National statistics show increasing turnover in the superintendency. Additionally, neither practicing nor former superintendents record experiences within that public role. Given a two-century historical gap in the literature of few accounts from superintendents' perspectives, my study described my journey through three superintendencies from 1993 to 2020. I used professional, self-identity as the lens for a reflexive autoethnography to answer the question: What do my professional artifacts, documents, archival notes, and perspectives from colleagues and state officials reveal about educational changes in the last 30 years that influenced the superintendent's office? To find the answer, I used autoethnography, a reflective research method, which included systematic data analysis of a repository of personal artifacts combined with a confirmatory set of interviews from selected key informants involved with events connected to the artifacts or creating the artifacts. These data sources, including 827 artifacts and two interviews, answered the question about educational change in my years in the superintendency with the following categories of trends: (a) curriculum development and management, (b) finance, and (c) accountability. More than half the artifacts (55%) and the interviews confirmed that the superintendent's role changed to curriculum leadership over those three decades. Finance artifacts (25%) and legislated accountability were intertwined with curriculum development and management. This three-article dissertation makes a two-fold contribution to the need for superintendents' firsthand perspectives alongside specifying systematic methods for artifact analysis in autoethnography. The first article detailed instrument development for artifact analysis with a confirmatory interview protocol. In the second article, I presented a curriculum leadership framework for practicing and aspiring superintendents. The final article calls for practicing superintendents to use their position and voice in advocacy and accountability for their students and communities. Superintendents' silence about their experiences in their era of reforms, cultural changes, or daily confrontations and decisions left a void in knowledge about this important role in public education. My work contributed a set of instruments for artifact analysis as well as presented a framework for superintendents' curriculum leadership and offered practical insights into their daily obligation as advocates for the communities they serve. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]