The Board of Education's Hiring Practices

Paper Summary:

The writer of this paper defines the role of the school superintendent, which began in the mid 1800s, as an individual who is appointed to be responsible for the day-to-day operations of a number of schools. By 1860, 27 cities with school districts had created what is now known as the superintendent. By the end of the 19th century, superintendents became responsible for the operations of the district, with schools changing from rural farm concerns to heavy industry, the superintendent's role became that of a true professional. This paper also describes the process involved in the hiring of school principals, which is often a more traditional and predictable method than that of the superintendent. Teachers usually taught for several years and eventually enrolled in a university's administrator preparations program. Taking the prescribed courses, filling out an application for an administration certificate and becoming certified teachers, they were then endorsed to become administrators or principals. This paper details the training and experience needed for both positions as well as the bureaucracy and scientific management within in the various school districts which play a vital part in the both the success and failure of these positions.

From the Paper:

"There seems to be three roles that are looked for when hiring a superintendent. First, a role changer, one that seems to want to make changes for the better of the school system. Those of the school board that may be change resistant, usually are swayed by the conflict and pressure from the new superintendent, and has but little choice to make the significant changes. Second, is the developer, which takes command and builds programs that are useful, once the resistance to change has been overcome. This type of superintendent is often the one that is very secure in his position for a number of years."

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