The last quarter of the 20th century saw many = vigorous efforts to rethink and improve education for America=92s = children and youth

From: Subject: =?Windows-1252?Q?The_last_quarter_of_the_20th_century_saw_many_vigorous_e?= =?Windows-1252?Q?fforts_to_rethink_and_improve_education_for_America=92s_?= =?Windows-1252?Q?children_and_youth?= Date: Tue, 17 Feb 2009 15:04:47 -0500 MIME-Version: 1.0 Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Content-Location: file://\\server\NESDEC\Web Site\Thinking_Differently.htm X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.3350 The last quarter of the 20th century saw many = vigorous efforts to rethink and improve education for America=92s = children and youth
Thinking Differently:

Recommendations for 21^st Century School=20 Board/Superintendent Leadership, Governance, and Teamwork for High = Student=20 Achievement

By Richard H. Goodman and William G. Zimmerman,=20 Jr.

Thinking Differently: Recommendations for = 21st Century School Board/Superintendent = Leadership,=20 Governance, and Teamwork for High Student Achievement was supported = by a=20 Ford Foundation grant to the New England School Development Council. It = was=20 published by Educational Research Service.

The New England School Development Council (NESDEC) = was founded=20 at the Harvard Graduate School of Education in 1945. NESDEC is a = not-for-profit=20 organization whose mission is to work with school districts to develop = schools=20 as high performance organizations. NESDEC fulfills its mission through = program=20 and service offerings in four major areas: Professional Development, = Planning=20 and Management, Executive Searching, and Research Development. Today, = NESDEC=20 represents more than 300 school districts in the New England states. For = more=20 information about NESDEC, please contact: John R. Sullivan, Jr., = Executive=20 Director, NESDEC, 28 Lord Road, Marlborough, MA 01752. Phone: (508) = 481-9444.=20 E-mail: nesdec@nesdec.org.

The Ford Foundation, established in 1936, is a = private,=20 nonprofit institution that serves as a resource for innovative people = and=20 institutions worldwide. Its goals are to strengthen democratic values, = reduce=20 poverty and injustice, promote international cooperation, and advance = human=20 achievement. A national and international philanthropy with assets of = more that=20 $12 billion, the Foundation has provided more than $10 billion in grants = and=20 loans worldwide. The Ford Foundation maintains headquarters in New York, = offices=20 in countries in Africa and the Middle East, Asia, Latin America, and an = office=20 in Russia.

Educational Research Service (ERS) is the = independent,=20 nonprofit research foundation sponsored by seven national school = management=20 associations to serve the research and information needs of education = leaders=20 and the public. ERS produces a broad range of resources that provide a = solid=20 foundation of information and research for important policy, = operational, and=20 instructional decisions in local school districts and other educational=20 agencies. For more information about ERS, please contact ERS Member = Services=20 Information Center, 2000 Clarendon Boulevard, Arlington, VA 22201-2908. = Phone:=20 (800) 791-9308. E-mail: msic@ers.org. Web site: www.ers.org.

Questions about this report? Contact Richard H. = Goodman or=20 William G. Zimmerman Jr., New England School Development Council, 28 = Lord Road,=20 Marlborough, MA 01752. Phone: (508) 481-9444.

Additional copies of Thinking Differently: = Recommendations=20 for 21st Century School=20 Board/Superintendent Leadership, Governance, and Teamwork for High = Student=20 Achievement are available from Educational Research Service, 2000 = Clarendon=20 Boulevard, Arlington, VA 22201-2908. Phone: (800) 791-9308. Fax: (800) = 791-9309.=20 Single copies are $7.00; ERS Comprehensive subscriber price: $3.50. Add = the=20 greater of $3.50 or 10 percent of purchase price for postage and = handling.=20 Quantity discounts available. Stock No. 0360.

Preface

In 1996-1997, supported by a Kellogg Foundation grant = to the=20 New England School Development Council (NESDEC), we conducted a = nationwide study=20 of school board/superintendent collaboration for high student = achievement. The=20 results of that study were reported in Getting There from Here = (1997),=20 published by NESDEC and the Educational Research Service (ERS). Over = the=20 past year, supported by a Ford Foundation grant to NESDEC, we have = examined more=20 deeply the concept of board/superintendent team leadership. Our goal was = to=20 pinpoint just what is needed to create and support the kind of school = district=20 leadership that will contribute to achieving the goals of healthy = development=20 and high achievement for every child in America.

The recommendations in this publication evolved over = many hours=20 of discussion with members of the National Advisory Committee on School=20 Board/Superintendent Leadership, Governance, and Teamwork for High = Student=20 Achievement and reflect its collective wisdom. While not everyone will = agree=20 with every recommendation, it is our hope that this report will lead to = positive=20 change in every state and school district, with the result being strong = local=20 leadership for children.

As Anne Bryant, Executive Director of the National = School=20 Boards Association, and Paul Houston, Executive Director of the American = Association of School Administrators, have said: "Strong school=20 board/superintendent leadership, governance, and teamwork are the = foundation for=20 raising the achievement of every child in America."

We express our sincere appreciation to members of = this=20 Committee, to Joseph Aguerrebere of the Ford Foundation for seeing the = need for=20 strong leadership for children, to Luann Fulbright for her research and = writing=20 in support of our work, to Karen Rookwood for her insightful editing, = and to=20 Bruce Boston for his assistance. Special appreciation is extended to a = strong=20 supporter of public education, Fred Whittemore, for his contribution to = assist=20 with the publication and wide distribution of this report.

The research on which we based this publication, = including=20 seven case studies of successful board/superintendent teams from a = variety of=20 communities across America, is available through NESDEC.

We welcome each reader=92s comments and = suggestions.

Richard H. Goodman

William G. Zimmerman, Jr.

Foreword

Dear Colleagues,

Until recently, discussions on educational reform = have given=20 scant attention to one area vital to educational improvement: the = quality of=20 school district leadership and governance=97specifically, the = effectiveness of the=20 processes by which superintendents and school boards work together to = establish=20 good policies and to carry them out.

This important new publication, Thinking = Differently:=20 Recommendations for 21st = Century School=20 Board/Superintendent Leadership, Governance, and Teamwork for High = Student=20 Achievement, follows up on the work begun in 1997 with Getting = There from=20 Here, which published the results of a nationwide study of school=20 board/superintendent collaboration for high student achievement. That = 1997=20 report clearly established the importance of teamwork and leadership in=20 effective school governance.

In this current report, Richard Goodman and William = Zimmerman,=20 Jr. address the specific steps that must be taken to develop and = strengthen=20 local school board/superintendent leadership by local school boards and=20 superintendents, by state political and educational leaders, and by = university=20 deans and faculty.

Dr. Goodman and Dr. Zimmerman bring a wealth of=20 board/superintendent experience and expertise to this topic. In their = current=20 roles with the New England School Development Council (NESDEC), they = were two of=20 the researchers and authors of Getting There from Here.

The recommendations they present in this report are = all based=20 on one idea, that school districts cannot effectively raise student = achievement=20 without strong leadership and teamwork from the school board and = superintendent.=20 Although readers of this report may not agree with every single = recommendation,=20 we believe that they will endorse the central recommendation reached by = the=20 National Advisory Committee on School Board/Superintendent Leadership,=20 Governance, and Teamwork for High Student Achievement=97that effective = school=20 board/superintendent leadership, based on teamwork, communication, and = trust, is=20 key to quality education for America=92s students.

We have been proud to serve on the National Advisory = Committee=20 on School Board/Superintendent Leadership, Governance, and Teamwork for = High=20 Student Achievement. We believe that the recommendations contained in = this=20 report provide a valuable starting point for immediate discussion and = action,=20 which will ultimately lead to our common goal: high achievement for all = of=20 America=92s children.

Signed,

The 36 Members of the National Advisory Committee = on School=20 Board/Superintendent Leadership, Governance, and Teamwork for High = Student=20 Achievement

Members of the National Advisory Committee on School = Board/Superintendent=20 Leadership, Governance, and Teamwork for High Student Achievement

1. Arlene Ackerman, Superintendent of Schools, Washington, DC

2. Gregory Anrig, Jr., Vice President, The Century Foundation, New = York,=20 NY

3. Robert H. Beach, Executive Director, National Council of = Professors of=20 Education Administration, University of Memphis College of Education, = Memphis,=20 TN

4. Evelyn Berry, Executive Director, South Carolina School Boards=20 Association, Columbia, SC

5. Anne L. Bryant, Executive Director, National School Boards = Association,=20 Alexandria, VA

6. Davis Campbell, Executive Director, California School Boards = Association,=20 West Sacramento, CA

7. Benjamin Canada, Superintendent of Schools, Portland, OR, and=20 President-elect, American Association of School Administrators

8. Joseph Cirasuolo, President, American Association of School=20 Admin-istrators, and Superintendent of Schools, Wallingford, CT

9. John Forsyth, President, Educational Research Service, Arlington, = VA

10. Charles Fowler, Superintendent of Schools, Hewlett-Woodmere Union = Free=20 School District, Woodmere, NY

11. Susan Fuhrman, Dean, Graduate School of Education, University of=20 Pennsylvania, Philadelphia, PA

12. Ellen Galinsky, President, Families & Work Institute, New = York,=20 NY

13. Harold "Bud" Hodgkinson, Center for Demographic Studies, = Alexandria,=20 VA

14. Paul Houston, Executive Director, American Association of School=20 Administrators, Arlington, VA

15. Harold "Doc" Howe II, Former United States Commissioner of = Education and=20 Retired Senior Lecturer in Education, Harvard University Graduate School = of=20 Education, Hanover, NH

16. James A. Kelly, Founding President, National Board for = Professional=20 Teaching Standards, Grosse Pointe, MI

17. Justin P. King, Executive Director, Michigan Association of = School=20 Boards, Lansing, MI

18. Michael Kirst, Professor, Stanford University, Stanford, CA

19. Charles Kolb, President, Committee for Economic Development, = Washington,=20 DC

20. Timothy G. Kremer, Executive Director, New York State School = Boards=20 Association, Albany, NY

21. Quentin Lawson, Executive Director, National Alliance of Black = School=20 Educators, Washington, DC

22. John T. MacDonald, Senior Advisor, Council of Chief State School=20 Officers, Washington, DC

23. Floretta McKenzie, President, The McKenzie Group, Washington, = DC

24. Ernestine McWherter, Executive Director, Tennessee Organization = of School=20 Superintendents, Nashville, TN

25. Robert Peterkin, Professor, Harvard University, Cambridge, MA

26. Peter Relic, President, National Association of Independent = Schools,=20 Washington, DC

27. James J. Renier, Retired Chairman and CEO, Honeywell Corp., and = Chairman,=20 Institute for Educational Leadership, Loretto, MN

28. Nina Sazer O=92Donnell, Vice President, Families and Work = Institute,=20 Durham, NC

29. Richard Schwab, Dean, Neag School of Education, University of=20 Connecticut, Storrs, CT

30. Harold P. Seamon, Deputy Executive Director, National School = Boards=20 Association, Alexandria, VA

31. Eugene R. Smolley, Jr., President, The Cheswick Center, = Rockville, MD

32. Miles Turner, Executive Director, Wisconsin Association of School = District Administrators, Madison, WI

33. Michael Usdan, President, Institute for Educational Leadership,=20 Washington, DC

34. Johnny L. Veselka, Executive Director, Texas Association of = School=20 Administrators, Austin, TX

35. Brenda Welburn, Executive Director, National Association of State = Boards=20 of Education, Alexandria, VA

Arthur E. Wise, President, National Council for the Accreditation = of=20 Teacher Education, Washington, DC

Thinking Differently:

Recommendations for 21^st Century School=20 Board/Superintendent Leadership, Governance, and Teamwork for High = Student=20 Achievement

By Richard H. Goodman and William G. Zimmerman,=20 Jr.

The last quarter of the 20th = century saw=20 many vigorous efforts to rethink and improve education for America=92s = children=20 and youth. There were countless attempts to improve public schools, from = new=20 state standards for student achievement, including high-stakes testing, = to=20 charter schools legislation. But one important dimension has largely = been=20 overlooked: school district leadership, governance, and teamwork.

Strong, collaborative leadership by local school = boards and=20 school superintendents is a key cornerstone of the foundation for high = student=20 achievement. That leadership is essential to forming a community vision = for=20 children, crafting long-range goals and plans for raising the = achievement of=20 every child, improving the professional development and status of = teachers and=20 other staff, and ensuring that the guidance, support, and resources = needed for=20 success are available. If this country is serious about improving = student=20 achievement and maximizing the development of all of its children, then = local=20 educational leadership teams =96 superintendents and school board = members =96 must=20 work cooperatively and collaboratively to mobilize their communities to = get the=20 job done!

While politicians and corporate leaders clamor for = state tests=20 that link minimum scores to high school diplomas, educators are teaching = students who, particularly in urban and remote rural areas, are weighed = down by=20 issues of poverty, health, and safety that obstruct and defeat learning. = America=92s leaders at all levels must understand and address the = current needs of=20 children, families, schools, and communities and adjust social policy to = today=92s=20 realities, however daunting they may be.

Leadership for High Student Achievement

This report spells out what the authors, guided by a = broad=20 panel of national educators =96 the National Advisory Committee on = School=20 Board/Superintendent Leadership, Governance, and Teamwork for High = Student=20 Achievement =96 believe must be done to develop and strengthen local=20 board/superintendent leadership to attain the overriding goal of high=20 achievement for every child. The need to focus on leadership for = improving=20 achievement comes at a time when:

=95 Public school enrollment is at an all-time high of 53 million. = This number=20 will continue to rise steadily due to increasing birth rates and=20 immigration.

=95 School districts face a critical shortage of teachers. The U.S. = Department=20 of Education projects that 2.2 million new teachers are needed over the = next 10=20 years to meet enrollment increases, reduce class size, and offset the = large=20 number of retiring teachers.

=95 Many communities face a critical shortage of citizens willing to = serve on=20 school boards.

=95 Fewer educators with leadership potential are willing to serve as = principals, district-level administrators, or superintendents of = schools.

=95 At an average age of 42, one-third of our public school buildings = are in=20 desperate need of repair or replacement. More than $112 billion is = needed to=20 repair, replace, or modernize public schools.

=95 The dropout rate remains unacceptably high, with rates for black = students=20 (13 percent) and Hispanic students (25 percent) notably higher than for = white=20 students (8 percent).

While we recognize that the challenges facing school = district=20 leaders are very different in large cities in comparison to suburbs, = towns, and=20 rural areas, there is no doubt that public school leaders are up to the=20 challenge. Throughout the history of American public education, our = schools have=20 successfully met and overcome challenges just as weighty and complex as = those=20 now facing them. Effective, collaborative, and courageous = board/superintendent=20 leadership teams are needed today to carry on and enhance what past = leaders have=20 accomplished. At the turn of a new century, the heightened public = concern about=20 education represents an opportunity to focus attention and gather the = resources=20 necessary to reach the ultimate goal: high achievement and healthy = development=20 for all children.

For our part, we remain undismayed by the critics=92 = incessant=20 chant that the system is broken and must be rebuilt. Rather than lament = public=20 education=92s shortcomings, we prefer to build on its achievements, and = we urge=20 all Americans to join us in this outlook. Public schools carry the = lion=92s share=20 of educating the nation=92s children. They are the primary and = fundamental=20 contributors to America=92s successes =96 in learning, business, the = arts, science=20 and technology, and a host of other endeavors. Led by school boards and=20 superintendents who are accountable to the public, the current system = has=20 educated nearly 90 percent of America=92s workers, inventors, authors, = scientists,=20 corporate leaders, artists, and computer technicians. For more than two=20 centuries, the American public education system has thrived on local=20 experimentation and avoided excessive centralization of power. It has = absorbed=20 much of the nation=92s anger and angst regarding racial issues and = desegregation.=20 It has responded positively to the call to educate children with special = needs.=20 Through it all, America has grown and prospered through the brainpower = and=20 productivity of its people. Indeed, our nation currently enjoys the = highest=20 standard of living and the greatest degree of prosperity the world has = ever=20 known. It is good to recall that the vast majority of us are products of = public=20 schools.

These successes, and the fact that millions upon = millions of=20 students still thrive in our public schools, cannot be ignored. Yet = these=20 accomplishments, impressive as they are, are not enough. Children = throughout our=20 nation who are beset by poverty still face formidable obstacles to the = kind of=20 learning they need to succeed in a fast-paced society and a global = economy. Too=20 many children continue to fall through the cracks. Too many young people = leave=20 high school ill-prepared to enter either college or the workforce. If we = are to=20 prepare tomorrow=92s workers and citizens to succeed, we must educate = all of our=20 children to high levels.

Strengthening Board/Superintendent
Leadership Teams

Our research has identified a number of successful = school=20 systems that are distinguished from others by school boards and = superintendents=20 that function as true leadership teams. In an atmosphere of cooperation = and=20 mutual support, an effective leadership team can focus on student, = teacher, and=20 community needs and achievements; policy development; long-range = planning and=20 progress toward goals; and an effective allocation of resources. = Essentially,=20 the board/superintendent leadership team, if freed from political = distractions,=20 can work successfully on its most critical task: promoting high = achievement for=20 all students.

This publication recommends what we believe must be = done to=20 create strong board/superintendent leadership teams. We make = recommendations for=20 major changes in state laws, in local policies, in the graduate and = continuing=20 education of superintendents, and in developing local = board/superintendent=20 leadership teams. All are aimed at supporting the optimal development of = every=20 child.

We have identified seven key strategies to strengthen = school=20 board/superintendent leadership and teamwork. They are:

1. A redefinition of student achievement to include a broad array of=20 educational goals

2. A strong, unified leadership and governance body at the school = district=20 level, with the overriding goal of providing quality education for all=20 children

3. New state laws on school district governance to support the = unified school=20 board/superintendent leadership team

4. Mobilizing communities and staff to focus on high student = achievement

5. A new approach to preparing and training school boards and = superintendents=20 that will support their coming together as unified leadership teams

6. Public consciousness-raising for high student achievement

7. The establishment of a National Center for Board/Superintendent=20 Leadership, which will be responsible for advocating and implementing = these=20 strategies and for carrying out research to support continuous = improvement in=20 the leadership of local school systems

We explore these strategies in the following = discussion and=20 incorporate them in the recommendations.

What Is Student Achievement?

Achievement all too often is defined simply as = passing a=20 standardized achievement test. That definition leaves out too much that = we want=20 for and from our children. In response to the problems documented first = in A=20 Nation at Risk (1983) and in a barrage of education reports since, many=20 politicians and policy makers have turned to a "quick fix" school reform = approach based entirely on test scores. In contrast, the National School = Boards=20 Association in Raising the Bar: A School Board Primer on Student = Achievement=20 (1998) suggests a much broader definition of achievement. Among its = educational=20 goals, this definition includes:

1. Academic attainment reaching beyond what a state test or other=20 standardized test currently measures (e.g., higher order thinking = skills,=20 intellectual curiosity and creativity)

2. Job skills and preparation

3. Citizenship (e.g., volunteerism, voting, community service, = abiding by=20 laws)

4. Appreciation of the arts

5. Development of character and values (e.g., integrity, = responsibility,=20 courtesy, patriotism, and a work ethic)

To this definition, we must add two significant = items:

1. Sound physical development and optimal health of all children = throughout=20 their formative years to prepare them for healthy, productive lives as=20 adults

2. Helping our children and youth understand and value the growing = diversity=20 of American society

The Challenge

Even with a talented and visionary = board/superintendent team at=20 the helm, reaching the goal of high student achievement depends upon = thinking=20 differently about teaching, learning, public engagement, = self-development, and=20 teamwork. The meaning of achievement for the whole child must be = rethought by=20 the entire community, led by the board/superintendent team, and embraced = by=20 teachers, principals, parents, students, and other citizens.

As we examine the challenge of strengthening school = system=20 leadership, let us look at individual areas in which educational = leadership is=20 struggling to meet long-term goals and improve student achievement:

=95 Creating public engagement and community mobilization

=95 Attracting and retaining qualified school board members

=95 Attracting and preparing outstanding educators to become = outstanding=20 superintendents

=95 Achieving continuous board/superintendent education and = development

=95 Revisiting laws that may inadvertently impede effective school=20 governance

=95 Awakening students and teachers to the diversity in our changing=20 society

Creating Public Engagement and Community Mobilization

A board/superintendent leadership and governance team = must=20 develop a plan for creating (and regularly updating) a vision that = "fits" its=20 community and is consonant with high standards for children. Public = engagement=20 and community mobilization are keys to defining priorities, setting = goals, and=20 creating an educational vision, all of which must be tied to quality = education=20 for all children.

Leadership from the board/superintendent team is = essential for=20 inspiring and implementing the community=92s vision for children. In his = landmark=20 book, Leadership Without Easy Answers, psychiatrist and professor Ronald = Heifetz=20 of the Kennedy School of Government at Harvard University points out = that=20 leaders not only "mobilize people to face problems because leaders = challenge and=20 help them do so," but also that mobilization and "getting that work done = is the=20 essence of leadership." Sustaining a community and staff vision for the = healthy=20 development and high achievement of all children over the long haul is a = primary=20 challenge of the board/superintendent leadership team.

Attracting and Retaining Qualified School Board Members

Despite the increased public focus on education, = public=20 involvement in education has steadily declined. Busy Americans place an=20 increasingly higher premium on their free time. One price paid for this = shift in=20 priorities is an unwillingness to spend time serving on school boards. = Many=20 boards experience significant turnover at each election, with members = often=20 serving only a single term. Compounding this problem, the alarmingly = limited=20 tenure of many superintendents leads to significant discontinuity in = goal and=20 program direction and to a near-complete loss of long-range = institutional=20 perspective. Such deficits quickly pervade the entire community and can = just as=20 quickly lead to a loss of confidence in the schools.

To attract citizens to serve on a local school board, = state=20 laws and local policies must make clear that the roles and = responsibilities of=20 school boards, in collaboration with the superintendent, should focus on = leadership and governance for high student achievement. Citizens will be = more=20 inclined to continue to serve on a school board when more time at board = meetings=20 is spent on developing goals and policies for quality education for all = children=20 and less time on administrative details such as personnel matters, bus=20 schedules, roof repairs, and selecting an athletic coach.

Attracting and Preparing Outstanding Educators to Become Outstanding=20 Superintendents

The complexities of modern-day education, together = with today=92s=20 political realities, economic constraints, and social problems, make the = job of=20 the superintendent one of the most challenging of all chief executive=20 undertakings. Perpetually changing technologies, a proliferation of = state and=20 federal regulations, and an avalanche of pressure-packed factors (e.g., = changing=20 demographics, board member turnover, conflicts between board members and = citizens, school privatization, mayoral takeovers, decentralization, = teacher=20 empowerment) have dramatically changed the role of the superintendent. = Most=20 university programs for preparing educators for the superintendency have = been=20 caught unprepared to address these issues.

Given these factors, the critical shortage of = qualified=20 superintendents should come as no surprise. Further, compensation of=20 superintendents is disappointingly low when compared to that of = university=20 presidents or CEOs in private industry, many of whom manage comparable = or=20 smaller budgets and staff. America needs to ensure that its most = outstanding=20 educators, those with leadership potential, are well prepared to become=20 superintendents of schools, well compensated for their leadership = skills, and=20 well supported in their efforts to bring about change as part of an = effective=20 leadership team.

To do that, three critical changes must be made. = First, the=20 superintendent position itself must be made more appealing to top = educators.=20 Appeal can be generated by making sure that superintendents and school = boards=20 function as collaborative leadership teams, with appropriate community,=20 administrative, and political support, including executive compensation = tied to=20 the demands and scope of the job. Second, active development and = recruitment of=20 educators with leadership potential must become a priority. Third,=20 superintendents must be better prepared for their jobs, through both = initial=20 university graduate-level programs and continuing education throughout = their=20 careers.

Achieving Continuous Board/Superintendent Education and=20 Development

Schools, like all institutions, need continuous = renewal to=20 fulfill their mission of educating all children to high levels of = achievement.=20 We strongly support and recommend high-quality, state-mandated = instruction each=20 year for the school board/superintendent team. We believe that the=20 board/superintendent team will become more effective when board members = and the=20 superintendent participate together in leadership renewal. The topics = for=20 instruction should be tied directly to the key responsibilities of the = school=20 board and the board/superintendent team, and to the needs of children = and the=20 educational process as these change over time. This kind of instruction = and=20 stimulation will help a true leadership team develop collaborative = skills,=20 create trust, and inspire its community to support high student = achievement.

State associations of school boards and = administrators should=20 be major providers of such orientation and instruction, as many have=20 well-established programs that have proven to be highly = effective.

Revisiting Laws that Impede Effective School Governance

Most school board members and superintendents take on = their=20 roles because they are dedicated to improving the education of children. = Often,=20 these public-spirited citizens and educators are frustrated to find that = local=20 and state laws hinder them in getting their real work done. Too many = state laws=20 require or allow boards to engage in the operational detail of a school = system =96=20 expecting them to hire and fire staff, adopt textbooks, adjust school = bus stops,=20 and approve field trips. In addition, the processes established by these = laws=20 too often result in an adversarial "Me-Them" relationship between = superintendent=20 and board.

State law should make clear that a key task of the = board of=20 education is to hire, oversee, support, and evaluate the work of the=20 superintendent, who in turn recommends policy and oversees personnel = matters,=20 budget, and financial matters, with accountability to the board for=20 implementation. Typically, the superintendent recommends, the board = members=20 deliberate with one another and the superintendent, and then they reach = a board=20 decision. The potential for controversy is always present. State laws = should be=20 rewritten to delineate clearly the key policy role of the school board, = the=20 overarching leadership role of the board/superintendent team, and the=20 executive/managerial role of the superintendent.

"Sunshine laws" in many states require all school = board=20 sessions to be open to the public. Despite certain clear advantages, we = believe=20 such laws can sometimes impede the smooth working of a collaborative = leadership=20 team. While the important work of school boards should certainly be open = to the=20 public, there are situations that require executive sessions. Public = scrutiny,=20 although obviously important in most instances, can often restrict = candid=20 communication and get in the way of team building. State laws should = ensure that=20 board/superintendent teams are authorized to meet privately from time to = time,=20 exempt from open meeting laws, to evaluate the work of the team and of = one=20 another, but not take action regarding district policy matters.

The Illinois legislature has long recognized the need = for=20 boards and superintendents to meet privately to evaluate and improve = their=20 teamwork for children. Illinois law includes an exception to its open = meeting=20 law, enabling a public body to hold a closed session for = "self-evaluation,=20 practices and procedures or professional ethics, when meeting with a=20 representative of a statewide association of which the public body is a=20 member."

Awakening an Understanding of America=92s Diversity

Because the economic and cultural settings of school = districts=20 vary widely, each district faces its own challenge in defining its = obligation to=20 assist students and staff with understanding and valuing America=92s = growing=20 diversity. Professor Henry Lewis Gates, Jr., director of the W.E.B. = DuBois=20 Institute for Afro-American Research at Harvard University, describes = this=20 elusive but significant element of our lives as follows: "Ours is a = society that=20 simply won=92t survive without the values of tolerance, and cultural = tolerance=20 comes to nothing without cultural understanding."

School board/superintendent leadership teams must = take on the=20 task of providing opportunities for building that understanding=85in = classrooms,=20 in social settings, in extracurricular activities, and in school, = community, and=20 family relationships. These opportunities must be centered around the = goal of=20 building respect for each other across the differences that too often = result in=20 suspicion and tension. Underscoring the importance of such initiatives = in public=20 schools, Professor Gates remarks:

Ours is a late-20th century = world=20 profoundly fissured by nationality, ethnicity, race, class and gender. = And the=20 only way to transcend these divisions=85is through education that seeks = to=20 comprehend the diversity of American culture. =

Recommendations

What can leaders who are dedicated to children and = committed to=20 effective, collaborative, participatory governance do to think = differently about=20 their mission? The remainder of this publication focuses on specific=20 recommendations designed to guide superintendents, school board members, = governors and legislators, graduate program staff, and all concerned = citizens in=20 pursuit of the goal of excellence in public education, namely, high = achievement=20 and healthy development for all children in all schools. Each = recommendation=20 offers an opportunity for superintendents and school boards to think = differently=20 about educational leadership.

Thinking Differently about Standards for Leadership Teams

First and foremost, the board and superintendent must = become a=20 unified governance and leadership team, with unity of purpose, a clear = mission,=20 and a sense of responsibility for action to achieve a long-term vision. = Inspired=20 by standards developed by the Alaska, California, Georgia, and South = Carolina=20 School Board Associations, the Texas Education Agency, and the "Four = Thrusts for=20 Leadership" created by the National School Boards Association (NSBA) and = the=20 American Association of School Administrators (AASA), we list here five=20 standards for board/superintendent team leadership. We recommend that = these=20 standards =96 vision, structure, accountability, advocacy, and unity =96 = be used as=20 criteria for continuous development and self-evaluation of a team=92s = leadership=20 and governance performance:

1. Vision: The board/superintendent team, using a participatory = process,=20 involves the community and staff in creating and continually developing = a shared=20 vision for all children. This team leadership mobilizes the community to = give=20 the highest priority to children, and keeps the schools and community = focused on=20 meeting the needs of all children. Further, the board/superintendent = team uses=20 the vision to guide its deliberations, decisions, and actions.

2. Structure: The board/superintendent team provides policy, goals, a = management plan, and financial resources to support the vision. The team = sets=20 high standards for teaching and learning based on the best available = information=20 about the knowledge and skills students will need in the future. It = ensures=20 progress toward the vision through feedback from students, staff, = parents, and=20 the community at-large, as well as by providing the necessary financial=20 resources. The team establishes a management system that results in=20 participatory decision making and encourages and supports quality = approaches to=20 teaching and learning.

3. Accountability: The board/superintendent team adopts an = accountability=20 plan to evaluate community and school progress toward accomplishing the = vision,=20 and reports the results to the public. The team receives regular reports = on all=20 students using a variety of measurement tools to evaluate the quality = and equity=20 of the educational program. It makes sure that long- and short-term = plans are=20 evaluated and revised with the needs of the students as their top = priority. The=20 accountability plan holds students, teachers, parents, and = administrators=20 accountable for progress toward the goal of high achievement and healthy = development of all children.

4. Advocacy: The board/superintendent team becomes the community=92s = leading=20 advocate for children, insisting on the necessary resources to support = the=20 educational system, and celebrating the achievements of students, = quality=20 teachers, and the accomplishments of others who contribute to the = education of=20 children. The team establishes partnerships throughout the community and = ensures=20 effective communications with students, teachers, other employees, = media, and=20 the community. The leadership team supports the professional development = and=20 professional status of all teachers and other staff. The board and=20 superintendent find opportunities to build relationships with other = local=20 leaders and state and federal legislators to help them understand the = need for=20 adequate funding for children.

5. Unity: The board and superintendent work as a unified team to lead = the=20 district toward the vision. The leadership team develops skills in = teamwork,=20 problem solving, and decision making, and is committed to continually = improving=20 its collaborative work for children. The board and superintendent = periodically=20 evaluate the effectiveness of their leadership, governance, and teamwork = for=20 high student achievement, and report to the community on aspects of the = vision=20 that need more attention and support.

Thinking Differently about Public Engagement

In his book Leadership Without Easy Answers, Ronald = Heifetz=20 reminds us that leaders "must challenge their community to face problems = for=20 which there are no simple, painless solutions =96 problems that will = require=20 learning new ways." Perhaps the most important task of every=20 board/superintendent team is to lead the community to face the problems = and=20 assault the barriers that are blocking the potential of its children. = That kind=20 of leadership can inspire and engage citizens, staff, and students =96=20 neighborhood by neighborhood, using whatever means possible =96 to = create a=20 community vision and long-range plan.

We recommend promoting such a dialogue using a = variety of=20 strategies, such as monthly coffees, town meetings, focus groups, = written=20 surveys, meetings with other boards and agencies in the community, Web = sites,=20 and the use of the press, radio, and community television =96 in short, = whatever=20 works.

Thinking Differently about Board/Superintendent Leadership Team=20 Development

Becoming a leadership team is not necessarily = something that=20 comes naturally. This is a tricky relationship, one that requires = careful=20 development and nurturing. A number of guidelines can help create and = maintain a=20 stable and unified leadership team.

First, state-mandated continuing education of school = leadership=20 teams will help ensure that all board members and superintendents are = prepared=20 for the job at hand, are aware of its challenges, and are clear about = the=20 mission. Yearly instruction, particularly when given to individual=20 board/superintendent teams, will enable continuous renewal and = commitment to=20 fulfilling the mission of educating all children. Several states have = already=20 mandated such instruction for both new and veteran school board members, = and the=20 results have been enormously positive.

Second, in addition to continuous education and = renewal, we=20 recommend that team evaluation and development workshops be held in a = private=20 setting four times each year =96 led by an experienced facilitator = whenever=20 possible. Exempt from open meeting laws, the team can hold candid = discussions=20 about what it must do to keep the school system and community focused on = high=20 student achievement. The team can also take an honest look at the = progress and=20 problems associated with board/superintendent leadership and governance = in=20 reaching annual and long-range goals. The results of these meetings = should be=20 shared with the public.

To augment the benefit of these workshops, the=20 board/superintendent team should take advantage of the wealth of printed = and=20 video material available through national and state school board and=20 administrator associations geared to helping local school boards and=20 superintendents. The Internet has greatly facilitated access to such = materials,=20 and board members and superintendents should not miss out on the = information and=20 guidance that these materials provide.

Finally, to advance the concept of = board/superintendent=20 teamwork, state associations may wish to consider holding a joint = conference for=20 school boards and superintendents each year, as currently practiced in = several=20 states.

Thinking Differently about Roles of School Boards and=20 Superintendents

When board members and superintendents are unclear = about who is=20 responsible for which duties, conflict, inefficiency, and frustration = are=20 inevitable. Above all else, an effective leadership team requires that = the board=20 and superintendent establish and maintain a constructive working = relationship=20 with one another.

To prevent board members and superintendents from = stepping on=20 each other=92s toes, state laws must codify specific tasks. State laws = should make=20 clear that only when a majority of the board and the superintendent meet = together in a duly-called meeting is the board empowered to take = governance=20 actions. The roles of the board, the board/superintendent team, and the=20 superintendent should be delineated in state law as follows:

Responsibilities of the School Board

=95 Selecting, working with, and evaluating the superintendent

=95 Serving as advocates for all children, teachers, and other staff = by=20 adopting "kids first" goals, policies, and budget

=95 Maintaining fiscal responsibility and fiscal autonomy, with the = authority=20 to appropriate local funds necessary to support the board-approved = budget

=95 Delegating to the superintendent the day-to-day administration of = the=20 school district, including student discipline and all personnel = matters

=95 Evaluating their own leadership, governance, and teamwork for=20 children

Responsibilities of the Board/Superintendent Team

=95 Having as its top priority the creation of teamwork and advocacy = for the=20 high achievement and healthy development of all children in the = community

=95 Providing educational leadership for the community, including the = development and implementation of the community vision and long-range = plan, in=20 close collaboration with principals, teachers, other staff, and = parents

=95 Creating strong linkages with social service, health, and other = community=20 organizations and agencies to provide community-wide support and = services for=20 healthy development and high achievement for all children

=95 Setting district-wide policies and annual goals, tied directly to = the=20 community=92s vision and long-range plan for education

=95 Approving an annual school district budget (developed by the=20 superintendent, adopted by the board)

=95 Ensuring the safety and adequacy of all school facilities

=95 Providing resources for the professional development of teachers, = principals, and other staff

=95 Periodically evaluating its own leadership, governance, and = teamwork for=20 children

=95 Overseeing negotiations with employee groups

Responsibilities of the Superintendent

=95 Serving as chief executive officer to the board of education, = including=20 recommending all policies and the annual budget

=95 Supporting the board of education by providing good information = for=20 decision making

=95 Providing continuous leadership to ensure that the board policies = and=20 responsibilities of the board/superintendent team are addressed each = day

=95 Overseeing the educational program (curriculum, instruction, = co-curricula,=20 textbook adoption, field trips, etc.)

=95 Taking responsibility for all personnel matters (hiring, = assigning,=20 evaluating, developing, firing, etc.)

=95 Developing and administering the budget

=95 Managing business and financial matters, bids and contracts (up = to the=20 minimum established by state law or local board policies), facilities,=20 transportation, etc.

=95 Developing and supporting district-wide teams of teachers and = other staff=20 working to improve teaching and learning, and supporting local school = councils=20 of staff, parents, and students

=95 Taking care of day-to-day management and administrative tasks, = including=20 student discipline and personnel issues

John Gardner has commented that "Every general should = go to the=20 front lines=85 Firsthand contact with reality reminds them of their = original=20 purposes."

To help create and nurture a school culture that motivates student = learning=20 and supports staff professional growth, we recommend that = superintendents spend=20 the first hour of most mornings in a school. During this time, a = superintendent=20 could confer with the principal, teach a class, talk with teachers over = coffee,=20 visit classrooms to see teaching and learning first-hand, or chat with = other=20 staff (custodians, secretaries, lunchroom staff, etc.). The very = presence of the=20 superintendent in a school building is symbolic of a leader who cares, = who wants=20 to know about the teaching-learning environment, who listens, and who = strongly=20 supports all staff and recognizes the importance of everyone=92s work = for=20 children.

Thinking Differently about State Legislative Reform

Certain changes to improve the quality of leadership = for=20 children are needed at the state level. State legislatures should = authorize a=20 review of state laws that dictate the responsibilities of school boards = and=20 superintendents. Key legislative changes should include:

=95 Establishing a foundation for strong board/superintendent = leadership with=20 roles and responsibilities as outlined above

=95 Mandating orientation programs for school board candidates, and = continuing=20 education for the board/superintendent team

=95 Authorizing private board/superintendent self-evaluation and team = development workshops that are not subject to open meeting laws

=95 Authorizing the board to establish the annual school district = budget, with=20 the authority to raise the necessary local share

=95 Requiring at-large, non-partisan elections to three- or four-year = overlapping terms for board members

=95 Changing financial disclosure laws (in states that have them) so = that they=20 are not a barrier to public-spirited citizens who want to serve on a = school=20 board

Some states have already taken the lead in this kind = of reform=20 effort, enabling board/superintendent teams to focus on helping students = achieve=20 their highest potential. These reforms provide a framework for = governance teams=20 to meet the five standards of leadership detailed earlier: vision, = advocacy,=20 accountability, structure, and unity. Some telling examples of the kind = of=20 intelligent reforms various states are making include the following:

=95 Kentucky education statutes require from four to twelve hours of = annual=20 instruction for school board members, based on their level of = experience. The=20 law focuses school board work on policy, and assigns personnel matters = to the=20 superintendent and local school leadership.

=95 Tennessee state law assigns to the superintendent (renamed = Director of=20 Education) the general day-to-day operation of the school system, = including all=20 personnel decisions except granting tenure to teachers, which remains = the job of=20 the board. The law requires every member to participate in seven hours = of annual=20 instruction provided by a School Board Academy, plus seven hours of = orientation=20 in the first year of service. During the first four years of service, = members=20 must participate in Academy programs in (1) school board policy, (2)=20 board-superintendent relations, (3) board advocacy for children, and (4) = vision=20 for excellence. Tennessee school boards focus on policy and budget.

=95 Texas requires new board members to participate in a local = district=20 orientation session to familiarize themselves with local board policies = and=20 procedures and with district goals and priorities. Texas also mandates = that=20 board members receive a basic orientation to the Texas Education Code = and=20 relevant legal obligations. Each school board, including all board = members, is=20 required to participate with their superintendent annually in a = team-building=20 session designed to enhance the effectiveness of the team and assess the = team=92s=20 continuing education needs. Texas also spells out the requirements and = goals of=20 continuing education for board members.

=95 Massachusetts law establishes the school committee as a policy = board, with=20 the superintendent as the chief executive officer, similar to the = legislative=20 reforms of Kentucky and Tennessee, and vests personnel matters and other = operational details with the superintendent.

Thinking Differently about Teaching and Learning

Improving student achievement requires high-quality = teaching.=20 That statement is a truism, but no less important because it is obvious. = Teachers, superintendents, school board members, parents, and students = have=20 always known that the teacher is the most important resource that school = districts provide to students, and that teacher quality is the most = important=20 determinant of student achievement. Accordingly, the = board/superintendent=20 leadership team must attach the highest priority to recruiting and = selecting=20 high-quality teachers and to creating an environment that fosters = high-quality=20 teaching and learning.

Finding high-quality teachers, however, requires a = sufficiently=20 large pool from which to draw. Board/superintendent teams have an = important role=20 to play in encouraging more talented people to become teachers, and in = guiding=20 future teachers toward quality schools of education that meet the = standards of=20 the National Council for Accreditation of Teacher Education (NCATE). By = creating=20 an environment in which teachers are valued, in which teaching to the = high=20 standards set over the past decade is rewarded, and in which = professional=20 development is encouraged and facilitated, board/superintendent = leadership teams=20 can elevate the professional status of teachers, making the profession = more=20 appealing and fulfilling.

Distinguished educator and former United States = Commissioner of=20 Education Harold Howe II notes, "Until recently, establishing = professional=20 standing for teachers who deserve it has been a game with no adequate = rules.=20 There has been a general tendency to accept seniority as the measure of=20 professional status rather than measures of knowledge and skills." The = National=20 Board for Professional Teaching Standards (NBPTS), which was established = in 1987=20 to set high and rigorous standards for America=92s teaching profession, = is a=20 vigorous response to that concern. National Board Certification, as = summed up by=20 Dr. James A. Kelly, founding president of the NBPTS, involves three = critical=20 elements:

=95 Standards: Establishing a unifying vision for what accomplished = teachers=20 must know and be able to do and what accomplished teaching practice is, = and=20 codifying these standards in specific teaching specializations

=95 Assessments: Creating reliable and valid performance assessments = tailored=20 to specific subjects taught and development levels of the students being = instructed =96 assessments that are also powerful learning experiences = for=20 teachers

=95 Professional Development: Providing a learning curriculum for = excellent=20 teaching and a repertoire of strategies to incorporate the substance of = this=20 vision into teaching practice

Board/superintendent teams can take a huge step = toward=20 elevating the status and professional development of educators by = encouraging=20 teachers, through financial incentives and other support, to pursue = NBPTS=20 certification.

In addition, both the team and the teachers would = benefit=20 enormously by strong connections and open communication between the team = and the=20 teachers. The board/superintendent team owes it to the teachers, and = ultimately=20 to the children, to build such connections.

"The nation now has nearly 4,800 teachers who have = met the=20 standards for accomplished practice set by the National Board for = Professional=20 Teaching Standards=85. The states that offer teachers the handsomest=20 rewards=85produce the most certified teachers. In North Carolina, the = state pays=20 the $2,300 fee for teachers, provides three days of release time for = them to=20 complete assessments, and gives 12 percent raises to National Board = Certified=20 Teachers.=85Florida pays 90 percent of candidates=92 fees and gives = certified=20 teachers a 10 percent salary increase. Board Certified teachers who = become=20 mentors or lead teachers can earn an additional 10 percent."

=97Education Week, December 1, 1999

Fully half the nation=92s teachers are already offered financial = incentives to=20 seek, and rewards if they obtain, National Board = Certification.

Thinking Differently about Technology

The pace of technological change is forcing = practically=20 everyone to think differently. Board/superintendent teams must be = leaders for=20 change, harnessing the positive force of technology to strengthen = teaching,=20 learning, and school governance. They have a tremendous resource at = their=20 disposal: students, some of whom are undoubtedly more comfortable with = and more=20 knowledgeable about current technologies than the average school board = member or=20 superintendent.

As a starting point, the board/superintendent team = must=20 allocate sufficient financial resources for keeping technology current = in the=20 schools, so that children and teachers have access to the tools that are = critical for developing skills for today=92s world =96 and tomorrow=92s. = Computers=20 enable a level of analysis, a supply of information, and a means for = presenting=20 ideas that were impossible only a few years ago. Board/superintendent = teams must=20 see to it that these tools are kept current in the schools and that = ample=20 opportunities for keeping up-to-date with their use are provided to all = teachers=20 and students.

The Internet raises the educational power of = computers to=20 ever-higher levels. Thousands of Web sites can enrich a child=92s = education and=20 provide resources to parents and teachers. Board/superintendent teams = must=20 provide financial and logistical support to enable teachers to keep = abreast of=20 Internet resources so that they can guide their students through the = Web=92s=20 maelstrom of information.

Board/superintendent leadership teams should also tap = into=20 these resources, supporting the entire community=92s use of technology, = and using=20 it themselves to access materials that can aid in developing=20 board/superintendent leadership and governance. The Internet provides a = wealth=20 of opportunity for school districts to enhance teaching and learning, = promote=20 community involvement and mobilization, and facilitate communication = among=20 school board/superintendent teams, parents, teachers, students, and = others. An=20 increasing number of school districts and many individual schools and = classes=20 have established Web pages with information ranging from school profiles = and=20 budget information to school board agendas, school district policies, = school=20 programs, and information on the entire K-12 curriculum.

New technologies and new ways of looking at the = intersection of=20 business and education are creating a variety of superintendent = preparation=20 programs. As one recent article has noted, "Even institutions like New = York=20 University and the College Board have formed for-profit subsidiaries to = produce=20 and market on-line courses and other educational services, some of which = might=20 be the source of public stock offerings." The article concludes by = quoting=20 Arthur Levine, President of Teachers College at Columbia University: "I = don=92t=20 know whether these companies can do a better job of educating people. = But they=20 are the most aggressive and creative actors in higher education today. = Some of=20 them have shown they can make a profit. And that means that much of this = industry is up for grabs."

=97 The New York Times, November 4, = 1999

Thinking Differently about Superintendent Recruitment and=20 Education

Recruitment of top candidates for the superintendency = will be=20 enhanced greatly by solid support from a stable, knowledgeable, = team-oriented=20 school board focused on improving student achievement; role redefinition = as=20 outlined in this publication; and increased executive compensation. A = special=20 effort must be made to actively recruit female, Hispanic, and African = American=20 educators with leadership potential.

Sweeping changes are necessary in graduate programs = that=20 prepare superintendents. Such programs must include a strong focus on:=20 community-wide collaborative leadership; high-level skills in school = governance=20 (especially in collaborative leadership with a board of education); = teaching,=20 learning, and child development; and community and staff engagement. In = fact, we=20 suggest the term "Superintendent of Schools" be changed to = "Superintendent of=20 Education," because the job requires community-wide leadership for = children, not=20 just the administration of schools.

Oddly enough, despite the importance and complexity = of the=20 superintendent=92s position, there are no national professional = standards that all=20 superintendents must meet. Nor are superintendent programs tied to = specific=20 professional standards, a lack that must be quickly remedied. The = establishment=20 of national standards for the superintendency can serve as the basis for = criteria that quality graduate programs can =96 and should =96 apply = when choosing=20 degree candidates.

Since 1997, the National Council for the = Accreditation of=20 Teacher Education (NCATE) has applied standards to educational = leadership=20 programs that prepare both principals and superintendents. In the last = several=20 years, a number of states have used standards created by the Interstate = School=20 Leaders Licensure Consortium (ISLLC), and a test based on them, as the = basis for=20 the licensing of principals. Currently under study by the National = Policy Board=20 for Educational Administration (NPBEA) is a proposal to align the = standards used=20 by NCATE for the review of educational leadership programs with the = ISLLC=20 standards for licensing principals. The associations representing school = administrators and school boards should work with NCATE and appropriate = state=20 licensure authorities to achieve substantively consistent and aligned = standards=20 for what school administrators need to know and be able to do.

We strongly recommend that new standards for the = preparation=20 and certification of superintendents be established as soon as possible. = Those=20 involved in preparing future superintendents must be willing to think=20 differently about the job and the training of superintendents of = schools.=20 Training must be focused beyond the degree candidate alone to the needs = of the=20 children, for whose high achievement and healthy development every=20 superintendent is ultimately accountable. Based on new, 21st=20 century standards for superintendents, NCATE could hold colleges of = education to=20 the task of providing leadership candidates with a specific level of = knowledge=20 and skills. In turn, states could use these same standards to base their = determination for licensing individual candidates. This symmetry of=20 accountability will strengthen preparation programs, licensing = procedures, and=20 leadership practice.

Another critical change that is needed is the manner = in which=20 educators are identified for leadership potential and supported while = their=20 training is taking place. To both attract qualified leaders and to = prepare them=20 properly, we believe that the school system and the university should = jointly=20 plan programs and select candidates that the school system wishes to = groom for=20 leadership positions. The school system would then have reason to invest = in=20 their preparation, make scheduling accommodations, and provide for = high-quality=20 internships. Working in tandem with universities, school systems would = have new=20 ways to demonstrate their commitment to new and better trained = leadership.

In turn, universities would be expected to develop = coherent=20 programs of study and articulate them with carefully planned and = supervised=20 internships. The result would be a strong program of academic and = clinical work,=20 occurring perhaps over a two-year period, during which the candidate = would study=20 and provide intern-level administrative services to the school system. = The=20 internship must be a demanding and rigorous experience, immersing the = candidate=20 in the day-by-day work of the leadership team. Because the = superintendent-intern=20 would be providing services, it would be appropriate for the school = system to=20 have her or him on the payroll, as is done in medical internships. We = recommend=20 that doctoral graduate programs for school leaders include a year-long,=20 supervised, paid administrative internship with an experienced, = outstanding=20 board/superintendent team.

Thinking Differently about a National Center for School = Board/Superintendent=20 Leadership

The creation of a National Center for School=20 Board/Superintendent Leadership can contribute significantly to ensuring = that=20 all children have the best possible leadership to govern their schools. = We=20 therefore recommend that the American Association of School = Administrators=20 (AASA) and the National School Boards Association (NSBA) begin now to = develop=20 and operate such a Center jointly, guided by a national board of = directors that=20 includes leadership from national organizations representing teachers,=20 principals, parents, students, private corporations, higher education,=20 government leaders at all levels, and representatives of state = associations of=20 school boards and superintendents.

Mission. The primary mission of the National Center = will be to=20 support the development of board/superintendent leadership teams for = high=20 student achievement. The Center should be futuristic, continually = evolving as=20 governance needs change, in order to keep its focus on improving = leadership for=20 high student achievement. The Center is needed to ensure that future = boards and=20 superintendents are equipped to be leaders for the changes called for in = this=20 publication =96 by setting standards for superintendents, boards, and=20 board/superintendent teams; by ensuring that state certification of=20 superintendents is linked to national standards; by creating materials = to help=20 guide board/superintendent teams; by sponsoring research; by advocating = funding=20 for the development of superintendents and board/superintendent = leadership=20 teams; and by encouraging educators and citizens with leadership = potential to=20 become leaders for education. These are significant undertakings, and = existing=20 university-based programs of preparation and professional development = alone are=20 inadequate for this challenging task.

Standards. The National Center would be responsible = for setting=20 and advocating standards for superintendents, boards, and = board/superintendent=20 teams. This task would include recommending changes to graduate programs = and=20 recommending state certification requirements and standards. The Center = could=20 use its national prominence to ensure that state certification and = graduate=20 preparation of superintendents are in harmony with the new national=20 standards.

Programs and Materials. The Center would be well = positioned to=20 bring together state association leaders and other experts to create = model=20 workshop programs and materials for use by state associations of school = boards=20 and school administrators. The Center can also serve as a national = clearinghouse=20 for such programs and materials, and make them available on the = Internet. State=20 associations of school boards and school administrators and others will = be=20 empowered by the National Center to reach out to the nearly 14,000 = school=20 board/superintendent teams across the country.

Sponsored Research. Another function of the National = Center=20 would be to sponsor research on board/superintendent leadership, = governance, and=20 teamwork for high student achievement. Such research could help to = develop a=20 better understanding of school board/superintendent relationships,=20 board/superintendent turnover, school board meetings, the board=20 chair/superintendent relationship, and many other factors associated = with the=20 work of school boards and superintendents to improve student = achievement.

Funding Support for Leadership Development. To make = leadership=20 for high student achievement a national priority, we recommend the = Center urge=20 the federal government, state governments, and private foundations to = provide=20 funding to support the graduate education of future superintendents, = local=20 board/superintendent team development, and leadership/governance = research. Funds=20 for graduate preparation of superintendents should be provided only to=20 candidates enrolled in programs that meet the new national = standards.

Encouraging Leadership. Finally, we believe such a = National=20 Center will have the prestige and capability to work through AASA, NSBA, = and the=20 other national organizations represented on the board of directors, and = their=20 respective state affiliates, to encourage outstanding educators to = become=20 superintendents of education and outstanding citizens to serve on boards = of=20 education.

A Final Word

These recommendations are ambitious, deliberately so. = They are=20 not likely to be accomplished in a year or perhaps even a few years. But = certainly they will not be accomplished at all unless we make a = beginning. There=20 is a tremendous amount of work to be done, but it can be done. Nothing = proposed=20 here is beyond either the imagination or the resources available to us = today.=20 What we propose, we believe, is a matter of commitment =96 of will. We = believe=20 that today=92s diffused public concern about education can, at last, be = shaped in=20 a way that makes student achievement a national priority. What is called = for is=20 the ability to think differently about the leadership needed to = strengthen=20 public schools so that every child can achieve at a higher level. In = short, what=20 we must do is:

=95 Develop strong local board/superintendent leadership teams.

=95 Reform the graduate programs for preparing superintendents.

=95 Revise state laws to create a strong legal foundation for=20 board/superintendent leadership and teamwork for children.

=95 Create an ongoing National Center to assist and maintain a = national focus=20 on the leadership issue.

And, as we seek to bring a different vision of our = children=92s=20 future, it would be wise to remember the words Abraham Lincoln wrote = nearly 150=20 years ago:

A child is a person who is going to carry on what you have started. = He is=20 going to sit where you are sitting, and when you are gone, attend to = those=20 things which you think are important. You may adopt all the policies you = please,=20 but how they are carried out depends on him. He will assume control of = your=20 cities, states, and nations. He is going to move in and take over your = churches,=20 schools, universities, and corporations=85the fate of humanity is in his = hands."

About the Authors

Dr. Richard H. Goodman is Project Director at the New = England=20 School Development Council. He served as Director and Principal = Investigator for=20 the study that resulted in the 1997 publication Getting There from = Here.=20 His career in education has spanned 40 years. During the past 20 years, = he has=20 served as adjunct Associate Professor and Director for the Center for=20 Educational Field Services at the University of New Hampshire and as = Executive=20 Director of the New Hampshire School Administrators Association. For = much of=20 that time, he was Executive Director of the New Hampshire School Boards=20 Association. Prior to this, Dr. Goodman was a school superintendent in = rural New=20 Hampshire and suburban Boston, Executive Director of the New England = School=20 Development Council, and Chairman of New England Education Data = Systems.

Dr. Goodman has spearheaded many activities to = advance=20 education leadership, but one that he is most proud of is the = chairmanship of=20 the National School Boards Association committee that oversaw the = production of=20 Becoming a Better Board Member, a virtual "bible" for many school board=20 leaders.

A graduate of Dartmouth College, Dr. Goodman received = a=20 master=92s degree in teaching from Wesleyan University, and a doctorate = in=20 educational administration from Harvard University.

Dr. William G. Zimmerman, Jr. is Senior Associate in=20 Planning/Management and Executive Search for the New England School = Development=20 Council. He recently retired as Superintendent of Schools in Wayland,=20 Massachusetts, a position he held for 23 years.

Dr. Zimmerman has served as Professor and Chairman of the Department = of=20 Educational Administration at Northeastern University and Dean of the = Graduate=20 School. In the early 1960s, he was Superintendent of Schools in Hanover, = New=20 Hampshire, where he established in 1963 the nation=92s first interstate = school=20 district between Hanover and Norwich, Vermont. He received his = bachelor=92s degree=20 from the University of New Hampshire and his master=92s and doctorate in = educational administration from the University of=20 Miami.