Abstract
Purpose. The purpose of this study was to identify roles and responsibilities, demographics, behaviors, priorities, challenges, and activities of highly successful superintendents in Regional Occupational Centers and Programs (ROCP) in California. The study sought to define characteristics, attitudes, and behaviors with a focus on identifying personal experiences, professional experiences, and career paths of individuals who serve successfully as superintendents in the distinctive setting of an ROCP. Methodology. Eight ROCP superintendents, identified as highly successful by a cadre of experts, were interviewed for this qualitative, descriptive case study. Demographic data were gathered through a survey. Findings. The successful ROCP superintendent is typically a married white male, 59.2 years of age with a doctoral degree, and a professional administrative credential, who was a teacher, and administrator prior to the superintendency. Her/his main responsibilities are board relations and a positive work environment. They cite a strong relationship with staff as a major achievement. Top priorities are student success and high quality programs. They envision a greater demand for academics, emphasis on high school students, and more industry partnerships. They are challenged by board relations and financial uncertainty. Relationships formed through various activities help to meet challenges. They are innovative with research and data and are primarily disappointed by a perceived lack of support from the California Department of Education. The poor image of the ROCP is their biggest barrier, and is overcome through effective communication. Their support system consists, mostly, of other ROCP leaders. They advise new and aspiring ROCP superintendents to forge strong board relations and to communicate openly and effectively. Conclusions and recommendations. ROCPs face unique challenges and successful superintendents are effective in meeting these challenges. They are political advocates who "sell" the program to the constituents in order to maintain enrollment and funding. They find ways to influence ROCP board members, who represent different school districts, to make decisions which benefit, not just the board member's home district, but the ROCP as a whole. Because of the distinctive nature of the position, these leaders need to connect with other ROCP superintendents. They focus on student success, and they enjoy their job. Many of the successful superintendents, however, are nearing retirement, and new leaders must be developed. Further study would add to the body of knowledge about the ROCPs, and provide information which would better prepare career technical educational leaders of the future.