Offers superintendents several tips for establishing sound relationships with their school boards, including clarifying roles, understanding the political and professional nature of the superintendency, avoiding close identification with specific board members, educating board members, avoiding provincialism, cultivating good administrative staff…

A nationwide survey of superintendents' use of and attitudes toward contract services revealed that contracting can, but does not always, relieve worries about facilities, labor, and investments. Superintendents recommended strategies for dealing with contract employees to achieve cost and time savings and improved school personnel relations. (CJH)

An electronic news service called REDINET provides Indiana school management with statewide coverage of legislative committees, state agencies, and others. Individual school districts and subgroups are also able to communicate with each other. (MLF)

This article reports an exploratory study of 12 instructionally effective school districts which were identified on the basis of high student achievement. Seventeen characteristic themes were identified and are discussed, including curricular and instructional characteristics and organizational dynamics. (JL)

To ensure the quality of school leadership in the future requires the following: (1) improving financial incentives; (2) strengthening administrator training programs; and (3) raising certification requirements. (MLF)

Both school boards and parent teacher associations should have a systematic program for exchanging information and for involving parents in school policy-making processes. Responsibilities of each group are listed. (CB)

A school superintendent advocates cooperation between the school board and the superintendent but points out that there needs to be a strict distinction between their two roles. The board adopts policy; the superintendent administers policy. (MD)

Provides step-by-step advice for school board members involved in the selection of a new superintendent. Includes a sample scheduling planner. (MD)

Offers superintendents guidelines for resolving personnel disputes, policy disagreements, and communication problems with school boards so that schools run smoothly. (KS)

Outlines four steps to follow in doing a full superintendent evaluation: (1) set clear goals for the superintendent, (2) follow up on the goals, (3) get other administrators' views of the superintendent, and (4) present the findings to the superintendent. Includes examples of questions to ask. (MD)

Reports on a 1983-84 nationwide descriptive study of K-12 and one-12 rural school districts enrolling 300 students or less done to provide educators with needed information on the status of the very small school district. Highlights findings on rural districts, superintendents, teachers, student performance, and school programs. (BRR)

Superintendents give information and counsel to administrators, board members, parents, teachers, and students. A six-item reference list is provided. (Author/DCS)

The process of developing goals for boards and school systems includes formulating broad goals, making sure system employees and community members are familiar with the goals, making a commitment to the goals, setting yearly board objectives, and tying the superintendent's evaluation to yearly objectives. (MJL)

Changes instituted by a new superintendent in 1975 and credited with improving student achievement and the educational climate include establishment of measurable goals, a curriculum stressing basic instruction, staff development activities, a diagnostic testing program, differentiated courses offering remedial instruction, teacher redistribution,…

Describes various types of difficult bosses and provides tips on how to deal with them. Included are the good but unsettling boss, the incompetent boss, the overcompetent boss, the paranoid boss, and the martinet boss. (TE)