After recognizing the accomplishments of Paul B. Salmon and other great U.S. superintendents, this paper describes the current media image of school superintendents, reviews current research, explores essential new developments in preparation and renewal programs, and sketches a profile of the 21st century superintendent. Superintendents have an image problem. They are frequently stereotyped as insensitive, uncreative bureaucrats who are totally isolated--until more tax monies are needed or the latest school riot needs to be explained. Despite the superintendency's importance in the effective schools movement, only a few research studies have analyzed the superintendent's influence on schooling and student performance. Existing literature addresses three general areas: (1) the profile of the superintendent as a white, male, middle-aged, well-educated conservative who retains the job for seven years; (2) the identification and validity of the administrative skills needed for success; and (3) growing evidence that the superintendent's role should involve tighter instructional controls. The inadequacy of university preparation programs and professional development efforts has spurred a nationwide effort to reform institutions and improve administrator qualifications. This paper outlines a professional studies model featuring strengthened admissions criteria and residency requirements, new interdisciplinary partnerships among faculty, a revised faculty reward system, creative and intuitive mentors, and increased funding to support the model. The 21st century superintendent must be a creative, dynamic pathfinder possessing appropriate human, technical, and conceptual skills. Included are 30 references. (MLH)