As in America is constantly changing and evolving.

As our educational landscape continues
to evolve and seeks to meet the challenges of educating a diverse multicultural
population, district superintendents and their staff endeavor to provide
quality and timely professional development for all building level
administrators. The training and professional development provided by the
district office is ongoing. There can be a disconnection in the articulation of
a new initiative or instructional strategy that is phased out by the climate
within various schools in the district. Each school has identified areas of
both strength and weakness and planned school wide, team, and individual goals
for both teachers and students growth. This school year each school in the
district was required to begin the awareness and practice stages towards
implementation of project base learning (PBL).

Public education in America is constantly changing and
evolving. Federal legislation, No Child Left Behind in 2002 began another wave
of innovation and standards based reform in which school administrators were
called on to work their magic. In the American School Superintendent (2010),
Kowalski, McCord, Peterson, Young, & Ellerson state that: Now, more than
ever the work portfolio of America’s school superintendents is increasingly
diverse: they are responsible for student progress and achievement while
balancing the diversification of their student and staff populations, the
explosion of technology and the digital divide, an expanded set of expectations
and involvement from the federal level, the media, and board and community
relations, all in the context of an increasingly globalized education system.
(p. 2) Superintendents may hold one of the toughest jobs in the nation (Sharp, Malone,
and Walter, 2001). Paul Houston (2001), executive director of the American
Association of School Administrators, states that the “job of the
Superintendent is impossible, the expectations are inappropriate, the training
is inadequate, and the pipeline is inverted” (p. 428). Houston also cites a
number of trends that have made district leadership so difficult: “changing
demographics and growing diversity, a fragmenting culture, deregulation in the
form of vouchers and charter schools, decentralization of power, and increased
accountability with no additional authority” (p. 428).