Document Type
Issue Area Three
Abstract
Acquiring a seat on the local school board or accepting the superintendency position will, in either instance, provide an entry to an enjoyable sequence of constructive years or, possibly, to total frustration. Both positions imply that personal goals can contribute but must not project a dominant route that destroys the team effort.
Leadership in either of these roles will depend on your ability to listen, to exhibit fairness and honesty in expressing your opinion, and to be responsible to the district youth in making your decisions. Personal growth will greatly depend on your desire to learn and the effort you place in this task.
Regardless, a working relationship will develop between the superintendent and his or her board members, and it will contribute to the district's educational thrust. Formation of this relationship can probably be associated with multiple factors related to both individuals: the ability to make a decision based on factual information, promptness, enthusiasm for their respective duties, and ability to share information. Noneducational aspects of their lifestyles may also project positive or negative images which cast an influence.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
1
First Page
78
Last Page
79
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Karre, Frederick H.
(1993)
"Forming a Working Relationship Between Boards and Superintendents,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
1, Article 24.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss1/24
