How Superintendents Make Sense of Leading Public Pre-K Programs

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Leading the Littlest Learners: Working Toward a Pre-K Inclusive Research Agenda in Educational Administration

Abstract

Purpose
Movements to expand Early Childhood Education and (ECE) have led to a growing emphasis on Pre-K programs being the responsibility of public school leaders. This study explores how superintendents across the United States make sense of leading Pre-K in their districts and their perceptions of the program’s success and challenges. The findings offer new insights into the preparation and professional development superintendents need to effectively and equitably lead their Pre-K programs.

Perspectives
In this study, we employ sensemaking theory (Weick, 1995). Sensemaking provides a valuable framework for understanding how superintendents construct meaning from their leadership through personal and professional experiences, interactions with those around them, and the social, political, and geographical contexts in which they live and work.

Data and Methods
This qualitative study is based on semi-structured interviews with 16 superintendents across a range of district sizes and geographies. The majority of participants (n = 15) were recruited from a larger national survey study, which included 404 superintendents nationwide, using the National Longitudinal Superintendent Database. One superintendent participant was recruited using convenience sampling based on the participant's relevant district level and ECE leadership experience. Interviews focused on how the superintendent's experiences informed their perspective on Pre-K, their role in leading the district's Pre-K programs, and their perceptions of program strengths and challenges. Interviews were coded thematically and analyzed using an inductive coding strategy (Miles et al., 2020).

Results
Superintendents overwhelmingly viewed Pre-K as an intervention that supports academic, social, and behavioral success. By framing Pre-K as a tool for closing opportunity gaps, the superintendents described their programs as delivering essential services that children may not otherwise have access to, while also emphasizing preparation for kindergarten and the school environment.

Despite the strong descriptions of support for Pre-K programs, superintendents emphasized challenges. Some were aligned to those of the broader K-12 system (e.g., staffing shortages, resource challenges), while others were specific to the unique histories and policy environment of Pre-K. For example, superintendents described inconsistencies in funding, transportation constraints, and navigating differing requirements for evaluating their Pre-K teachers.

In describing both successes and challenges, superintendents often described Pre-K programs as distinct from K-12. In some cases, this distinction focuses on the superintendent’s belief that Pre-K serves a specific purpose, as outlined above. In other cases, the distinction was more structural, marked by the physical location of the Pre-K programs, as well as the structure of district and state processes and supports. In the full paper, we provide a more detailed description of these findings and discuss their implications for superintendent preparation and professional development.

Significance
This study highlights the experiences of superintendents leading Pre-K programs. Their insights point to opportunities for more intentional professional development and leadership preparation that not only emphasizes the specific developmental and instructional needs of young children in public schools, but also prepares them to lead in a complex, and increasingly cross-sector, policy environment. This study also uplifts the need for superintendents to be well-equipped as partners in envisioning the future of ECE.

Authors

• Rachel Rowan, North Carolina State University

• Lora Cohen-Vogel, University of North Carolina - Chapel Hill

• Lauren C. McKenzie, University of Texas at Austin