Discusses the work environment of school business officials, including challenges and opportunities. (PKP)

A study of school business officials and administrators in large school districts found general job satisfaction. School administrators derive more satisfaction from the work performed than from the work environment. (MD)

Describes the use of ergonomics to reduce work-related musculoskeletal disorders such as back pain, tendonitis, and carpal tunnel syndrome. Describes ergonomics and how to identify ergonomic problems, conduct a job hazard analysis, and develop solutions. Also lists common ergonomic errors in schools. Provides an ergonomic checklist for employees…

The technological changes taking place in mail processing equipment make the work proceed faster and more economically. Ways to reduce costs and improve mail handling are suggested. (Author/MLF)

Advises beginning school financial officers to know their own limits and capabilities; review district records, prior years' audit reports, financial statements, and budget documents; examine board of education policy; establish a calendar of events; keep their staff informed; and develop information contacts. They should also pursue continuing…

Uses a cultural map exercise to show how culture affects educators' perspectives of gender issues in school administration. Discusses individual cultural identity and the influences of educators' societal/national, regional/linguistic or racial/ethnic, and individual belief cultures. Feminist theory and its premises can help everyone understand…

Suggests some solutions to administrators' cluttered desk problems and offers guidelines for a planning and organizing system. (MLF)

Suggestions for developing a creative and synergistic organization include the following: believe that people want to do their effective best in their work; communicate with people face-to-face; share virtually all information regularly and freely; use humor to create an upbeat work atmosphere; and always establish a timeline when asking someone…

Many school districts lack the resources to hire a full-time risk manager and often assign risk-management duties to a manager with other responsibilities. Offers steps that can help with risk-management procedures. Cooperation, communication, and, most important, the support of top management are critical for risk-management effectiveness. (MLF)

Briefly describes six of the Occupational Safety and Health Administration (OSHA) standards applicable to school districts. Provides a suggested approach for compliance and discusses how one district has begun to meet the challenge. The mandated OSHA programs concern the following: (1) hazard communication; (2) chemical hygiene; (3) bloodborne…

Applies Stephen Covey's seventh habit (sharpening the saw/self-renewal) to needed personal and professional development activities for school business officials. Key activities include networking, mentoring, surfing the net, professional reading, formal learning, and reinventing oneself. Self-reinvention is the Covey habit that recharges,…

School business administrators must be both business managers and educators. As the school district's chief financial officer, the school business administrator must have strong communication and interpersonal skills. Spheres of involvement include working with school staff, parents, the district office, town officials and committees, vendors, and…

Surveyed school administrators and teacher union leaders in order to evaluate the success of the labor management committees in New York school districts. A total of 48 surveys were sent, and responses were received from 17 teacher union representatives and 16 administrator representatives. (MLF)

Provides a discussion of the definition of sexual harassment, the types of sexual harassment, the "reasonable woman standard," and employer liability for sexual harassment. Provides some suggestions for avoiding liability. (MLF)

School administrators today must learn on the job and develop new skills while providing instructional leadership every day. Leaders must accept and adapt new theories and allow themselves to grow. Ultimately, it is the school leaders' responsibility to match skills to the needs of every student. (MLF)