Since the release of the Nation at Risk Report (1983), the USA undertook what arguably is the most intense and sustained effort to improve public schools in recent history (Bjork, 2025). During the last decade increasing political turbulence (Buchanan-Rivera, 2023) challenged the traditional role of public education in sustaining a democratic society. Mascarenas & Tran (2023) viewed school districts as open systems and argued that being responsive to the needs of students, families and communities was crucial to their continuing viability. Scholars expanded the notion of superintendent-middle level leadership to facilitate educational change (Bjork Browne-Ferrigno & Kowalski, 2018; Fineman, 2025, Honig & Rainey, 2023). Qualitative data collection approaches (document analysis, interviews, observations) enabled development of a descriptive narrative of events. A constant comparative (Glaser & Strauss, 1967) review literature facilitated development of analytical, conceptual, and categorical components (Creswell, 2008). The county’s two municipal centers were primarily white: wealthy and politically conservative. The county was poor, racially diverse, and politically progressive. Although initial education reforms improved students’ performance, systemic changes were needed to make progress. A community-wide “Planning and Framework Team” (103 parents, principals, and teachers) facilitated by mid-level staff enabled 11 committees to present fifty-six recommendations that were subsequently endorsed by the school board. Despite differences, the focus on children muted strident voices and accomplished broad-based unanimity. Systems theory contributed to understanding dynamic school-community relationships and micropolitics (Blase & Bjork,2009) explained interest group dynamics as mediated by mid-level staff. Findings advance understanding the role of mid-level district staff leadership teams.

Authors:
Lars Bjork, University of Kentucky, United States
Bonnie Fineman, University of Kentucky, United States

About the Presenter(s)
Dr. Lars G. Bjork, Professor, Department of Educational Leadership Studies, University of Kentucky teaches doctoral seminars in organizational leadership. His research focuses on the role of superintendents in educational reform in the United States. In addition to scholarly papers, research journal articles and book chapters he has published six books including: Higher Education and Public Policy (1988); Minorities and Higher Education (1994): Advances in Research and Theories of School District Management and Educational Policy (2001); The Superintendent as CEO (2005); The Contemporary Superintendent: Preparation, Practice and Development (2005) and, International Educational Reform and Quality Education (2015). He Co-authored the American Association of School Administrators (AASA) National study: The Study of the American Superintendency (2000) and served as an advisor on AASA’s 2010 study. He was a Fulbright Scholar (2009, Finland) and facilitated the first national study of the superintendency in Finland. He served as the Director of the International Symposium

See this presentation on the full schedule – Wednesday Schedule

Bookmark