Curriculum Handbook for School Executives

1975 ◽  
Vol 23 (3) ◽  
pp. 223-223
Keyword(s):  
School Executives

A Teacher Looks at the School Executives

1945 ◽  
Vol 128 (4) ◽  
pp. 125-127
Author(s):  
Myrtle Mann Gillett
Keyword(s):  
School Executives

Zoom Fatigue and Mental Well-Being among School Executives

2021 ◽  
pp. 1-2
Author(s):  
Ryan Michael F. Oducado ◽  
Joselito F. Villaruz ◽  
Ma. Asuncion Christine V. Dequilla ◽  
Geneveve M. Parreño-Lachica
Keyword(s):  
Well Being ◽  
Mental Well Being ◽  
School Executives

Career Patterns of American Superintendents

2003 ◽  
Vol 13 (4) ◽  
pp. 406-427 ◽  
Author(s):  
Lars Björk ◽  
John Keedy ◽  
D. Keith Gurley
Keyword(s):  
Policy Development ◽  
White Male ◽  
Nationwide Survey ◽  
People Of Color ◽  
Career Patterns ◽  
American School ◽  
School Executives

Stemming from a nationwide survey of superintendents (Glass, Björk, & Brunner, 2000), this article dispels the myth that there is a crisis facing the American school superintendency. Though we note a slight increase in the median age of superintendents, most chief school executives are satisfied in their current positions and tend to stay longer and retire later than they did a decade ago. Further evidence suggests that career patterns and characteristics of women and people of color in the superintendency tend to differ from those of their White, male counterparts and that the underrepresentation of these populations within the field continues to be of concern. Recommendations for policy development, based upon empirically identified challenges in the field, rather than unfounded myths of crisis, are included.

Superintendents’ Multicultural Competencies

1997 ◽  
Vol 7 (4) ◽  
pp. 409-431 ◽  
Author(s):  
Martha N. Ovano ◽  
Dan Troxell
Keyword(s):  
Multicultural Education ◽  
Delphi Technique ◽  
Population Data ◽  
Multicultural Competencies ◽  
Written Responses ◽  
Diverse Student ◽  
Multicultural Knowledge ◽  
Three Stages ◽  
Diverse Student Population ◽  
School Executives

This study examined the competencies required by superintendents to lead schools in diverse cultural settings. Based on the perceptions of experts in the field of multicultural education and experienced school executives, an attempt was made to discover the multicultural knowledge (Banks, 1994b; Pearson, 1984), attitudes (Smolicz, 1979; Znaniecki, 1968), and skills (Haugland, 1987; AASA, 1987; Harris and Wan, 1991) needed by superintendents to better respond to the dramatic demographic changes and complexities of today's diverse student population. Data were gathered and analyzed following a combined research design. It included three stages: 1) interviews with twelve experts in the field of multicultural education; 2) participation of fourteen expert superintendents using a modified version of the Delphi technique; and 3) written responses, of four superintendency practitioners, to a case report. Findings revealed agreement between experts and superintendents on what constitutes the multicultural competencies of superintendents to some extent. Specifically, seven categories of multicultural knowledge, four categories of multicultural attitudes, and two categories of multicultural skills emerged from the data. Further, each of these categories were stated in terms of tasks and subtasks to better reflect the specific attributes of each competency (Harris and Wan, 1991). While this study supports the importance of multicultural competencies for superintendents to be able to successfully lead schools in diverse settings, it also implies the need to develop diagnostic assessments and development endeavors so that school leaders enhance their capacity to achieve equity and excellence for all children.

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