Outlines how school executives should work with their secretaries and reviews six ways secretaries and administrators can work better together by: being members of a team, providing information needed, giving secretaries authority, not treating secretaries as "gofers," encouraging professionalism, and rewarding secretaries financially. (MD)

Budget problems are causing schools to look at developing nonprofit foundations for new sources of financing. Outlined are examples of successful foundations. Included are critics' concerns and suggestions for starting fund-raising foundations. (MD)

This superintendent-mandated school improvement program has improved test scores and brought about teacher, student, and parent support for participating junior high schools. (Author)

Reports the findings of nearly two years of close observation of a superintendent who managed to survive board and community conflict. Draws generalizations about how superintendents can survive. (Author/JM)

Describes a study conducted (1) to determine the perceptions of vocational agriculture teachers and their administrators toward selected summer program activities, and (2) to determine if differences exist between vocational agriculture teachers and superintendents in their perceptions of the importance of selected summer program activities. (CT)

This study of 80 superintendents and 118 principals revealed that principals felt much more constrained by the union contract than superintendents did. (JM)

Describes the "old boys network" of power brokers, consultants, educational administration schools, and administrator organizations that help place superintendents and other school administrators around the country. Profiles several organizations and regional job brokers and consultants and discusses charges that the network is racist,…

Offers advice on ways superintendents can choose an effective assistant. (WD)

A study sought to examine the attitudes of school administrators in various administrative positions toward their local vocational agricultural programs. There were no significant differences among the three groups of administrators concerning the controlling purposes of vocational agriculture. (LRA)

The school superintendency consists of a set of relatively invariant functions, or job dimensions, that differ among superintendents as to the priority or importance assigned to them because of the differing influences and circumstances under which superintendents operate. (Author/IRT)

Focuses on the opinions of superintendents regarding their attitudes toward theoretical formulations of organizational behavior. (Author/RK)

Describes four superintendents' plans to construct diagnostic assessments to meet identified students' needs. Superintendents wanted assessments that were aligned to local and state standards and accountability tests; reported results by standards mastered, not total test scores; eliminated teachers' test scoring and reporting burdens while…

Summarizes a survey of Ohio superintendents' and other administrative supervisors' perceptions of the career-threatening problems experienced by principals. Respondents were asked to rate the deficiency effect of 23 administrative competencies later grouped into 7 clusters. Principals perceived as at risk most frequently experience problems with…

Study of reform activity in 57 urban school districts found the typical urban district had launched almost 12 significant initiatives from 1992 to 1995. The problem is not too little reform, but too many high-profile initiatives and transitory superintendents. Quick fixes are inimical to sustained improvement and distract attention from such…