0.3 Preparing and training superintendents for the mission of  (Page 22/23)

As in Module 1, students need to be constantly required in practicum hours to observe and participatein district based personnel programs. Again, much of the content in this module is related to some content at the master’s level. Again, attention should be paid to sequencing master’s degree (principal licensing) and superintendent preparation.

The state role in this module might be the same as in Module 1. Similar to Module 1, internship or apprenticehours need to be spent in the personnel office or division of a school district. In the private sector and in schools of business,the training of personnel managers is a graduate degree enterprise. Again, an internship needs to require release time. The state, asin Module 1, might develop a battery of“check”tests for students to pass in each of the personnel management specialties beforebeing eligible for review by a professional“personnel”association.

Module 3 Facility Management

The essential content of this module might be taught in a 3 semester hour course supplemented by practicum hoursworking in a local district on a school facility planning project. This would include facility assessment, educational specifications,bonding issues, bond campaigns, and management of existing facilities.

The state role in Module 3 might be specialized training in state sponsored facility constructionprograms, rules and regulations applying to facilities, and required safety programs. Again, the state might develop a seriesof check tests to insure mastery of content in these areas prior to recommending to a professional group for recognition.

Creating a training module in facility maintenance could easily be coordinated as most superintendenttrainees are either practicing principals or in central office roles.

Module 4 Student Personnel

The content for this module might be contained a 3 semester course in the university program reinforcedby practicum experiences in school districts. Experienced principals and central office administrators often receive trainingat the master’s level or via on the job training in some this area. In this module special attention must be paid to thesuperintendent’s role in managing district special education programs.

The state role is again to provide needed specialized topical training and develop a series of check testsfor students prior to being forwarded to the professional association for recognition.

Module 5 Support Services

University based course hour requirements may not be required, but extensive topical training sessions should beconducted by the state agency to insure prospective superintendents possess sufficient knowledge in state regulations about busing,transportation, and out sourcing services. The agency training should be supplemented by“practicum”hours in a local district with hands on experience in bus scheduling, completingreimbursement forms, food inventories, safety, and other relevant experiences. State agency developed check tests again would beadministered to students.