A retired superintendent gives a 15-point answer to why he stayed on his job and how it was possible. (Author/IRT)

This book is written by two successful school principals that have provided practical lessons and activities that will build the leadership capacity of anyone who reads it. Included in this book are ways to increase collaboration with reciprocal benefits for leaders and followers and ways to develop and sustain top performance in leadership.…

Dr. Norman Drachler, former Detroit Superintendent of Schools, went to Washington in 1971 to establish an Institute for Educational Leadership for the Ford Foundation in association with George Washington University. (Author/MB)

Reports on a national survey that gives a portrait of the American school superintendent -- the kind of education he brings to the job today, the experience he has had, the salary he is earning, and the obstacles he sees to the performance of his duties. (Author)

The results of this study seem to indicate that superintendents view their counselors as performing duties congruent with ASCA policy. They feel, however, that many counselor functions must be extended and improved. (Author)

Presents photographs of 12 Black superintendents of urban school districts. They are: J. Jerome Harris, Ronald Lewis, Willie W. Herenton, Robert R. Wheeler, Alonzo A. Crim, Roland N. Patterson, Jean Franklin Emmons, Charles R. Thomas, Richard C. Hunter, Arthur Jefferson, Ulysses Byas, and Howard E. White, Sr. (GC)

Poses questions to help school boards decide what it is that they are looking for in a superintendent. (Author/IRT)

The place to start a writing reform program is at the top. Superintendents need to learn how to write in straightforward English, using correct grammar, spelling, and punctuation. (Author/IRT)

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)

Survey of selected sample of superintendents in three states (Indiana, Illinois, and Texas) about what they like about their jobs. Having a substantial impact on the direction of their school districts is the strongest reason the superintendents give for liking their jobs. Nearly 90 percent of the respondent superintendents rate their overall job…

Describes 3-hour written examination for superintendent certification in Missouri. The School Superintendent Assessment, produced by the Educational Testing Service, has 3 1-hour parts: Evaluation of Action, Synthesis of Information and Problem Solving, and Analysis of Information and Decision Making. Other states are adopting exam. One…

Five school superintendents tell how they coped with various personal and job-related stress-inducing circumstances and situations. Two experts offer six strategies for managing stress. (PKP)

Describes five types of stress (relationship, personal, financial, health-related, and emotional) and offers advice on how to successfully cope with each. (Contains seven references.) (PKP)