Leading for Excellence: Behaviors and Strategies of Assistant Superintendents of Curriculum and Instruction That Support a High-Achieving School Environment

Purpose: The purpose of this explanatory mixed-methods study was to determine the degree of importance for the 12-step principles proposed by Harvey et al. (2014) to create a K-12 school environment that fosters high student achievement as perceived by public school assistant superintendents of curriculum and instruction (ASCIs). A secondary purpose was to explore and describe the leadership strategies for implementing the 12-step principles proposed by Harvey et al. (2014) to create a K-12 school environment that fosters high student achievement as perceived by public school ASCIs. Methodology: This explanatory mixed-methods research design used qualitative and quantitative data to analyze two research questions regarding the 12 principles that foster an environment of high student achievement in K-12 schools. Through purposeful sampling, the researcher selected five ASCIs. The results of the qualitative interview helped elaborate and explain the data collected from the quantitative survey, giving the study both depth and breadth. Findings: All 12 principles were perceived by ASCIs to help create an environment fostering high student achievement. The following principles in the quantitative findings were rated most critical by ASCI: flexibility and resilience, focus on learning and academic rigor, communication, high expectations, vision and values, and strength of teams. Qualitative results found the following strategies reported by ASCI in the highest percentages: strength of teams, collaboration and shared decision-making, embedded professional development, and vision and values. Conclusions: The conclusions reached from an analysis of survey and interview data included the importance of all 12-step principles, involving all stakeholders, aligning vision and values to student achievement, conducting relevant professional development, having strong teams, and being flexible and resilient as being highly successful at supporting the creation of an environment that fosters high student achievement. Recommendations for Action: The researcher recommends ASCIs begin with getting a baseline of leadership strengths and potential growth areas by taking the Leading for Excellence survey. Other recommendations include ASCIs involving all stakeholder groups with decision-making, focusing on all students when discussing learning and academic rigor, and building and supporting strong teams at the district and school level