Defined autonomy: how superintendents work with principals to create the defined autonomy at schools necessary for improved student achievement

UnrestrictedThe processes and strategies utilized by superintendents to provide "defined autonomy" for school principals, was identified in a case study of three superintendents and three principals. Analysis of the case studies of these superintendents and principals was used to determine what strategies and processes were used.; The review of the literature indicates that there has been a significant change in the manner in which superintendents lead school districts. Working directly with principals to improve student achievement is part of this change. Literature related to the organization of schools, how schools and districts are being held accountable for student achievement is examined; This study is a qualitative case study analysis that involved interview and document analysis. Three superintendents and three principals were interviewed. The superintendents worked in school districts that had experience at least a three consecutive year improvement in student achievement as measured by the Academic Performance Index.; The results of the study suggest that there are some common strategies, new to the superintendency, being used to create and provide the "defined autonomy" for principal and schools to improve student achievement