Argues the need for long-range planning and the importance of board and superintendent support for it. (IRT)

A superintendent narrates the events preceding a strike in his district, and the steps he took to prepare for and weather the strike. (IRT)

What superintendents can do to help new board members. (Author)

Presents arguments in favor of administrative teams. (IRT)

Discusses questions a superintendent should review with the school board and school attorney to define the attorney's role and ensure maximum understanding. Superintendents should consider whether they are comfortable asking for timely assistance, which school leaders are authorized to contact the school attorney, and how legal advice is…

Discusses three sequential questions boards should reach consensus on before beginning a superintendent search. Questions involve district's position related to education issues deemed important to the community, a new superintendent's personality traits and leadership skills required to address these issues, and whether the board should seek to…

During the 1995-96 school year, the Savannah-Chatham County (Georgia) Public Schools averaged 800 daily telephone complaints about transportation. Applying total-quality-management principles improved client satisfaction via a Pareto problem analysis chart, a customer response data-collection team, and driver teams who strategized ways to reduce…

Interviews Shelley Harwayne, founder of the Manhattan New School, who has been named one of 10 new regional superintendents for New York City's public school system. Explains that Shelley's work is renowned in literacy. Discusses leadership, diversity, teaching, and professional development. (PM)

Examines longevity in office of superintendents in 292 school districts, using 1975-99 data from random national sample and all school districts in North Carolina. Finds that superintendent tenure has not changed significantly since 1975-79, averaging 6-7 years over entire period. Longevity is significantly related to such factors as school board…

Using research focused on interpersonal communication theory, exploratory investigation examines school board presidents' perceptions of their district superintendent's interpersonal communication competence in his or her role as chief executive officer to the board of education. Finds, for example, that the superintendent's interpersonal…

Describes scope and policy implications of new education requirements for states and school districts in the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA) called the No Child Left Behind Act. Includes critical and supportive comments by educational leaders. (PKP)

Reports results of a survey in which 100% of superintendents who responded read high school publications yet only 15% think it is important to attend national workshops, conferences, or conventions. Contends that student journalists and advisers need to continue to travel to these workshops. Suggests that if students and advisers presented reports…

Superintendent offers several practical suggestions for dealing more effectively with negative school personnel and situations: Visualize success, know the realities, appreciate humor, surround negative people with positive staff members, be an absolute role model, understand psychology, reframe negative into positive energy, and use your…

Offers three questions that administrators should ask themselves before adopting an administrative rule aimed at reducing the detrimental effect of negative employees: What is the purpose? Will this actually accomplish the purpose? How will our most positive and productive staff members feel about it? Describes two scenarios wherein the three…

Personal account of her first-year experience as superintendent of Washington County Public Schools in Hagerstown, Maryland. (PKP)