Problems found by college presidents in the search and selection process are discussed, including skepticism about innovative practices, premature press disclosure, decision-making delays, lack of board-candidate communication, and shifts in selection criteria away from the candidate's record to interpersonal chemistry. (MSE)

Ideally, a college board of trustees is the final authority that also delegates almost every function. However, the specific things the board does are related to how it was formed and what it was created to do. Some traditions and expectations are outlined. (Author/MSE)

Of 80 respondents to a questionnaire sent to urban superintendents, 80 percent gave their school boards either an A or a B rating. (Author/JM)

A school superintendent who is retiring or moving away may be less committed than the negotiator to obtaining a collective bargaining contract favorable to the district. In these cases the negotiator should report directly to the school board. (RW)

The role of trustees on college governing boards is addressed. A board chairman expresses the opinion that to elect trustees solely for their ability to contribute money is insulting, and two presidents spell out more detailed criteria for optimum trusteeship, particularly with respect to the relationship between presidents and boards. (Author/JMD)

An Indiana superintendent outlines 12 cardinal rules for handling school board conflict. Superintendents should proceed cautiously, have a third party lead the charge or draw the fire, allow board members to fight their own battles, create a mirror with the facts, plan strategically, develop relationships with each board member, correct…

A principal of a charter school in Colorado Springs, Colorado, recounts the triumphs and pitfalls of the school's first year. The school charter lacked a clear-cut avenue for making changes. Intending to create a parent-run school, the founding board (themselves parents) made drastic curricular changes without consulting other parents. Passionate…

A study examined characteristics and problems of rural Oklahoma school superintendents. Of 350 Oklahoma superintendents surveyed, most respondents were White males. Only 14 percent had completed their doctoral degree, and over half of their terminal degrees were not in educational administration. Relationships with school boards were positive, but…

Discusses issues surrounding superintendents' efforts to establish effective working relationships with their school boards. Includes topics such as role confusion, dealing with conflict, and responding to micromanaging board members. Other topics include elected versus appointed boards, good board members, and new board members. (Contains 14…

New and incumbent presidents sometimes are reticent about discussing the specifics of compensation and benefit packages. Third-party negotiators might help bring these issues into the open. A negotiation process and nine specific topics for inclusion in negotiation discussions are outlined. (Author/MSE)

Using third-party negotiators in university presidential salary discussions may widen, not bridge, the gap between presidents and boards. It is more promising to educate presidents and boards about compensation packages and the comparative benefits for presidents of similar institutions and acknowledge the relationship between compensation and…

A veteran superintendent outlines an eight-step method for achieving success, including assessing the situation, avoiding board overload, coping with stress, deemphasizing egoism, learning to live in the gray zone between policy formation and administration, ensuring effective board decisions, identifying prospective board members, and knowing…

If a college governing board is to intelligently satisfy its obligation for presidential evaluation, its method should not include systematic and public involvement of faculty, students, and staff. If it handles the process sensitively, the result will be a valuable assessment of the institution, its people and policies, and its president. (MSE)

All new superintendents are in jeopardy, but their greatest vulnerability is ignorance of district history. Superintendents should trust no one for several months and be especially wary of disgruntled board members, sore losers, gossips, and sieves. New superintendents can build trust by being trustworthy, immediately firing or reassigning…