This article describes a survey of the characteristics of new-to-site superintendents in Kansas in the last three school years, focusing on the methods by which these administrators are evaluated and their own view about their evaluations.(Author/TE)

Procedures for conducting an effective school board meeting at the Sidney Central School District, New York, include a monthly packet of information for board members, an unlisted telephone line to the superintendent's desk, and an agenda that lists future business for upcoming meetings. These procedures enable issues to be understood, discussed,…

Argues for a school-centered renewal process making schools the target of improvement efforts and the site of professional inquiry and reflective practice to determine educational change. Examines the creation and use of knowledge, the nature of schools as organizations, and the lessons learned from experience. Includes 18 references. (MLH)

In the 1986 Maine court decision "True v. Ladner," a school superintendent was found guilty of slander for a teacher recommendation. Many school attorneys are now advising superintendents and school officials not to provide references for former employees. If this becomes widespread the process of screening applicants for teaching…

There is little incentive for teachers to become school administrators. The extra pay does not make up for the long hours and commitment expected of school leaders. School boards need to work to provide support and incentives to attract competent administrators. (MD)

If a superintendent resigns, school boards should consider hiring a retired outside superintendent during the interim period. Advantages include relief from the pressure to replace the outgoing superintendent, proven expertise, "free" outside consultation, a smoother transition, and avoidance of conflict. An on-staff interim chief can be…

Discusses nine factors to consider when attempting to determine what kind of information and how much information a superintendent should supply to a school board concerning district operations. (PGD)

Even though many European and Japanese students spend as many as 8 hours daily and 220 days yearly in the classroom, 661 American superintendents believe the present U.S. average--6 hours and 180 days--to be adequate, raising questions about their potential support in changing the system. (KS)

A survey of 59 Missouri school boards that selected new superintendents for the 1984-85 school year revealed that the factors most significantly influencing selection decisions involved the candidates' self-presentation skills, the candidates' backgrounds as confirmed by references, and the candidates' interests in student achievement and district…

Suggests time-honored tactics for superintendents wishing to boost community support for schools, including (1) weekly school visits, (2) teacher-observation requirements for principals, (3) weekly board newsletters, (4) daily lunches with school children, (5) minimal yearly teaching requirements for all administrators, and (6) a well-developed…

Examines and criticizes current short-range strategies that teachers use to solve classroom concerns. Describes a form of action research based on experience in teacher education and suggests its use by superintendents, principals, and teachers to yield long-range answers to classroom problems. (SB)

The employment contract is the key item in superintendent firing, and thus, it should include provisions for termination. Terminations can misfire if the board does not carry out contractual obligations. Eight points of advice are included for boards that are contemplating firing a superintendent. (MD)

Profiles of 100 top executive educators selected for their excellence in administering their schools by an independent panel of jurors. (MLF)

A survey was conducted to assess school superintendents' attitudes toward the concept of merit pay. Nearly 80 percent of respondents supported the idea, but the survey also revealed barriers to successful implementation and reasons that certain merit pay plans failed. Analysis of responses by community (urban, suburban, and rural) follows. (TE)

Recounts who are the black educational leaders now and who were leaders in the past. (IRT)