To lead effectively and contribute to a successful board-superintendent relationship, board presidents are advised to consider specific guidelines, such as knowing their job's responsibilities and limitations, offering advice, representing the board's will, setting agendas in advance, scheduling work sessions prior to regular meetings, and…

Reviews nine issues which influence the working relationship between the president and the board of trustees. Recommends that the board and the president act as management partners, not as adversaries. (DC)

Achievement and recognition were mentioned as factors appearing with greater frequency in principal's job satisfactions; school district policy and interpersonal relations were mentioned as job dissatisfactions. (Editor)

Describes the problem of the principal's role in Board-teacher negotiation and one school district's solution. (SP)

Emphasizes the need for communication between boards and superintendents and offers specific suggestions to improve relationships between them. Areas discussed include selection procedures, evaluation of superintendents, and the maintenance of board credibility. (IRT)

Recommends that board members initiate discussions with their superintendent over issues that relate to the role of the principal--goal setting, motivation, professional development, problem solving, coordination and control of the schools, and evaluation of administrative performance. (Author/IRT)

As the size of the district increases, the control exercised by the board decreases for external and internal reasons. (Author)

Personal account of her first-year experience as superintendent of the Pulaski Central Schools in upstate New York. (PKP)

With all the social, financial and academic challenges facing schools today, the potential for strain between the board of education and the superintendent is heightened, meaning a good board president/superintendent partnership can do more to determine the effective governance of schools than perhaps any other single factor. Trust is the…

Should a superintendent become involved in the recruitment of new school board members? Because of the importance of who serves on the school board and their individual and collective motives, does the superintendent leave the recruitment and selection of new board members to chance or does he or she become involved in recruiting? This is a…

The purpose of this study was to identify and describe the strategies Texas superintendents use to both prevent and resolve conflicts between the school board-superintendent leadership team and to examine the effects of gender, age, ethnicity, level of education, experience in education, tenure as a superintendent, leadership style, and type and…

Three essays and a resource guide are offered to assist new college and university presidents in contemplating their tasks, both the "big picture" and "daily detail." Estala Mara Bensimon's essay, titled "Five Approaches to Think About: Lessons Learned from Experienced Presidents," presents five recommendations, including making campus visits…

Once a year a formal session should be held in which the board analyzes itself through observations of the board's effectiveness made by superintendents, as well as a few principals, teachers, and students. (Author)

The supervisor of today does not shrink from accountability if it is defined and understood by all. It is only when he is left unprotected and unsure of his role that a supervisor encounters problems. Therefore, a negotiated agreement does not represent militancy on the part of administrators or a protective device to cover incompetency; it merely…

Several factors have, in less than a decade, impelled principals to organize or participate in local coalitions with supervisors, department chairmen, assistant principals, and central office administrators seeking labor-style contracts spelling out wages, hours, and conditions of work. One of the factors compelling principals to organize is the…