Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 10

8 Mark A. Ramirez, Ed.D. mance gap. The four lowest rated leadership practices had an average score of 2.87 or lower on the SLPS. The bottom four leadership practices according to the 30 participating superinten- dents are listed in Table 2. Qualitative SLPS Findings The final question on the Superintendents’ Leadership Practices Survey (SLPS) asked superintendents to discuss the top three leadership practices they believe were the most important in im- proving the instruction and achievement of Hispanic students in their district that may or may not have been included in the SLPS. The major themes that emerged from the open-ended question were: (a) developing a clear vision and goals with high expec - tations for Hispanic students, (b) using data to progress monitor Hispanic student achievement throughout the school year, (c) providing targeted professional development to address the needs of Hispanic students in their district, and (d) hiring talented teach - ers who will use data to guide instruction for Hispanic students. Research Question 2 (RQ2) What specific leadership practices related to planning, prioritiz - ing, and visioning are utilized by school superintendents to influ - ence the closing of the performance gap for Hispanic students? Qualitative Data RQ2 focused on superintendent leadership practices related spe - cifically to the planning, prioritizing, and visioning for the school district. The five major themes along with the minor themes that emerged are referenced in Figure 1. (See Figure 1 on page 9) Governance The major theme relating to governance reflects the personal be - liefs of each superintendent. Superintendents feel strongly about their leadership style in making a positive impact on student achievement. Superintendents learn from their experiences and continue to utilize the successful leadership strategies that have a positive impact on student achievement. Resources The superintendents referenced resources as it relates to profes- sional development and the hiring of personnel. Superintendents must ensure they are hiring the “right” people to lead campuses, teach students, and influence the Hispanic performance gap. Effective principals are able to lead the work at each campus and effective teachers work directly with students on a daily basis to increase student achievement. Progress Monitoring Superintendents should consistently analyze campus data, have data conversations with their campus principals, and hold every campus accountable for student learning. A key recommendation for a superintendent to make a significant impact on the perfor - mance gap is to be visible. The most successful superintendent in closing the performance gap made frequent visits to schools and asked specific questions related to the performance gap. Strategic Planning Strategic planning included setting high expectations, establish - ing a common vision, and setting specific goals and targets. A superintendent cannot leave learning to chance and everyone in Table 2. Bottom Four SLPS Leadership Practices