Rubic_Print_FormatCourse CodeClass CodeEDL-812EDL-812-O500District Leadership Influence on the School Setting230.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (85.00%)Excellent (100.00%)CommentsPoints EarnedCriteria100.0%Discussion of How Federal and State Laws Affect the Means by which a Superintendent Carries Out the Duties of the Office20.0%No discussion of how federal and state laws affect the means by which a superintendent carries out the duties of the office is presented.A discussion of how federal and state laws affect the means by which a superintendent carries out the duties of the office is presented but is incomplete or inaccurate. Information presented is not based on scholarly sources.A discussion of how federal and state laws affect the means by which a superintendent carries out the duties of the office is presented but is cursory and lacking in depth. Information presented is from both non-scholarly and scholarly sources.A discussion of how federal and state laws affect the means by which a superintendent carries out the duties of the office is present and thorough. Information presented is from scholarly though dated sources.A ddiscussion of how federal and state laws affect the means by which a superintendent carries out the duties of the office is thoroughly presented with rich detail. Information presented is from current scholarly sources.36.34/46.00Research-Based Discussion of the Leadership Methods Superintendents Could Employ when Working with Governing Boards and Local Stakeholders25.0%No research-based discussion of the leadership methods superintendents could employ when working with governing boards and local stakeholders is presented.A research-based discussion of the leadership methods superintendents could employ when working with governing boards and local stakeholders is presented but is incomplete or illogical. Information presented is not based on scholarly sources.A research-based discussion of the leadership methods superintendents could employ when working with governing boards and local stakeholders is presented but is cursory and lacking in depth. Information presented is from both non-scholarly and scholarly sources.A research-based discussion of the leadership methods superintendents could employ when working with governing boards and local stakeholders is present and thorough. Information presented is from scholarly though dated sources.A research-based discussion of the leadership methods superintendents could employ when working with governing boards and local stakeholders is thoroughly presented with rich detail. Information presented is from current scholarly sources.57.50/57.50Discussion of the Types and Sources of Training and Assistance Necessary for Governing Board Members25.0%No discussion of the types and sources of training and assistance necessary for governing board members is presented.A discussion of the types and sources of training.

1. Rubic_Print_FormatCourse CodeClass CodeEDL-812EDL-812-
O500District Leadership Influence on the School
Setting230.0CriteriaPercentageUnsatisfactory (0.00%)Less than
Satisfactory (74.00%)Satisfactory (79.00%)Good
(85.00%)Excellent (100.00%)CommentsPoints
EarnedCriteria100.0%Discussion of How Federal and State
Laws Affect the Means by which a Superintendent Carries Out
the Duties of the Office20.0%No discussion of how federal and
state laws affect the means by which a superintendent carries
out the duties of the office is presented.A discussion of how
federal and state laws affect the means by which a
superintendent carries out the duties of the office is presented
but is incomplete or inaccurate. Information presented is not
based on scholarly sources.A discussion of how federal and
state laws affect the means by which a superintendent carries
out the duties of the office is presented but is cursory and
lacking in depth. Information presented is from both non-
scholarly and scholarly sources.A discussion of how federal and
state laws affect the means by which a superintendent carries
out the duties of the office is present and thorough. Information
presented is from scholarly though dated sources.A ddiscussion
of how federal and state laws affect the means by which a
superintendent carries out the duties of the office is thoroughly
presented with rich detail. Information presented is from current
scholarly sources.36.34/46.00Research-Based Discussion of the
Leadership Methods Superintendents Could Employ when
Working with Governing Boards and Local
Stakeholders25.0%No research-based discussion of the
leadership methods superintendents could employ when working
with governing boards and local stakeholders is presented.A
research-based discussion of the leadership methods
superintendents could employ when working with governing
boards and local stakeholders is presented but is incomplete or
illogical. Information presented is not based on scholarly

2. sources.A research-based discussion of the leadership methods
superintendents could employ when working with governing
boards and local stakeholders is presented but is cursory and
lacking in depth. Information presented is from both non-
scholarly and scholarly sources.A research-based discussion of
the leadership methods superintendents could employ when
working with governing boards and local stakeholders is present
and thorough. Information presented is from scholarly though
dated sources.A research-based discussion of the leadership
methods superintendents could employ when working with
governing boards and local stakeholders is thoroughly presented
with rich detail. Information presented is from current scholarly
sources.57.50/57.50Discussion of the Types and Sources of
Training and Assistance Necessary for Governing Board
Members25.0%No discussion of the types and sources of
training and assistance necessary for governing board members
is presented.A discussion of the types and sources of training
and assistance necessary for governing board members is
presented but is inaccurate or illogical. Information presented is
not based on scholarly sources.A discussion of the types and
sources of training and assistance necessary for governing board
members is presented but is cursory and lacking in depth.
Information presented is from both non-scholarly and scholarly
sources.A discussion of the types and sources of training and
assistance necessary for governing board members is present
and thorough. Information presented is from scholarly though
dated sources.A discussion of the types and sources of training
and assistance necessary for governing board members is
thoroughly presented with rich detail. Information presented is
from current scholarly sources.45.42/57.50Synthesis and
Argument 10.0%No synthesis of source information is evident.
Statement of purpose is not followed to a justifiable conclusion.
The conclusion does not support the claim made. Argument is
incoherent and uses non-credible sources. Synthesis of source
information is attempted, but is not successful. Sufficient
justification of claims is lacking. Argument lacks consistent

3. unity. There are obvious flaws in the logic. Some sources have
questionable credibility.Synthesis of source information is
present, but pedantic. Argument is orderly, but may have a few
inconsistencies. The argument presents minimal justification of
claims. Argument logically, but not thoroughly, supports the
purpose. Sources used are credible. Introduction and conclusion
bracket the thesis. Synthesis of source information is present
and meaningful. Argument shows logical progressions.
Techniques of argumentation are evident. There is a smooth
progression of claims from introduction to conclusion. Most
sources are authoritative.Synthesis of source information is
present and scholarly. Argument is clear and convincing,
presenting a persuasive claim in a distinctive and compelling
manner. All sources are authoritative. 19.55/23.00Thesis
Development and Purpose10.0%Presentation lacks any
discernible overall purpose or organizing claim.Thesis and/or
main claim are insufficiently developed and/or vague; purpose
is not clear. Thesis and/or main claim are apparent and
appropriate to purpose.Thesis and/or main claim are clear and
forecast the development of the presentation. They are
descriptive and reflective of the arguments and appropriate to
the purpose.Thesis and/or main claim are clear and
comprehensive; the essence of the presentation is contained
within the thesis. 18.17/23.00Mechanics of Writing
5.0%Mechanical errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used. Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register), sentence structure, and/or word
choice are present. Some mechanical errors or typos are present,
but are not overly distracting to the reader. Correct sentence
structure and audience-appropriate language are used. Prose is
largely free of mechanical errors, although a few may be
present. A variety of sentence structures and effective figures of
speech are used. Writer is clearly in command of standard,
written, academic English. 9.78/11.50APA Format5.0%Required

4. format is rarely followed correctly. No reference page is
included. No in-text citations are used. Required format
elements are missing or incorrect. A lack of control with
formatting is apparent. Reference page is present. However, in-
text citations are inconsistently used.Required format is
generally correct. However, errors are present (e.g. font, cover
page, margins, and in-text citations). Reference page is included
and lists sources used in the paper. Sources are appropriately
documented though some errors are present.Required format is
used, but minor errors are present (e.g. headings and direct
quotes). Reference page is present and includes all cited
sources. Documentation is appropriate and citation style is
usually correct.The document is correctly formatted. In-text
citations and a reference page are complete and correct. The
documentation of cited sources is free of error.8.51/11.50Total
Weightage100%195.27/230.0
Running head: DISTRICT LEADERSHIP ON STUDENT'S
OUTCOME 1
DISTRICT LEADERSHIP ON STUDENT'S OUTCOME
2
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

5. 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

6. 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

7. 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

8. 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&s
id=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?

9. �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.
�
�For the superintendent or board members?

10. �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”