The professional expectations for a superintendent are outlined and organized under three sets of skills. Technical skills, the first set described, include (1) having language skills, (2) understanding teaching and being a teacher, (3) being current on learning theory, (4) being familiar with a variety of curricula, and (5) acting as a liaison between the board and the staff. The second set--conceptual skills--include (1) being a visionary, (2) clarifying goals, (3) understanding organizational systems, (4) having good judgment, and (5) understanding community power structures. Human skills, the third set, are important qualities for an effective superintendent and include (1) negotiation abilities, (2) catalytic leadership, (3) empathy, (4) high expectations, (5) loyalty, (6) maturity, and (7) a sense of humor. (MD)