0.3 Preparing and training superintendents for the mission of  (Page 16/23)

This application of generic“principal standards”may be due to the traditional structure of manyuniversity superintendent programs being extensions of principal preparation (Kowalski&Glass, 2000). Standards developed by the Interstate School Leaders Licensure Consortium and the NationalPolicy Board for Education Administration. Standards documents essentially are guidelines pointing out“general”areas of concern to the profession.

Administrators typically“space”their university preparation program out over many years. A good exampleof“time”displacement is that an initial school law class taken in the principal preparation will be followed by an advanced class inthe educational specialist or doctoral program. This is often not the case (Kowalski&Glass, 2000). This part-time effort toward administrator preparation results in a situation where theuniversity programs are populated by part-time students in very drawn out part-time and poorly sequenced programs.

The national number of superintendents yearly“needing”new certificates is about 2,200, as the superintendent turnover rate has hovered around 14 % for several decades.Superintendent tenure currently is between 6 to 7 years (Glass, 2003b). Critics argue there are hundreds to thousands of“unused”superintendent certificates. This is true but superintendent applicant pools are more and more“local”each year. Applicants apply frequently only for nearby positions. About 60 % ofsuperintendents have a professionally employed“trailing spouse”(Glass, Bjork,&Brunner, 2000).

Most states grant superintendent certification in toto for districts of all sizes and types. Somestates require superintendents participate minimally in“Administrator Academy”programs but for the most part“actual”superintendent preparation is through on the job training supplemented by university content laden coursework. Entry into thefield is through self-selection from a career path beginning with classroom teaching (about 5 years). Superintendents fromnon-teaching backgrounds presently hold a very small number of superintendencies (Glass, 2002b).

Higher Education Preparation

Traditionally, superintendents have gained access to credentials and positions through attendance inuniversity based (heavily management based) degree and credential programs. In past decades most states have required about 30semester hours of coursework beyond the masters degree for a superintendent’s credential. In numerous educational administration programs this 30 to 36 semester hours culminates in an educationalspecialist’s degree. Or, it satisfies a significant portion of the coursework required for a doctoral degree.

University coursework, theoretically training superintendents to be“management experts”beyond the principal’s office, requires courses in school finance, personneladministration, school law, and very occasionally facility planning. In recent years many, if not most, educationaladministration programs have eliminated“management”types of courses in favor of policy and leadership since superintendentsshould be“leaders”not mere managers. The result has been the majority of“management”training has been through on the job experiences and spasmodic or periodic in-service training providedby districts or state agencies (many times by private vendors).