The Greatest Discovery
The HML Notes Fall 2008
Learning the Superintendency: Socialization, Negotiation, and Determination
by Margaret Terry Orr
National concern over a possible educational leadership shortage and the effectiveness of educational leaders has now turned to the superintendency, directing new attention to its challenges and preparation (Cooper, Fusarelli, & Carella, 2000; Task Force on School District Leadership, 2001). It appears that fewer people seek the superintendency, and those who do are increasingly starting at the end of their educational careers, serving fewer years (New York State Council of School Superintendents, 2000). The length of each superintendency has shortened, suggesting higher turnover rates (Glass, Bjork, & Brunner, 2000; New York State Council of School Superintendents).
Consequently, more people are needed to fill superintendent positions, and more current superintendents are new to the role. Officials in several states are worried about the impact of the turnover, career delays, and shortages of qualified superintendents on their schools and districts (New York State Council of School Superintendents; Nussbaum, 2002).
Many factors are blamed for the superintendent shortage, reflecting both the nature of the labor market and the challenges of the position. They include changing demands on the superintendency (resulting from increased decentralization within the district and increased centralization by the state), the lack of a clear understanding of the position, time demands, stress, compensation, and the general diminution of potential aspirants throughout the leadership pipeline (Cunningham & Burdick, 1999; Houston, 2001; Nussbaum, 2002; Task Force on School District Leadership, 2001). Further, most superintendents report that the demands and pressures of their work have forced serious compromises in their family and personal lives (Cunningham & Burdick; Farkas, Johnson, Duffett, Foleno, & Foley, 2001). In some states, policy changes to certification and licensure may have exacerbated the shortage of qualified aspirants. For example, in New Jersey, the lack of superintendent tenure discourages tenured subordinate administrators from applying.
Source: TEACHERS COLLEGE RECORD SO: Teachers College Record. VL: 108. NO: 12. PG: 2611-2624. YR: 2006. ON: 1467-9620
http://dx.doi.org/10.1111/j.1467-9620.2006.volcontents_1.x
Horace Mann Prints
The Greatest Discovery
The Great Equalizer
Attaining an Education
Horace Mann prints are intended to be used as gifts for placement in schools, associations and community businesses that support public education. Prints are 24 x 36 inches. Prints are $15 each or all three for $35.00.
Prints are usually packaged and mailed the same day the order
arrives.
Email orders to: jmckay@hmleague.org
Additional order information, click here.
Horace Mann League display
There are two display available to you as part of your membership. The one pictured is 8' by 10' feet in size. A smaller display (4' by 5') can be placed on a table. Both displays can be shipped to your district or organization at HML expense.
To view the available months to schedule the display, go online click here. Click on "schedule of displays."
The Horace Mann display schedule for fall 2008 and spring 2009 are as follows:
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Month |
Floor Display |
Table top Display |
| September 2008 | Ed Rastovski, Wahoo Public Schools. Wahoo, NE | Teresa Lane, McHenry Public Schools, McHenry, IL |
| October 2008 |
Gary Barton, Wayland Schools Wayland, MA |
Carole Kuchenig, SM-FC Sch.ool District, San Mateo-Foster City, CA |
| November 2008 | Ron Rice, Iowa Assoc. of School Boards | Louis Wildman, CSU-Bakersfiled |
| December 2008 |
John Albright, Adams Co. Schools. Commerce City, CO |
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| January 2009 |
Clint Staples, Northumberland Shools. Lottsburg, VA |
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| February 2009 | Harry Eastridge, ESU of Cuyahoga County, Valley View, OH |
Horace Mann League Officers and Directors
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President
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President-elect
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Vice President |
Past President
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Directors
Executive Director
Why is it so hard to get good schools?
Larry Cuban
San Jose Mercury News published: 08/01/1998
To answer this question, I will begin by offering portraits of two local schools I know well, then examining how each might be a "good" school.
School A is a quiet, orderly school where students and parents honor the teachers' authority. The principal and faculty seek student and parental advice when making schoolwide decisions. Academic standards are high and require strong study habits from the culturally diverse student population. Drill and practice are parts of each teacher's daily lesson. Report cards with letter grades are sent home every nine weeks. A banner in the school says: "Free, Monday through Friday: Knowledge. Bring Your Own Container." It is what many would call a "traditional" school.
School B prizes freedom. Most classrooms are mixed in age, grouping 6- to 9-year-olds and 7- to 11-yearolds. Every teacher encourages student-initiated projects and trusts children to make the right choices. There are no spelling bees, no accelerated reading programs, no letter or numerical grades. Instead, a teacher describes each student's personal growth in a year-end narrative. The only standardized tests are those required by the state. A banner in the classroom reads: "Children need a place to run! Explore! A world to discover." It is what many would call a "progressive" school.
Both good schools.
I will argue that schools A and B are both "good" schools. Though their values and approaches differ toward knowledge, teaching, learning and freedom, both have been in existence for 25 years and enjoyed unwavering support:Annual surveys of parent and student
opinion register praise.
Each has a waiting list.
Teacher turnover is virtually nil.
Both schools have enviable academic records as measured by standardized tests;
School A is in the top 10 schools in the state, while School B is in the upper
quartile.
These schools differ dramatically in how teachers organize their classrooms, view learning and teach the curriculum. Can both be "good"?
The answer is yes.
More..... Go to source:
Source: http://lsc-net.terc.edu/do.cfm/paper/8107/show/use_set-culture
On the Art of Teaching
The book, On the Art of Teaching, by Horace Mann is an excellent token of appreciation to present to colleagues, student teachers, and school board members. A number of school districts present a copy of "On the Art of Teacher” to new teachers as a gesture of appreciation for joining their team.
On orders of 50 or more, the front cover can have special printing added, i.e., the name of your school district. Some who have presented this book have written a special note of welcome on the inside cover.
The On the Art of Teaching is $10 per copy.
More info: [
www.hmleague.org]Highlights of the 40th PDK/Gallup Poll
Presidential Candidates
- Americans view Democratic presidential candidate Barack Obama as much more supportive of public schools than Republican presidential candidate John McCain.Federal Funding
- Americans support an increased use of federal funds to maintain local public schools.No Child Left Behind
- Fewer than 2 of 10 Americans believe the No Child Left Behind legislation should be continued without significant change.Biggest Problems
- Lack of funding for schools tops the list of "biggest problems facing schools" for the sixth year in a row.International Comparisons
- Americans' impressions of public schools in Europe and Asia are very positive with almost 50% assigning grades of A's and B's, as compared with lower grades assigned to our nation's schools.College Courses for High School Students
- Americans are supportive of high school students taking college level courses and earning college-level credits while still in high school.Paying for College
- Even though college costs have increased significantly, seven of 10 American parents believe they will be able to pay for college for their oldest child, a finding consistent with the response 13 years ago when it was last asked .Assessment
- In a change from nine years ago, Americans believe written observations by teachers, as opposed to scores on standardized tests, are a superior way to document student academic progress.Teacher Pay
- Almost three of four Americans believe teachers should be paid higher salaries as an incentive to teach in schools identified as 'in need of improvement.'The poll results are available at www.pdkeducationpoll.org.
posted: 10/25/08
