In his book "The Speed of Trust," Stephen Covey identifies trust as the one thing that, if missing, will "destroy the most powerful government, the most successful business, the most thriving economy, the most influential leadership, the greatest friendship, the strongest character, the deepest love." When the Creative-Moniker…

A superintendent's job requires taking care of people--children first, then faculty and staff, the board of education, parents and anyone else who strides through a superintendent's door. At the end of the day, no one really takes care of superintendents but themselves. Their well-being is directly linked to their state of minds, the health of…

This article reports the findings of a snapshot study of the superintendency conducted by the American Association of School Administrators (AASA). The findings revealed that superintendents were evaluated highly by their boards, but the number of leaders who received the highest ratings have declined during the past six years. The report, which…

Describes executive coaching services provided by Leadership Coaching for School Change. Includes examples of the results of executive coaching. (PKP)

Describes executive coaching services for public school administrators, especially superintendents. The purpose of coaching is to help an administrator professionally and personally. Coaches differs from consultants in that coaches do not offer solutions to problems, nor do they give advice and offer solutions as do mentors. Includes descriptions…

Describes qualities of resilient superintendents based on interviews with 18 superintendents. Many find personal rewards, for example, in being able to make a difference in the lives of students, teachers, and members of the community. They also like being in charge. (PKP)

Describes beneficial experience as both an executive coach and a client. (PKP)

Tells how being coached can help superintendents and principals improve their leadership and problem-solving skills. (PKP)

Superintendents' performance evaluations continue to be too frequently conducted through a highly informal, subjective process, based more on impressions than data. Several states require school boards to use student performance data in evaluating their superintendents. Student achievement data, focusing on continuous improvement, should certainly…

Excerpts from journal of superintendent of Kenai Peninsula Borough School District in Alaska and reflections on her executive coach, a friend and former superintendent. Describes executive coach's efforts to help superintendent build an effective leadership team. (PKP)

Personal account of her first-year experience as superintendent of the Riverdale Joint Unified School District, a large rural district in San Joaquin Valley of California. (PKP)

Argues that moral and spiritual leaders strive to make a difference in the lives of students; to reduce the achievement gap in one's school, district, and the larger educational environment; and to foster growth opportunities and leadership in others. (PKP)

Assuming the quality of the principal is directly linked to student learning and instruction, whose responsibility is it to develop building administrators to their fullest? This question is at the center of Principal Training on the Ground by Sandra Stein and colleagues from the School of Public Affairs at Baruch College of the City University of…

Describes how three New York administrators--two principals and a superintendent from separate districts--provide each other advice through email using an electronic mentoring approach called a journal triad. (PKP)

Personal account of his first-year experience as superintendent of the East Valley School District, a suburban district in Spokane, Washington. (PKP)