0.3 Preparing and training superintendents for the mission of  (Page 21/23)

The state role should be to provide specialized training (example being state accounting manualprocedures) introduced in the university fiscal sequence augmented by practicum and field experience contacts. Other examples would berequiring students to attend state agency sponsored workshops and training sessions focused on implementing and managing districtmanagement programs in inventory, material distribution, fund accounting, auditing, and purchasing. The participation might bekept in“professional portfolios”containing specifics of the training (objectives, hours, content etc.) and of course theperformance level of the participant.

Every state has very specific requirements on how these management functions are to be performed and accountedfor by local districts. Most states have already learned the best way to achieve management uniformity is through agency sponsoredworkshop and training sessions. Hopefully, state agencies feel participants in these state sponsored training sessions performbetter if they already have received baseline content knowledge in prior higher education coursework.

An excellent example is the state of Washington’s practice where the state auditor general directly audits the finances of school districts. Districts reimburse theauditor general’s office for these costs and in return receive excellent staff training in how the state desires districts tomaintain fiscal records, control budget processes, and insure proper accounting practices. Superintendents many times receive thesame training from the auditors as the district bookkeepers and clerks.

Internships and Apprenticeships.

Once a student has completed a 9 or 12 semester hour sequence and met state requirements in specializedmanagement curricula, a 2 year internship or 1 year“apprenticeship”in a district central office should be required for licensing and nomination for professional recognition. Acomprehensive internship would be planned and sequenced“on the job training”woven into the student-administrators“normal”working day as principal or central office administrator. This on the jobinternship would be supervised by the district superintendent and a university faculty member.

A 1 year apprenticeship in executive management would involve at least 25% to 50% time release.Internships would qualify applicants for initial recognition subject to further training. A completed apprenticeship wouldqualify applicants for“full”recognition. The most intense part of the internship and apprenticeship would be in the area of fiscal,budget, and operations management.

Module 2 Personnel Management

In this module, 9 semester hours of university course content would be required to provide essentialknowledge of personnel practices such as managing recruitment, evaluation, induction, and staff development programs. Threesemester hours need to be required in personnel operation management areas such as fringe benefits, safety, and collectivebargaining contract management. The last 3 semester hours need to be an advanced school law class focusing on legal issuesparticularly related to various types of contracts affecting staff and students.