To outsiders, the role of school superintendent has always been a little mystifying. This digest examines how superintendents are responding to their changing environment, what leadership strategies they are using, and whether the superintendency is in a state of crisis. Although fears exist of a dwindling pool of applicants, studies have shown that the average tenure of a superintendent is at least 5 years and that many are largely confident and committed, if sometimes frustrated. Superintendents have to balance instructional, political, and managerial roles, all of which are necessary and sometimes conflicting. The Elementary and Secondary Education Act will change the work of superintendents by making testing an annual event, widening the gap between accountability and authority, heightening the superintendent's instructional role, and affecting their relationship with the school board of education. Superintendents can act as instructional leaders by focusing professional development on instructional issues and basing principal evaluation on instructional improvement. The superintendent's role can be strengthened by having universities revise leadership preparation programs to provide district leaders with practical knowledge and skills, having school boards work with superintendents to clarify expectations for performance and evaluation, and having policymakers explore ways to balance the accountability-authority equation. (Contains 12 references.) (RT)