With the shift to larger units of administration in Ontario, there is a need for the realization of a working relationship between the two roles of administrator and trustee, based on the strengths of each. The strength of the administrator is in his skills as manager and coordinator and communicator and in his ability to communicate on a…

Suggestions are offered on the right and role of trustees to expect faculty to help realize the institutional goal of quality education, as well as what the faculty has a right to expect of trustees. (Author/LBH)

Considers the relationships between trustees and the heads of schools and colleges, the tenure of independent schoolheads, and some of the fears that cause unreasonable actions by trustees toward the anxiety-ridden administrator. (RK)

Board members might be well advised to regard with some skepticism most claims of "research proves" advanced by administrators and faculty representatives in promoting this or that new program or method. At the very least, some probing into alternatives is in order. (Author/IRT)

Over time, the role definitions of novice school board members do not converge toward those of the administrators sampled, but rather toward those of experienced members. New board members are socialized in the preincumbency period rather than after they take office. (Author/IRT)

Governing board members can work collaboratively with the college president to walk the fine line between conserving tradition and resources and making needed innovations in curriculum or campus living. However, they must learn to offer their own individual and group judgment without being intrusive. (MSE)

A trustee of long experience outlines 13 principles for trustee participation, concerning the trustee's role, relationships with others in leadership positions, and expectations. (MSE)

Boards of education have the responsibility to ensure that the school schedule is viewed as a means to improve school instruction. Lists important questions to ask administrators concerning scheduling. (MLF)

A carefully prepared agenda is the first step toward a successful school board meeting. Board members should receive the agenda and supporting materials before the agenda becomes public. Guidelines are suggested for ordering agenda items and preparing an evaluation form. (MLF)

Once the decision has been made to dismiss a school executive, the relationship should be concluded in a private manner with adequate severance pay and outplacement services provided. Preparation for potential dismissal can help executives avoid some employment crises and ease the impact of others. (MLF)

A discussion of the place of advisory boards in college administration looks at board types (general, program, and ad hoc), general and specific purposes, and steps to keep the board involved and functioning. Cultivating a productive and directed relationship between institution staff and these volunteer consultants is emphasized. (MSE)

Provides newly hired superintendents with factors to consider when negotiating 10 elements of their own contracts: salary, insurance, term of office, relocation expenses, vacation, sick leave, travel expenses, administrative authority, automobile use, and exit expenses. (PGD)

In addition to serving as managers and teachers, superintendents must exercise considerable political skill to meet the varying demands placed on school administrations by school boards responding to changing public pressures. Managing the conflict growing out of these multiple roles is the sign of an excellent superintendent. (PGD)

Bernard Hatch, the aggressive superintendent of schools in Dayton, Ohio, was voted out by the board of education despite an excellent record of accomplishments. His fate bodes ill for urban school districts in general, where those with the integrity and grit to do what is necessary often become unpopular. (TE)

Superintendents and board members have political power that they can use to coerce, manipulate, negotiate, co-opt, and reach consensus. The variety and amount of power used will depend on personal value systems and the way in which one analyzes people and situations. (Author/IRT)