PreK-3rd: How Superintendents Lead Change

Geoff Marietta
September 3, 2010

School districts with integrated PreK-3rd systems have demonstrated strong growth in student achievement, a narrowing achievement gap between African Americans, Latinos, and their peers, and significant benefits for children learning English.  As a growing number of districts intitiate and implement PreK-3rd efforts, how should superintendents lead the change?  What are their key challenges?  What is the pivotal role of the superintendent?  How long does it take to show results?  Based on interviews with three superintendents, this brief focuses on the implementation of these programs and the pivotal role the superintendent plays in the process.

Leading change to create an integrated Pre-Krd education and connect early learning programs with the K-12 systrem is not easy.  Superintendents require courage to take the first step, persistence and political sckills to encourage organization and community engagment, and a relentless focus on results to measure progress and bulid momentum.   Clink the link below to read about the integral work that superintendents play in implementing these programs.


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Maine law specifically emoepwrs superintendents to approve student transfers. The final decision should rest with the superintendents, not school boards or others . And I replied that if one followed the Law, once the Super Approved the transfer, per Title 20A sec 1001 par 8, it is the School Board/Board of Directors that “shall determine which students shall attend each school, classify them and transfer them from school to school where more than one school is maintained at the same time”.One might argue that there is a conflict in the law?Then when you replied, I decided to look at your Founding Document (Plan) which was Approved by DOE to see how your AOS was set up to work.When I found that you were established with the statement MBASS, established pursuant to this Interlocal Agreement shall be governed by an AOS school board comprised of representatives of each Member School Unit”, it sounded to me as if your AOS was to be governed by the AOS School Board!That was the only area I was addressing, not the benefits or disadvantages of anything being done or not done concerning the transfer of a student, which I consider to be a completely different area.In closing, I must say that I do not believe it to be the intent of the law that a Super must make an agreement with himself! If you are Super of two schools involved with moving a student within an AOS, it might be reasonably assumed that as the setting Super of both schools, you already have the authority to do that without any additional paperwork and the additional need to notify DOE that you had transferred one of your own students?Just my two sense..Thanks for the discussion Richard, I have enjoyed it, and will plan to say Hello to you at the MSMA Conference in October.