Please revise the attached paper reflecting instructor's comments (paper on district Leadership Influence, at least two additional scholarly research sources, APA style )

Influence of District Leadership on Student's Outcome

Introduction

Education is one of the integral element, with performance in the same being determined by the hierarchy of leadership in a given region. In any district, one could determine the percentage of education through the rate of literacy at any given point in time. Accountability concerning the outcome of the students is heavily dependent on the leadership in the district as the said leaders can be able to influence the adopted education policies alongside ensuring the right structures are in place. In an institution, there is the need for the district leaders working hand in hand with the administrators in a bid to ensure that they not only adhere to the unifying vision of the district but also empowering the principal supervisors with the aim of improving their performance. District leadership plays a pivotal role in the creation of the superintendent networks; through which there is the provision of leadership. Federal and state laws guide the operations of the superintendent with there being methods that the superintendent could apply in the adoption of the said laws. Moreover, training and assistance are key elements in the governance of board members.

Impact of the Federal and State Laws on Superintendents' Operations

In a school district, the superintendent acts as the manager offering leadership in a number of public schools. Besides leadership, superintendents play other roles such as making decisions on the educational policies and even the facilities of the institutions they oversee. Moreover, they can hire, fire and offer supervision to the general workers and even principals in schools. It is important to note that there has been a gradual change to the role of the superintendents. According to Björk, Kowalski, and Browne-Ferrigone (2014), the experienced demographic and economic changes played a pivotal role in shaping the roles of the superintendents. As years passed by, life in the urban centers became more complicated due to the shifts in the demographic aspects which explains the changes in public education. The change also incorporated the inclusion of the school managers better known as the superintendents. Despite the roles entrusted to the superintendents, they often act in accordance with the federal and state laws.

The federal laws facilitate the various educational programs as agreed upon by Congress. Björk, Kowalski, and Browne-Ferrigone (2014) gave the example of the Elementary and Secondary Education Act of 1965 passed by the Congress to facility advance in fields such as Science and mathematics. On the other hand, there are other laws such as the Education for All Handicapped Children Act of 1997 ensuring the disabled children get the right studying environment . These laws have positive impacts on students as they not only facilitate the learning process but also ensuring the inclusion of all irrespective of their physical conditions. Through their roles in education, states also impact on the operations of superintendents.

Björk, Kowalski, and Browne-Ferrigone (2014) highlighted that laws, tax codes and Constitutions as enacted by the respective states often support and maintain education. The legislatures of these states have the core responsibility of passing laws, and therefore, they come up with education laws that stipulate the allocation of state funds to the various schools. With the proper financial muscle. The superintendent can seamlessly run the operations of the schools.

Leadership Methods Superintendents Could Apply

In the American education system, Chingos, Whitehurst, and Lindquist (2014) pointed out the pivotal role of the superintendents. According to the authors, the superintendents are the highest figures in a school district and hence, are accosted with the blame if anything goes wrong and receive praises for good deeds. To set objectives and goals, there is the need to have proper leadership as opposed to doing things haphazardly. By virtue of working in a team, the superintendents should consider motivational leadership. In this leadership method, the leader in question ensures that the led team is motivated towards achieving the set goals. The achievement of the said condition is made possible through the creation of an enabling environment. Transformational leadership is another method to consider.

Anderson (2017) highlighted that according to researchers, transformational leadership is the best style in schools today. Under this style, the leader incorporates the subordinates in the identification of the needed change, creates a blueprint for facilitating the achievement of the said change while also implementing the change alongside the subordinates. The main idea is ensuring inclusion as it minimizes the possibility of resistance against the introduced change. Moreover, the superintendent gets to enjoy a cordial working relationship with the other parties.

Types and Sources of Training Assistance

The school district will always be experiencing changes partly due to the from time to time changes in population characteristics. Therefore, it is imperative for the superintendents to receive the required training and assistance to supplement their collective knowledge. Gabris and Nelson (2013) noted that boards do not operate in vacuums. As a result, they are bound to be influenced by the happenings of the environment they operate in. In the increment of the collective knowledge, a measurement of the same would be through how service delivery and even self-satisfaction among the group members improve due to the acquired information. There is a need to keep renewing the training programs to factor experienced changes. Types of training adopted are such as undertaking training courses and workshops or even undertaking internships . Through the training courses, the superintendent could inform the facilitators their need which is the role of school governance so that the training materials could revolve around the same . Moreover, the parties in question could attend internships in facilities that have a perfect reflection of school governance. The school district in question may not afford to undertake the desired training due to inadequate funds.

Acquired assistance could be in the form of state funds allocated for the same purpose. The federal government could also contract experts to offer the necessary training while ensuring that they are well compensated. The assistance could also be in the form of venues to undertake the training alongside the materials that could be used.

Conclusion

District leadership influences student outcome in a significant manner. Federal laws guide the educational programs in cahoots with the Congress while the state laws and tax codes. The superintendents have to comply with the deliberations of these laws. On the other hand, the methods for the superintendents to embrace in the provision of leadership are the motivational and transformational leadership. These styles are key in eliminating the possibility of resistance from staff members through their involvement in all the undertaken tasks. In increasing the collective knowledge of the governing bodies, training courses could be undertaken with there being the granting of financial assistance.

References

Anderson M. (2017). "Transformational Leadership in Education: A Review of Existing Literature." International Social Science Review, Vol. 93 Issue 1. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=0f5da02b-b52e-44eb-a04a-cad1753fabad%40pdc-v-sessmgr02. Accessed on 9/3/2019

Chingos M., Whitehurst G. & Lindquist K. (2014). "School Superintendents: Vital or Irrelevant?" Retrieved from https://www.brookings.edu/wp-content/uploads/2016/06/SuperintendentsBrown-Center9314.pdf. Accessed on 9/3/2019

Gabris G. & Nelson K. (2013). "Transforming Municipal Boards into Accountable, High-Performing Teams: Toward a Diagnostic Model of Governing Board Effectiveness." Public Performance & Management Review, Vol. 36 Issue 3

�This sentence is unclear. What does the “percentage of education” refer to? Is literacy the sole measurement of one’s education?

�Do you have a citation to support this argument?

�If I didn’t know that these were the prompt that you were asked to address in your paper, it wouldn’t have been clear to me that this is your thesis statement.

�Although there are some errors in the names and dates of the federal policies, I can see that you understood how the federal policies affected the duties of the superintendent. Fast forward to more recent policies, however. How did NCLB and ESSA impact school leadership? Also be sure to discuss how state policies play a role in shaping the duties of the superintendent.

�Are you referring to the Individuals with Disabilities Act? The Education for All Handicapped Children Act was passed in 1975.

�It is more correct to say “children with disabilities.”

�“receive a free and appropriate public education.”

�Good job describing the different leadership styles that superintendents can take on to work with stakeholders.

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�For the superintendent or board members?

�The same what?

�I’m not clear about what type of internships superintendents and board members would take on.

�To see how to format your references, you can go to the following sources:

1. APA Manual, 6th edition

2. Purdue OWL (https://owl.english.purdue.edu/owl/resource/560/01/)

3. GCU library webpage (http://library.gcu.edu), hit RefWorks & EndNote, go to the link that says “Citing Sources,” and go to “APA”