Using a feminist postmodern perspective, examines excerpts from traditional superintendency texts and several samples of women superintendent narratives to consider whether a reconsideration of superintendency discourse could support a reconception of the superintendency. (Contains 80 references.) (PKP)

Provides historical background and current context for school administrator preparation and professional development in the United States. Discusses changes in the work of principals and superintendents in last twenty years and draws implications administrator preparation and professional development. (Contains 92 references.)(PKP)

Describes successful strategies used by school superintendents in Sauk City, Wisconsin; Beaverton, Oregon; and Vancouver, Washington to overcome barriers to implementing after-school programs. Provides brief summary of Mott Foundation-funded study of after-school programs conducted by the American Association of School Administrators (AASA). (PKP)

Analyzes research on superintendent attrition and supply. Refutes popular belief of a crisis in the superintendency. Draws implications for policy and practice. (Contains 50 references.)(PKP)

Education Commission of the States nationwide survey of school board presidents concludes that crisis in the superintendency does not exist. Findings do suggest, however, that some districts have a history of "churning" superintendents, which contributes disproportionately to these districts having high turnover rates and a relatively small number…

Former principal relates personal experience in being transferred from an affluent suburban school to a poverty-area school with the lowest test scores in Westchester County (New York). Tells what he did to improve student test scores and some lessons he learned from the experience. (PKP)

Exploratory study of seven superintendents' perspectives on the recruitment process, selection criteria, and final selection decisions of 20 recently hired principals and assistant principals. Superintendents were from a variety of small and midsized school districts and communities. Generates four hypotheses to be tested in future studies.…

Retired superintendent describes his teaching experiences at the Juneau (Alaska) County Charter School, an alternative secondary school program for at-risk students. (PKP)

Examines state superintendent licensing requirements and problems and issues related to university-based superintendent preparation programs. Discusses five major concerns that need to be addressed in superintendent preparation programs: synchronizing preparation with superintendents' career, reconnecting academic and professional preparation,…

Personal account of her first-year experience as superintendent of the Pulaski Central Schools in upstate New York. (PKP)

Describes a superintendent's plan of entry into a new school district. Includes six-step guide for entry plan survey. (PKP)

Because the first educational reform waves were centered at state and school levels, superintendents have been left out of the picture. Excluding the superintendency from overall improvement designs or demeaning its contribution could unravel many change efforts. Superintendents must commit to a well-crafted educational agenda and redefine their…

Reviews the background of current leadership concepts, some ideas from the research, and some suggestions for practice. The best leadership practices may be grouped under the headings of vision, transforming behavior, situational adaptation, perseverance, and skills development. Favorable learning conditions benefit administrators and students…

To avoid the ivory tower syndrome, responsible school executives can adopt a class (instead of teaching one), meet with employees on their own turf (but not their own time), humanize and personalize remarks, arm themselves with specifics about students and staff, and listen more than they talk. (MLH)

A systematic rotation of principals can spark a willingness to tackle new challenges. Recommends the following strategies: (1) adopt a systematic rotation policy; (2) avoid random school assignments; (3) be prepared for a strong reaction from administrative staff; and (4) review personnel policies that might conflict with a rotation policy. (MLF)