This study examines the ability of a differentiated supervision model to initiate quality improvements in school systems by classifying schools according to several identified factors and modifying the resources allocated to all schools based on their supervision classification. Conceptual development and an archival post-hoc analysis approach were used to analyze the effects of the supervision model on the improvement of schools in a large urban school district. The researcher developed the supervision model and collected data regarding school characteristics, classification, and performance for individual schools during the first and sixth years of implementation. The researcher found that the grade level of schools, the years of experience of school principals, the socioeconomic status of schools, and monetary funding significantly impact the ability of the differentiated supervision model to impact school improvement. Additionally, the results of the study indicate that schools with the lowest performance at the initiation of the classification model had significantly higher levels of improvement than schools with higher initial performance. The conclusions drawn from the findings suggest that utilizing a customized approach to the supervision of individual schools and the resources allocated to those schools can lead to performance improvements.
Academy of Educational Leadership Journal