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ERIC Number: ED480398
Record Type: RIE
Publication Date: 2000
Pages: 33
Abstractor: N/A
Thinking Differently: Recommendations for 21st Century School Board/Superintendent Leadership, Governance, and Teamwork for High Student Achievement.
Goodman, Richard H.; Zimmerman, William G., Jr.
This publication follows up on a work begun in 1997 that reported a nationwide study of school board/superintendent collaboration for high student achievement. The current report addresses the requisite steps that local school boards, superintendents, state political and educational leaders, and university deans and faculty need to take to develop and strengthen local school board/superintendent leadership. The recommendations in the report are based on the idea that school districts cannot effectively raise student achievement without strong leadership and teamwork from the school board and superintendent. The booklet spells out suggestions that were generated by a broad panel of national educators and that require major changes in state laws, in local policies, and in the graduate and continuing education of superintendents. In addition to a call for developing local board/superintendent leadership teams, it outlines the nature of student achievement, details some of the challenges in trying to implement changes, offers ideas for creating public engagement and community mobilization, and provides tips for attracting and retaining qualified school board members. Many of the suggestions involve a shift in attitude and include thinking differently about public engagement, about leadership development, about the role of school boards and superintendents, and about state legislative reform. (RJM)
Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock No. 0360: single copies, $7; comprehensive subscriber, $3.50; quantity discount available). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail:; Web site:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: New England School Development Council, Marlborough, MA; Educational Research Service, Arlington, VA.