process, Hannah formed a parent review committee. She facilitated monthly meetings with this group to discuss CCSS implementation issues, and their feedback helped to guide the district's efforts to develop parent outreach and education efforts.</p> <p>Site observation data confirmed that meetings addressed teaching and learning issues related to the CCSS. To promote the development of leadership capacity throughout the organization, teacher leaders facilitated professional learning. Numerous team meetings were observed where teachers were negotiating the meaning of the CCSS, identifying resources, developing assessments associated to measure student learning related to the CCSS, and modifying instructional plans based on their experience with CCSS in their classrooms.</p> <hd id="AN0134749372-19">Facilitating and monitoring goal setting for CCSS implementation</hd> <p>The superintendent's facilitation of goal setting emerged as a distributed process that supported a unified vision. Principal Rose commented, "We work really hard to give everybody a voice in goal setting." Assistant Principal Erik agreed that "everyone" was involved with district goal setting. Hannah described a purposeful, structured process for setting goals related to the CCSS that was inclusive of all district stakeholders, explaining the importance of executing "with fidelity."</p> <p>The superintendent held face-to-face conferences with each teacher in the district, conducted leadership team meetings to review information gathered in these conferences, drafted initial goals, and then solicited multiple rounds of feedback from staff. Once thoroughly vetted, Hannah shared the goals with the Board of Education. She noted that goal setting is far from completed once approved by the Board, but instead is an iterative process. Goals were frequently revisited to ensure appropriate progress: Assistant Superintendent Grace explained that "we also talk about our goals at pretty much every other meeting that we have as an administrative team." The superintendent made necessary goal adjustments to better reflect the realities of CCSS.</p> <hd id="AN0134749372-20">Positioning staff to support CCSS implementation</hd> <p>A final theme that emerged involved the superintendent's efforts to position staff optimally for CCSS. Hannah focused on two key areas: hiring and leadership. She appointed capable educators to formal leadership roles at central office and in the schools. Assistant Superintendent Grace explained:</p> <p>I really believe that the key to a strong implementation has to start from that top level; then you have to have people in the trenches who are supporting the work, leading the work, expecting implementation like the principals and the assistant principals and then supporting the work like the coaches. I think that's why we've been successful; we have all of those components ... because Hannah made sure all those [people] are in place.</p> <p></p> <p>Principal Rose said Hannah had "worked very hard to get the right people at the right seats at [the] district-office level." Hannah indicated additional changes were needed at the building level: "We had a couple principals come and go."</p> <p>Teacher hiring became more focused and targeted. Applicants' CCSS proficiency was a chief consideration in the hiring process, and the superintendent reported the district was stringent when reaching teacher retention decisions. Where it once was uncommon to release a nontenured teacher absent significant concerns, the district required more robust teacher evaluations before granting tenure. In addition, Hannah developed leadership capacity throughout the school system. Applying a distributed leadership structure through teacher leaders, job-alike facilitators, and instructional coaches, she was able to solicit feedback for and more readily communicate a shared CCSS vision. Assistant Principal Erik commented, "[Instructional coaches] are instructional leaders ... [they are] that next layer of leadership we tapped into."</p> <hd id="AN0134749372-21">Challenges during CCSS implementation</hd> <p>The superintendent did face some challenges related to CCSS implementation. The need for effective communication, more professional development, and attention to teacher stress were noted as ongoing issues to be addressed.</p> <hd id="AN0134749372-22">Need to communicate CCSS implementation with stakeholders</hd> <p>There had been some pushback both within the district and across the state to the CCSS; Literacy Coach Maria described an "undercurrent out there on Twitter and Facebook where there's a lot of Common Core bashing going on." The Ericsson parent community had, at times, expressed concerns about CCASS and a desire for regular district communications to understand shifts in teaching and learning associated with implementation of the CCSS. Thus, Hannah concluded that she must be proactive in communicating with the larger school community regarding the focus and intent of the CCSS, to help alleviate concerns, reduce the potential for conflicts, and clarify any misunderstandings that may arise with parents. She committed to regular communications: publishing blogs, sharing messages with the community, and hosting informational meetings with the assistance of district staff. The district also provided hands-on learning demonstrations to help parents understand how students' experiences may change: Hannah explained why such communications were necessary, using CCSS mathematics to illustrate:</p> <p>[For parents] it's difficult because kids even at a very early age are learning math very differently than we learned math, so parents have a hard time helping their kids at home with their homework. We instituted a series of math nights for elementary parents that have been extremely well attended—anywhere from 50 to 120 parents have attended each of those.</p> <p></p> <p>Assistant Superintendent Grace affirmed the importance of communicating with parents, noting that they spoke "to the importance of the Common Core and ... while it is a change ... that causes stress and angst ... [Hannah communicates] that it's the right thing for kids." The superintendent's consistent and focused messaging was essential to keep the community "on board" with CCSS.</p> <p>Within the district, educators began to experience some fatigue as the process unfolded throughout the school year, and the superintendent noted that teachers were at times asking, "Why are we doing this? Why did we decide to do this?" In addition, a growing sense of frustration emerged as textbook and academic publishers did not produce well-aligned CCSS resources. Thus, the fast pace of the CCSS reform and time investment were creating stress for the staff. In contrast with her approach with Ericsson parents and community stakeholders, Hannah did not push communication out to staff; rather, she employed an active-listening strategy to provide teachers opportunities to voice their concerns. Hannah explained, "some of the pushback from a teacher perspective has come around the amount of time that [implementation is] taking because we're using pieces of different resources and that has been a real challenge." Assistant Superintendent Grace observed, "Some teachers in our system just want some textbook to walk them through the entire process." Interview participants commented on how the superintendent engaged directly and encouraged other administrators to identify staff concerns and deploy resources along with modified timelines.</p> <hd id="AN0134749372-23">Professional development and coaching challenges</hd> <p>The CCSS represented a significant departure from instructional methods traditionally considered best practices in language arts and mathematics. The district's decision to become an early adopter of the CCSS created some challenges; yet, one consequence of this decision was the reality that the faculty and administration were at the forefront of this initiative. Thus, the Ericsson educators were unable to consult with colleagues in neighboring districts for guidance and insight because the CCSS were newly adopted. It became quickly apparent that accessing any and all professional development opportunities offered by the state would be critical, to help the staff understand the standards and determine how restructure the curriculum. Literacy Coach Maria explained that professional development was essential:</p> <p>I think even before we started unpacking and powering the standards two years ago, we were going to all of the professional development opportunities that were available in the area .... Just sending people, I think sending people places and the right people ahead of time so that we have the knowledge so that we can bring it back and make it feel less like, "Oh, we're just going to take this giant leap," but we've researched it and we kind of have a plan in place so I think that's been key.</p> <p></p> <p>Principal Rose shared that continuing professional development was needed to foster a unified vision "through building understanding." She felt, "It's as simple as that. Building understanding of why we're doing this [and] the importance of doing this. It is a help to get people on board." In addition, as individual teachers began to make sense of the district's curriculum restructuring and identify effective instructional strategies, it quickly became clear that the district's instructional coaching supports needed to be expanded, so that teachers had convenient access to colleagues with expertise to provide job-embedded supports.</p> <hd id="AN0134749372-24">Managing teacher stress</hd> <p>A final theme that emerged was the importance of addressing stress and burnout, particularly as teachers worked to modify instructional approaches that had been engrained within their teaching routines throughout their professional careers. Literacy Coach Kathryn noted: "There's a lot of stress and it's overwhelming ... There's times when we said, you know, we need more time just as teachers together to talk about what on earth does this mean?" Assistant Principal Erik agreed: "I think we've all seen this with the teachers, that at some point every teacher has kind of come to a stress point where they've ... broken down." Principal Rose attributed stress and fatigue to demands CCSS placed on teachers: "[They] sometimes talk about the Common Core ... like it's rocked their world ... They've been taught a certain way and they've been teaching the way they were taught and it's just a huge change for them."</p> <p>Acknowledging that demands on the system were significant, interview participants said the superintendent worked to alleviate stressors by incorporating feedback loops and maintaining strong relationships with teachers. Hannah argued this approach allowed teachers to give input, receive additional support, and create opportunities to reflect as a system:</p> <p>Part of the way you relieve stress is to just make sure that you have loops in place where people feel like they have opportunities to give feedback related to what the next steps might be. When you get into January and February there are very few people that remember that they actually had feedback [and] that they gave feedback and had a [part in the] process. We go back to that and we talk about it.</p> <p></p> <p>Yet, Hannah acknowledged that efforts to relieve stressors in the system were imperfect: "I will be the first one to note that although I may be aware of all the stressors, they're still there. We can't alleviate all the stressors. Change is change and that's going to be stressful."</p> <p>Regular interactions with the superintendent provided informal outlets to relieve stress, which Hannah promoted through frequent visits to the school buildings. Literacy Coach Kathryn explained:</p> <p>Hannah is just present in our building all the time. She visits classrooms. She pops in. She's constantly meeting in the building, stopping by our staff development. She, more so than I have ever seen in another district, is open and available for speaking with staff. And, she knows the staff; she knows us by name.</p> <p></p> <p>Hannah also adopted classrooms in each school, which facilitated her interactions with staff members. Principal Rose noted:</p> <p>I think she has two adopt-a-classrooms in two different schools this year. She's out, she's talking to people. She's very good at just creating the forum of having a casual conversation, and through those casual conversations it's just a very large information gather session so she gets a lot of takeaways from those talks with teachers.</p> <p></p> <p>Staff felt comfortable sharing their perceptions of how CCSS design activities were progressing, and being heard had a positive influence on the staff culture and climate.</p> <hd id="AN0134749372-25">Discussion</hd> <p>This study began with the supposition that transition to the CCSS standards-based curricular model would present a significant leadership undertaking for the district superintendent. Adopting such models has required school leaders to restructure school organizations, facilitate change processes, and support professional development activities to ensure those charged with delivering a standards-based education to students are adequately prepared. A limitation of this research was that it involved a single case study. A multi-case study design offers the benefit of exploring if generalizability is achievable; by comparing and contrasting findings among sites, researchers can determine whether observations and findings are applicable across a range of settings or subjects (Bogdan & Biklen, 2007). We initially sought to conduct a multi-site study involving three school districts; however, after conducting several interviews of nominated superintendents, we found that only one superintendent met our criteria and was able to articulate her role as a learning leader dedicated to Common Core State Standards implementation. Thus, we determined that conducting a single-site case study was most appropriate. Although this approach limited our ability to generalize, we preferred to gain insights from study of a superintendent who was successful in promoting CCSS rather than to include additional sites where superintendent leadership was not recognized as effective.</p> <p>We applied a conceptual framework for CCSS leadership based on leadership for learning, and our findings confirmed that the superintendent in this case study engaged in numerous activities that embraced her role as the district's head learning leader. This research is consistent with previous research highlighting effective practices of instructionally focused superintendents (Durand, Lawson, Wilcox, & Schiller, 2016; Leithwood & Jantzi, 2008; Petersen, 1999). Here, discussion is organized around the five tenets of the leadership for learning framework.</p> <hd id="AN0134749372-26">Establishing and maintaining a focus on learning</hd> <p>In this case, the superintendent was deeply immersed in leading CCSS implementation activities within the district. Her continued presence and regular interactions with teachers and administrators demonstrated her hands-on commitment to CCSS, as well as a focused dedication to CCSS. In addition, she reoriented the district culture and system practices, requiring that administrative team meetings address issues related to teaching and learning rather than merely attending to administrators' managerial responsibilities. Copland and Knapp (2006) suggested that school leaders who establish a focus on learning engage in several common leadership behaviors, including situating themselves at the site of learning; regularly interacting with administrators, teachers, and students; and engaging in the creation of curricular frameworks aligned to learning standards. Similarly, Petersen (1999) reported that effective superintendents "demonstrated an instructionally oriented vision for academic success" (p. 17). In this case, the superintendent engaged in instructionally focused activities and actively advocated for a shared CCSS vision; Durand and colleagues (2016) report that "creating an aligned vision for the district" (p. 65) is critical to effective CCSS implementation. Adopting a classroom provided her with opportunities to directly observe instruction related to the CCSS and served as a visible and tangible demonstration of her commitment to teaching and learning, and she regularly engaged with teachers regarding CCSS. She served as a cheerleader for CCSS implementation and provided oversight to the process, but did not personally engage in aligning CCSS within the district's formal curriculum and developing assessment, acknowledging that teachers and curriculum leaders should be empowered to lead these processes.</p> <hd id="AN0134749372-27">Building and supporting professional communities for learning</hd> <p>The superintendent's efforts to build professional communities that value learning was apparent, through the intentional and strategic formation of organizational structures that focused on revision and alignment of the district learning standards. Teachers regularly met within grade-level and content-area teams, as well as meeting across grade levels to facilitate vertical and horizontal curriculum alignment. Professional development activities also occurred within the team activities, with the district's expansive cadre of instructional coaches available to provide targeted supports as teachers continued to expand their instructional knowledge and expertise. Hannah evidenced learning-focused leadership through supporting existing job-alike meeting structures. This district has a long history with the professional learning community (PLC) approach advanced by DuFour, DuFour, and Eaker (2008). The PLC approach advocates for teachers to meet with peers in formal settings to discuss four critical areas: (a) what should students know, (b) how will teachers know when students have met the learning target, (c) what will teachers do if students demonstrate that they have not met a learning target, and (d) what will teachers do if students show mastery before instruction begins. Establishing and protecting time for educators to engage in professional collaboration, as well as providing needed resources, are essential in supporting those responsible for the implementation of school reforms (Copland & Knapp, 2006; Knapp et al., 2010).</p> <p>Advocacy for and support of the expansion of the instructional coaching model within this case site further supported the learning-focused nature of the superintendent's leadership. Instructional coaching contributes to the enhanced efficacy of teachers who work with students at the site of learning. Coaching as a form of professional development also has been effective in improving student achievement (Desimone & Pak, 2017).</p> <hd id="AN0134749372-28">Engaging external environments in support of learning</hd> <p>In this study, the superintendent's CCSS leadership activities were not limited to the school-district boundaries. Recognizing the necessity of an aligned curriculum that spanned grades PK-12, she was proactive in developing a consortium consisting of several elementary districts and their high school feeder district to work collaboratively to promote CCSS implementation. Forming this consortium created a space in which teachers could work in grade-level and disciplinary teams across districts to reach a shared understanding of what the CCSS demanded for student learning and to create an aligned curriculum. Copland and Knapp (2006) argued that learning-focused leaders engage outside groups to promote student and teacher growth.</p> <p>Engagement with stakeholders was not only confined to educators; the superintendent acknowledged the necessity to connect with parents. Forming a parent review committee was an effective mechanism to address parental concerns, obtain their input, and educate parents on the importance of the CCSS and what their students would be expected to know and be able to do. The school district was not immune to parental criticisms of the CCSS, and maintaining open communications channels and involving parents in the process helped ensure that accurate information was shared throughout the community. Durand et al. (2016) have noted the potential for "tension-filled relationships with parents or community members around the implementation of CCSS" (p. 65), and bringing parents into the process as partners is essential.</p> <hd id="AN0134749372-29">Sharing and distributing leadership</hd> <p>This study identified intentional efforts to share leadership throughout the district, through involvement of district and building administrators, instructional coaches, teachers, and parents. Moreover, the superintendent was committed to the expanding CCSS capacity through developing the leadership skills of informal leaders. Deployment of instructional coaches to serve in leadership roles, through the use of job-embedded professional development, was a strategic action to ensure that teachers were provided with essential knowledge and skills to design engaging CCSS lessons. The superintendent's efforts to maintain and introduce new collaborative structures that empowered teacher-team and administrative-team facilitators to make decisions encouraged leadership throughout the district. Such interdependence is foundational to distributed leadership (Spillane, 2006; Spillane et al., 2001). She also fostered shared leadership by working with administrators, teacher leaders, and instructional coaches across the organization—encouraging them to share to provide input for the development of implementation goals. Her leadership for goal setting also touched on distributed leadership; soliciting feedback on multiple levels effectively fostered a reciprocal relationship among the superintendent, district- and building-level administrators, instructional coaches, and teachers.</p> <hd id="AN0134749372-30">Creating organizational coherence</hd> <p>The final component of learning-focused leadership evidenced by the superintendent involved her efforts to create coherence throughout the organization, which closely aligned to Copland and Knapp's (2006) descriptions of coherence. She engaged in regular face-to-face dialogue with all teachers, contributing to her robust understanding of the challenges of executing CCSS in classrooms. She solicited feedback for goal setting and worked closely with staff members to monitor the progress of the district's goals. Also, her regular visits to school classrooms provided tangible and continuing reminders to the teachers and principals of her commitment to quality teaching and learning. Petersen (1999) reported that superintendents who are instructional leaders model their dedication to student learning through regular classroom visits. Her leadership showed responsiveness and flexibility with regard to teachers' understanding of the vision, as she adjusted the implementation timeline when teachers suggested a need for modification based upon challenges they were experiencing as they worked to design effective instructional activities and to adapt to the increased rigor of the standards.</p> <hd id="AN0134749372-31">Implications and recommendations</hd> <p>This study is significant because it provides insights into how a school district superintendent should function as a learning leader, advocating for the development of rigorous curriculum standards, effective instructional practices, and aligned assessments that promote equitable learning for every student. Taking an active role in CCSS development, the learning-focused superintendent maintains high expectations for educator engagement and professional development, modeling these expectations and ensuring that resources are provided to support school administrators and teachers and that they implement the standards. Our findings raise several implications with regard to superintendent leadership for CCSS implementation, which are aligned with the conceptual framework applied to this study. Superintendents and others involved with CCSS development may consider their influence on efforts to ensure the utility of the CCSS. Although this study examined a district's efforts with the Common Core State Standards, our findings and recommendations are relevant to any curricular reforms in which school officials engage. Of note, although the ESSA does not mandate that all states adopt the Common Core State Standards, each state is required to adopt challenging academic standards and academic assessments; thus, educators in each school district across the United States are tasked with the responsibility to develop standards-based curricular materials, instructional practices, and assessments.</p> <p>First, coordinated distributed leadership originating from the superintendent is essential to facilitate a unified understanding, common vision, and unified direction for CCSS. Effective superintendent leadership must include a focus on stretching leadership responsibilities across stakeholders in the system, to promote synergy among those working to achieve a positive result (Gronn, 2008; Spillane, 2006). Superintendents are encouraged to be intentional in this process. It is not sufficient for school district leaders to merely espouse support: They must develop and adopt structures and systems, and include relevant stakeholders to ensure leadership is shared. Moreover, they must communicate the existence of these structures and explain their purpose, so that stakeholders are aware that formal and informal leaders are operating within the system to enhance organizational capacity.</p> <p>Second, the distribution of leadership can facilitate enhanced coordination of efforts throughout the district as the standards are analyzed, curriculum is revised, instructional strategies are designed, and aligned assessments are developed. Through intentionally designed organizational structures and practices—various leadership teams, job-alike professional development, local district consortia—teachers and administrators can discuss the purpose of the standards, create a shared vision, understand how the standards are intended to improve student learning, and develop consensus as to how to best implement them within their local context. Superintendents should provide sufficient time for staff to engage in these conversations in order for a unified vision to emerge.</p> <p>Third, superintendents primarily should situate their CCSS leadership efforts within the district, focusing on the Board of Education, administrators, and teachers. Yet, as the learning leaders of their districts, they also must communicate with external stakeholders, including parents, so all parties are continually informed of CCSS design progress. In addition, they should provide opportunities for parents to become involved and to provide feedback throughout the process.</p> <p>Fourth, the superintendent's learning-focused leadership is important for CCSS implementation. This study noted that several components of the leadership for learning framework presented by Copland and Knapp (2006) were at the fore of this superintendent's leadership practice. Superintendents leading for CCSS should be mindful of this framework, building small teams of teachers to collaborate on curricular design and developing instructional methods and assessments. In addition, superintendents should network with neighboring districts to leverage support for improved teaching and learning practices. This practice also will support superintendents' efforts to create coherence and complementary efforts among local districts and educators.</p> <p>Fifth, with the enactment of ESSA in December 2015, the federal government grants states increased autonomy as they create and approve their standards, assessments, and annual improvement plans. As a result, each school district potentially may need to respond to changing state plans and revised expectations. As the head learning leaders for their districts, superintendents will need to be vigilant to any revisions to state policies, standards, and assessments, and they will need to communicate any changes to their district educators, students, and parents.</p> <p>As a final note, because our case study was narrowly focused on the district's implementation of the Common Core State Standards, we did not examine the effects of the CCSS on student learning. School district officials should continually collect and analyze student learning data, using this information to assess the quality and effectiveness of their curricular reforms and to make revisions, as necessary. Future research should investigate the extent to which the school district's implementation of Common Core State Standards influences teachers' classroom practices and whether they promote equitable learning for all students.</p> <ref id="AN0134749372-32"> <title> Note </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Pseudonyms are used for the school district and interview participants.</bibtext> </blist> </ref> <hd id="AN0134749372-33">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0134749372-34"> <title> References </title> <blist> <bibtext> Bogdan, R. C., & Biklen, S. K. ( 2007 ). <emph>Qualitative research design for education: An introduction to theories and methods</emph> ( 5th ed. ). Boston, MA : Pearson Education.</bibtext> </blist> <blist> <bibl id="bib2" type="bt">2</bibl> <bibtext> Common Core State Standards Initiative. ( n.d. ). In the states. Retrieved from <ulink href="http://www.corestandards.org/in-the-states">http://www.corestandards.org/in-the-states</ulink></bibtext> </blist> <blist> <bibl id="bib3" type="bt">3</bibl> <bibtext> Copland, M. A., & Knapp, M. S. ( 2006 ). <emph>Connecting leadership with learning: A framework for reflection, planning, and action</emph>. Alexandria, VA : ASCD.</bibtext> </blist> <blist> <bibl id="bib4" type="bt">4</bibl> <bibtext> Desimone, L. M., & Pak, K. ( 2017 ). 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Common core standards: The emperor has no clothes, or evidence. <emph>Kappa Delta Pi Record</emph>, 47 ( 2 ), 58 - 62. doi: 10.1080/00228958.2011.10516562</bibtext> </blist> <blist> <bibtext> Vogel, L. ( 2010 ). <emph>Leading standards-based education reform: Improving implementation of standards to increase student achievement</emph>. Lanham, MD : Rowman & Littlefield.</bibtext> </blist> <blist> <bibtext> Waters, J. T., & Marzano, R. J. ( 2006, September ). <emph>School district leadership that works: The effect of superintendent leadership on student achievement: A working paper</emph>. Denver, CO : McRel.</bibtext> </blist> <blist> <bibtext> Yin, R. K. ( 2013 ). <emph>Case study research: Design and methods</emph> ( 5th ed. ). Thousand Oaks, CA : Sage.</bibtext> </blist> </ref> <aug> <p>By John R. Filippi and Donald G. Hackmann</p> </aug>
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  Data: 10.1080/15700763.2017.1398334
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  Label: ISSN
  Group: ISSN
  Data: 1570-0763
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Common Core State Standards (CCSS) are required in most of the nation's public schools, and many superintendents have been tasked with implementing them in their school systems. Using leadership for learning as a conceptual framework, this case study examined the leadership behaviors of one superintendent in a Midwestern state, whose district was an early CCSS adopter. Findings revealed that the superintendent was successful in developing a shared CCSS vision; expanding district capacity through distributed leadership; providing professional development and instructional coaching supports; and responding to implementation challenges, which included maintaining open communications channels with stakeholders and managing teacher stress.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 32
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1206150
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1206150
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15700763.2017.1398334
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 138
    Subjects:
      – SubjectFull: Common Core State Standards
        Type: general
      – SubjectFull: Superintendents
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Leadership Effectiveness
        Type: general
      – SubjectFull: Administrator Behavior
        Type: general
      – SubjectFull: Participative Decision Making
        Type: general
      – SubjectFull: Capacity Building
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Communication (Thought Transfer)
        Type: general
      – SubjectFull: Anxiety
        Type: general
    Titles:
      – TitleFull: Leading Common Core State Standards Implementation: Lessons from One Successful Superintendent
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Filippi, John R.
      – PersonEntity:
          Name:
            NameFull: Hackmann, Donald G.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 1570-0763
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Leadership and Policy in Schools
              Type: main
ResultId 1