This article has been retrieved   times since March 15, 2007

Responding to the Education Reform Agenda: A Study of School Superintendents' Instructional Leadership Paul V. Bredeson University of Wisconsin at Madison Brad W. Kose University of Illinois at Urbana-Champaign Citation: Citation: Bredeson, P. V. & Kose, B. W. (2007). Responding to the education reform agenda: A study of school superintendents' instructional leadership. Education Policy Analysis Archives, 15(5). Retrieved [date] from http://epaa.asu.edu/epaa/v15n5/. Abstract Education reforms have affected schools and the educators who work in them. Using state-wide survey data from 1993 and 2003, this study examines how the work of school superintendents has been affected over a ten-year period by these reform initiatives, especially increased demands for accountability. The general message from our data is that superintendents are interested in curriculum and instruction and believe these are important tasks, but the daily realities of their work often subvert even the most committed professional. Further, the data indicate that superintendents may be able to use external accountability mechanisms as levers to move the internal accountability systems to support improved teaching and learning. Keywords: education reform; superintendent; instructional leadership; accountability Respondiendo a la agenda de reformas educativas: Un estudio acerca del liderazgo educativo de los superintendentes de escuelas Resumen Reformas educativas han afectado escuelas y educadores que trabajan en ellas. Utilizando datos de encuestas estatales entre 1993-2003 este estudio examina como el trabajo de los superintendentes de escuelas fue afectado durante ese período de diez años por esas reformas educativas, especialmente por las demandas de desempeño responsable ("accountability"). El resultado general de nuestros datos, muestra que los superintendentes están interesados en los temas de currículo y enseñanza y creen que esas son tareas importantes, pero la realidad cotidiana de sus trabajos, frecuentemente subvierte hasta los profesionales más comprometidos. Además, nuestros resultados indican que los superintendentes podrían utilizar mecanismos de desempeño responsable para estimular y mejorar sistemas internos de desempeño y evaluación de la enseñanza y el aprendizaje. Palabras clave:reforma educativa, os superintendentes, liderazgo educativo, desempeño responsible. Access this article in PDF format.   Readers are free to copy, display, and distribute this abstract and the associated article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA. EPAA is published jointly by the Mary Lou Fulton College of Education at Arizona State University and the College of Education at the University of South Florida. Articles are indexed by H.W. Wilson & Co. Please contribute commentary at http://epaa.info/wordpress/ and send errata notes to Sherman Dorn (epaa-editor@shermandorn.com).