Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 9

Journal of K-12 Educational Research 7 Summary of Findings Figure 1 shows research themes that emerged from data analysis. Two charter networks out of the 13 studied had a Complete: formal, written plan for superintendent succession, while three charter networks had an Incomplete: verbal, informal plan. Eight districts had no charter superintendent succession plan, and one of the eight had never had a discussion with anyone concerning a succession plan. Two charters planned and set clear expectations for the inevitable, superintendent transition, while 11 of the charters avoided formalizing an eventual certainty. Research Question 1 (RQ1) What role do charter superintendents play in selecting their successors? All but one of the charter superintendents expressed a strong desire and responsibility to advise their board when it came to their perceived role in superintendent succession planning. Several superintendents acknowledged that it would be beneficial for their school to have a formal, written succession plan, but were not sure how to go about the formal planning process and facilitating discussions with the board without appearing self-serving. Six of the 13 participants were founders of their charter school. School founders brought unique perspectives on superintendent succession planning ranging from denial that there is a finite end to their tenure as superintendent to a conscious understanding that they must prepare and plan for their successor. Founder perspective and planning practices tended to be more a verbal discussion than a written plan. Charter school founders had the unique experience of establishing their charter school and its mission with the help of a few others into a K-12 educational model that actively serves the needs of students in the community. Founder interview responses primarily focused on delivering student instruction and future expansion. Only one founder out of six, triggered by bond action, developed a complete, formal written succession plan with her governance board. Research Question 2 (RQ2) What are current charter superintendents doing to prepare for their successors? Charter superintendents had varying degrees of preparation planning for their successor in the areas of systems and personnel development. A complete superintendent succession plan goes beyond a formal, written process to guide the board through the process of superintendent succession. Succession planning involves a comprehensive approach to creating a culture, which includes continuous systems development in every facet of the school and intentional people development programs for professional growth at every level in the organization, ranging from group training to individual mentorship (Bradley, 2016; Hanover Research, 2015; Plattner et al., 2012; Wolfred, 2008). Most superintendents had a very strong desire to leave the charter network in strong academic and financial standing Figure 1. Treatise research themes. Figure 1 p. 7 Superintendent Role No Role Advisory Role Preparing for Successor Pipeline Development Mentor Devlopment Succession Plans No Plan Incomplete: Informal, Verbal Plan Complete: Formal, Written Plan