The School Superintendent: Theory, Practice, and Cases 3e provides a comprehensive analysis of the evolution of the school district superintendent position and a blend of theory and practical knowledge pertaining to contemporary practice in this pivotal position. Readers are encouraged to engage in reflection by linking content with personal experiences. This objective is pursued by providing reflective summaries, pertinent questions, and case studies at the end of each chapter. The third edition continues to focus contextual variables influencing practice in an information-based and reform-minded society. Current reform strategies are identified and their effects on current and future role expectations for superintendents are discussed. Special attention is given to the emerging role of superintendent as communicator. The book also contains two other noteworthy features: balanced perspectives of the potential rewards and challenges commonly experienced by school superintendents and career development information. The former topic includes both professional and personal issues; the latter encompasses career planning, application and interview processes, and quality of life considerations.
Key Facets of the Chapter
- □ Levels of public education governance
- □ Historical perspectives of the district superintendent
- □ Contemporary perspectives of the district superintendent
- □ Requirements for being a superintendent
Case Study the Board does Not Want a Recommendation
Debra Jackson is not afraid to be a ground-breaker. She was the first person in her family to complete college; she was the first teacher of color to be employed in a small but highly affluent suburban school district; she was the first female high school principal elected to be president of her state's athletic association; she was the first female to be appointed superintendent of the Habar School District.
Habar is technically a suburb, but definitely not an affluent one. Bordering the state capital, it was ...