1993 ANNUAL REPORT.

American Association of School Administrators

EDUCATION FOR ALL...

America's Promise

Nineteen hundred ninety three brought the hope of a new administration in Washington, increased violence in our society, attempts to subvert public funds to private and parochial schools, and "stealth" candidates running for local school boards.

Through it all, the American Association of School Administrators stood tall and spoke forcefully for public education and its vital role in securing the nation's future. Emblazoned on our banner has been the theme, "Education for All...America's Promise."

As one of the world's most respected organizations for school system leaders, AASA has focused its resources on improving education for students. They are, after all, the true hope for today and tomorrow.

Here are just a few ways AASA has promoted even better education through sound leadership during 1 993:

* Approved Professional Standards for the Superintendency, developed by a specially appointed AASA commission.

* Held our celebrated 125th annual convention in Orlando, Fla., under the theme, "Working Together for World-Class Schools."

* Presented testimony and represented the association on numerous education issues, such as the Clinton administration's "Goals 2000--Educate America Act," the National Goals Panel's work on delivery standards, and reauthorization of the Elementary and Secondary Education Act.

* Developed highly acclaimed publications and audiovisual programs addressing such topics as leadership styles, testing and assessment, and working effectively with the news media, as well as our award-winning magazine, The School Administrator, and newspaper, Leadership News.

* Represented the association on a multitude of issues before the nation's news media.

* Formulated approaches for helping schools respond democratically to opposition groups attempting to impose their political or religious will on students in public school classrooms.

* Strengthened our efforts to attract even more members for the association, participants in professional and organizational development programs, and subscribers for our Total Quality Network.

* Conducted surveys, including our annual market research, which this year focused on professional development, and our issues/topics survey, to help us stay attuned to the needs of our members.

Despite an economy that showed little resiliency during 1993, AASA did well financially. While attendance at our convention, some conferences, and other programs was affected by softness of the economy, publication sales have been excellent.

Since its founding in 1865, AASA has gone through a number of transitions. In 1985, Paul Salmon retired after 14 years, and I became AASA executive director. Some months ago, I announced that I would retire at the end of March 1994. Since this is my last annual report message, I express my deepest appreciation to the members of the association, the Executive Committee, and our talented staff for their efforts. Because of the work each of you has done, students are receiving a better education.

As executive director, I take pride in the growing strength of educational leaders in our nation. The level of professionalism is high. Today AASA is a financially healthy organization. One of many sources of satisfaction during my tenure has been the renovation of the MSA headquarters building. Its value has risen to $5.2 million with indebtedness of $2.9 million. I also am proud to have worked with our dedicated and talented members, elected leaders, and staff.

One of the most important tasks of the association during 1993 has been to select a new executive director. In October, the Executive Committee announced that Paul Houston will assume staff leadership for AASA on April 1. I know you join me in wishing him the very best,

Our true strength as an education leadership organization is directly related to the outstanding work of our nearly 18,000 members who each day serve education in communities across our nation and the world.

Please review this annual report, which includes only highlights of the hundreds, even thousands of ways AASA has served education during 1993.

Richard D. Miller Executive Director

STRATEGIC PLAN

AASA's Mission

The mission of the American Association of School Administrators, the organization of school system leaders, is to support and assist these and other education leaders to achieve the highest quality education for all learners through personal, professional, organizational, and leadership development and advocacy for public education.

Organizational Objectives

* To ensure enlightened and skilled leadership for each school system.

* To achieve visibility, credibility, and influence in the education policy debate.

* To play a leading role in envisioning what is possible for public education.

Linking Strategy and Customer Needs

Building on the solid foundation of the Cambridge planning process, the association during the last year has focused on creating a bridge between strategic direction and customer needs. To develop the seven strategies of the strategic plan, the staff began to work on customer requirements and how those requirements would influence and shape activities, products, and services necessary to bring the strategies into reality.

As a test case, staff determined five likely customer requirements for the annual convention. Customer requirements are needs that may be fulfilled by products and services. Particular products and services are successful to the extent that they fulfill a customer need.

The five requirements then were validated by a telephone survey of past participants in the annual conventions. These five validated customer requirements are:

* To be connected;

* To learn and be informed;

* To feel power collectively;

* To be visible; and

* To be accorded professional esteem and respect.

In the upcoming year, we look forward to increasing our understanding of customer needs and how to translate those needs into association activities that will move us closer to achieving our mission.

We believe the strategic planning process, enriched by a commitment to develop and routinize processes for collecting and using customer feedback and information, will move the association forward rapidly.

PROFESSIONAL AND ORGANIZATIONAL DEVELOPMENT

The National Academy for School Executives (NASE) was created by AASA 25 years ago to serve the professional development needs of school leaders. Today NASE programs focus on leadership development, systemwide issues to bring about transformation, and societal issues impacting schools.

NASE delivers its programs in a variety of ways including direct, on-site locations in school districts, and accessible and attractive locations around the United States and Canada. Collaborations with state associations, service agencies, and other professional organizations expand both delivery and content options.

Topics of interest during the year related to quality management, the non-graded primary program, consensus-building, transforming special and regular education, systems thinking, and responding democratically to opposition groups.

Under the NASE umbrella are several specialized programs:

* The National Strategic Planning Center, a partnership since 1988 between AASA and the Cambridge Management Group, offers certification training in strategic planning, external facilitators services, and products such as books and videotapes. Through the network of 19 state and province partnerships, these programs and services are delivered locally and geographic networks provide additional support and learning opportunities.

* The National Curriculum Audit Center provides the most rigorous examination of a school district's curriculum management system. Adapted from the financial audit model, the curriculum audit determines how productive the school district is in designing and delivering the curriculum. Through AASA's center, eight districts had audits conducted by a team of external auditors in 1993. A new service, the organization review study, was developed and conducted. Curriculum Management Audit Training programs and related seminars attracted many participants.

* The AASA/NASSP Superintendent Leadership Development Program completed its two-year pilot effort in Kentucky and launched the program nationally with Georgia. The program consists of an assessment phase based on 11 dimensions of the superintendency and skills identified as necessary for success in tomorrow's superintendency. A follow-up developmental phase is determined by needs identified in the assessment activities. All activities are specifically designed for superintendents and anyone who aspires to the superintendency. The program is delivered through state and regional agencies.

Total Quality Initiatives

The past year has brought high growth for this area of interest for AASA and its members and customers. The Total Quality Network, now more than two years old, continues to grow.

The network is the single most comprehensive, convenient resource available on quality management in education, providing diverse cutting-edge information, understanding, know-how, and access to practitioners and experts. During 1993, we expanded the Quality Network News, our award-winning newsletter, from four to six pages with a valuable new feature. The "Quality Toolbox" appears in each issue as a pullout section that can be used for later reference.

Each toolbox features a specific tool of quality, with descriptions, explanations, and actual school district examples illustrating the use of the tool. Our subscribers have responded enthusiastically; many request permission to reprint the Quality Toolbox for use in teaching or training in the subscribing districts.

The Quality Network's subscriber list also serves as the primary source list for the only annual survey of activity in quality management in education. This year's report in Quality Progress, the American Society of Quality Control's magazine, highlighted numerous examples of network subscriber activity.

In 1993 we engaged in a strategic planning retreat specifically for total quality. The retreat involved customers and outside stakeholders and grew out of the same methodology used for the strategic plan of AASA as a whole: to ensure coherence with the existing mission and plan for AASA. As a result of the strategic plan, a cross-functional team was created to work on product development in quality, with a charge to work with all delivery methods--publications, tapes, seminars, and the Total Quality Network

Also out of the planning retreat, the new team took on the assignment to develop a marketing plan for quality initiatives, laying out the directions AASA should go to serve customer needs in quality management. Outside stakeholders challenged AASA and the Total Quality Network to move into more sophisticated data collection and analysis to help us Linderstand and meet the needs of those we serve.

As educators become more experienced with the ideas and practices of quality management, we have found a greater readiness for more advanced offerings from AASA. We responded in 1993 by offering our first and second Training of Trainers, introduced a substantial video project (seven hours of tape), "Dr. Deming Talks to Educators," a second audiotape workshop titled "The Way of Quality," and a number of publications. As part of the ongoing effort to broaden the field's awareness of the potential for systemic change with quality management, AASA developed an overview, Creating Quality Schools, as a member service publication.

COMMUNICATIONS

Communication is the glue that holds an organization together, the bridge to understanding. AASA is committed to effective communication as a way of building a sense of community among school leaders and to help school leaders increase understanding among staff and community.

Sound communication ultimately leads to even stronger support for effective education.

Highlights of AASA's communications program during 1993 included:

* Producing insightful publications such as Leadership Styles, Making Sense of Testing and Assessment, Speaking and Writing Skills far Educators, Working with the News Media, and Keeping Spirits High--Why We Should All Take Pride in Our Schools.

* Completing video programs such as "Polishing Your Speaking and Presentation Skills with Arch Lustberg" and "Creating Quality Schools" and an update of the slide-tape program, "At-Risk Students... The Challenge."

* Developing and publishing Professional Standards for the Superintendency in collaboration with a Blue Ribbon Commission on Standards for the Superintendency and a jury of 100.

* Developing and publishing Freedom of Thought and Public Education, a publication to help educators and communities work with pressure groups, and updating the joint AASA-American Library Association publication, Censorship and Selection.

* Working with the AASA Executive Committee and National School Boards Association Board of Directors to produce drafts for three joint publications: Local School Councils; Roles and Relationships --School Boards and Administrators; and Financial Incentives for Attracting and Keeping Administrative Talent.

* Serving as a primary source of information and as counsel for international, national, regional, and local news media, including wire services, newspapers, magazines, cable and broadcast television, and radio.

* Holding news conferences to introduce National Superintendent of the Year finalists and to discuss board/superintendent relationships.

* Working with the Coalition for America's Children, which focuses on the education, health, and safety of children. AASA is a founder of the coalition that now has 250 diverse member organizations. The education members are initiating a study of "The Effects of a Violent Society on the Nation's Schools."

* Providing leadership for the National Superintendent of the Year program and hosting, with the USA-SINO Teacher Education Consortium, an educational mission to the People's Republic of China and Taiwan.

* Producing AASA's monthly magazine, The School Administrator, and the association's newspaper, Leadership News.

* Conducting a Gallup Poll on school administration and preparing the annual Communications Issues/Topics Survey as well as the AASA Status and Opinion Survey and surveys devoted to the preparation of various publications.

* Working with the Communications Executives Group, made up of representatives from major national education associations, to share information, plan joint projects, and provide counsel for worthwhile education endeavors.

* Serving on the Broadcast Group, an influential group of national education communication leaders, who provide counsel for cable and broadcast media, addressing issues such as the Children's Television Act and violence on network television.

* Completing the Technology for Teaching project supported through grants from US West and AT&T. Through the project, 14 schools demonstrated their dreams for use of technology to improve education.

* Completing the Campaign for New Priorities in collaboration with other national education organizations that resulted in thousands of petitions from local school districts and communities across the country asking the federal government for an even greater investment in education.

* Conducting marketing research and leadership in developing marketing plans, budgets, and services to support AASA programs such as membership, the convention, National Academy for School Executives, publications, and conferences.

* Preparing the daily convention newspaper and hosting AASA Press Rooms at the annual convention and "I Care" Conference.

* Assisting the Executive Committee in its search for a new executive director for the association.

* Producing substantial revenue for AASA through the sale of publications and advertising.

* Providing communications and marketing counsel for the organization.

During 1994, we plan to:

* Publish books devoted to How Our Investment in Education Pays Off, Preparing Students for the 21st Century, Making the System Work, Using Technology to Improve Student Learning, Alternatives to Tracking and Ability Grouping, outcome-based education, site-based management and decision-making, dealing with violence, and other topics.

* Release and distribute to the education community the newly developed Professional Standards for the Superintendency.

* Continue efforts to assist school leaders in working democratically with opposition groups.

EXTERNAL RELATIONS

The Office of External Relations focused on three main tasks during 1993:

* First, we looked for new ways of engaging in the public debate about education by seeking better information on public opinion and by improving our analysis of available information about the state of public education.

* Second, we continued to express the views of AASA members on federal education legislation.

* Third, we developed materials to assist AASA members in dealing with policy issues.

In seeking new ways to engage the public in debate about education, we commissioned for the first time a national study of public attitudes regarding public schools and public school administrators. We wanted to establish a baseline of information to determine how the views of school administrators could best be heard among the many competing voices in the national debate about public education. The national study provided valuable insight into the public's perceptions about school administrators and larger issues such as public vouchers for private schools. We improved our analysis of available information about public schools by asking Gerald Bracey, a well-known educational researcher, to review the data and prepare analysis for staff. His information and assessment proved invaluable.

Our continuing efforts to express the views of AASA members on federal education legislation were successful in 1993. Our main legislative goal was to inject the principles of systems thinking and quality production from W. Edwards Deming into federal education legislation. Although the reauthorization of the major federal education legislation, the Elementary and Secondary Education Act (ESEA), will not be completed until the middle of 1994, our early efforts have been quite successful in focusing on results and on continual improvement through staff development and better information about the critical processes of education.

Our third focus, developing new materials for AASA members to help them understand and address policy issues, resulted in two products for AASA members. One was a new book by Gerald Bracey to review available data on the condition of education and provide insight into promising new directions. The other new product was a videotape about sexual harassment that explains the law and suggests how local policies can help administrators deal with sexual harassment and prevent future occurrences through education and awareness.

The treatment of public education by political leaders should reflect the general opinion of public schools. Public opinion is likely to reflect personal experience tempered by the information about schools in the mass media and the public utterances of respected leaders. In 1993 the AASA department of external relations sought to provide high quality information about schools and the public perception of schools to leaders so they will provide the schools the nation's children deserve.

MINORITY AND WOMEN'S AFFAIRS

The Office of Minority and Women's Affairs was created to respond to AASA's desire and need to have women and ethnic/racial minorities visible and involved in the affairs of the association. The office also helps promote greater sensitivity to issues of race and gender in educational administration.

The membership is served through a number of programs and activities. The office ensures representation and a voice at conferences and meetings of other professional organizations addressing issues related to equity. Throughout the year, the office worked to help organize women's network groups, compiled and circulated statistical data, facilitated resume reviews, and compiled a bibliography of literature related to women in educational administration.

The office helps identify women and minorities for appointment to AASA advisory committees and task forces, as program presenters at educational conferences, and for top administrative positions in school districts.

In 1994, we will host the 1994 AASA Scholar-in-Residence. This scholar will enable AASA to explore equity issues in depth and seek positive solutions to concerns related to increasing the number of women and minorities in educational leadership positions.

GRANTS AND AWARDS

AASA created a new department, Grants and Awards, in July to manage the various programs funded by external sources. During 1993, new, continuing, and completed grants and contracts totalled $1.6 million.

In grants development, the year's highlights included:

* Centers for Disease Control, providing more than $1 million over six-and-a-half years for the AASA HIV/AIDS Education Initiative.

* W.K. Kellogg Foundation, providing $732,000 over three years; Joseph Drown Foundation, providing $25,000; C.S. Mott Foundation, providing $300,000 over three years; Pew Charitable Trusts, providing $361,000 over three years; U.S. Office of Maternal and Child Health, providing $500,000 over four years; Stuart Foundations, providing $225,000 over three years; and S.H. Cowell Foundation, providing $225,000 over three years for the Options for Pre-Teens Program, a program aimed at teen pregnancy, avoidance of drug and alcohol use and other risky behaviors, and school performance.

* Discover Card Services Inc., providing funding for the second year of the Discover Card Tribute Award scholarship program for high school juniors. In the program's second year the number of student nominations grew by more than 90 percent to almost 9,500. Scholarships worth nearly $800,000 were awarded to 477 students.

In the awards area, the year's highlights included:

* The Leadership for Learning Award, given annually to recognize an educator who has made significant contributions to improve student academic achievement through the direction of a program, project, or activity in his/her school district or educational institution. Frank P. Tota, superintendent of the Roanoke City Public Schools, Roanoke, Va., received this award in 1993.

* The selection of 100 winners of the 1993 Sallie Mae First-Year Teacher Awards, an annual program administered by AASA that recognizes the nation's most outstanding new teachers as nominated by their district superintendent. In addition, a Teacher Tribute Award in which the first-year winner names the K-12 teacher who most influenced his or her decision to become a teacher.

Sallie Mae provides the program's financial support.

The sixth annual National Superintendent of the Year program, supported financially by the ServiceMaster Co., honored Kenneth S. Burnley, superintendent of the Colorado Springs School District 11 in Colorado Springs, Colo. Burnley presented a $10,000 scholarship to a senior at Mumford High School in Detroit, Mich., the high school from which Burnley graduated.

As part of the AASA National Superintendent of the Year program, four national superintendents and program staff and sponsors attended the seventh annual USA-SINO Teacher Education Consortium in Beijing and Xi'an, the People's Republic of China. This was the first year of K-12 representatives at the conference.

MEMBER INVOLVEMENT

Every Members Voice Counts

Through their service on advisory committees, AASA members make key decisions and chart future directions in areas of greatest need to local school administrators.

Four of these areas are Small Schools, Suburban Schools, Urban Schools, and the American Association of Educational Service Agencies. The role of the advisory committees for small schools, suburban schools, and urban schools is reflected in these summaries. The work of all other advisory committees is summarized in the Committees section.

Small Schools

Approximately 35 percent of AASA's membership comes from small and rural school districts. Key contacts identified within state, regional, and national associations, interest groups, research institutions, and colleges and universities provide an expanded, enriched, and focused support system for small school district administrators.

With its membership in other associations and public interest groups, including the National Rural Education Association, AASA collaborates to create and promote programs, identify resources, and keep the public aware of the needs of small school district administrators. Communication with policymakers on local, state, and national levels ensures representation of small school interests in the formation of educational policy. Through surveys, caucus sessions, and informal contacts, members are encouraged to inform the Small Schools Advisory Committee members and staff about concerns they and their school districts share.

The advisory committee provides direction and guidance to the association. Committee members gather three times a year to plan for AASA's special programs and services to small school districts. Activities sponsored by the committee include:

* An annual summer conference that focuses on specific topics of concern to rural and small schools. The 1994 conference is scheduled for July 10-14 in Washington, D.C.

* A small schools strand at the AASA's National Conference on Education to enable leaders of small school districts to present timely topics and spotlight successful school practices.

R. Joel McFadden, superintendent of Eastland School District 308 in Lanark, Ill., is the committee's chair.

The committee's focus for 1994 will be to develop programs, products, and services to help small school districts respond to restructuring, state and national standards, and declining budgets.

AASA has launched a new membership recruitment and service initiative for small school district administrators. Outreach specialists help identify the needs and interests of small district leaders and make available to them better programs and services. The initiative is being piloted in five states.

Suburban Schools

The AASA Suburban Schools Advisory Committee, in conjunction with the Suburban Superintendents Conference Planning Committee, planned and conducted a summer conference in Halifax, Nova Scotia, in July 1993. Speakers included Geneva Gay, David Bennett, Lew Finch, and Philip Porter.

The committee also plans other special programs of interest to suburban school superintendents at the AASA annual convention.

Chaired by William J. Attea, superintendent of the Glenview, Ill., Public Schools, the committee examined a number of critical issues, including privatization, inclusion, multicultural diversity, vouchers, mobility, and equity.

The committee is planning the 1994 Suburban Superintendents Conference, scheduled for July 22-26 in San Diego.

Urban Schools

AASA worked with urban school administrators to help start a new organization of urban superintendents, the Urban Superintendents of America, which is now housed at the College of William and Mary in Williamsburg, Va. Donald Bruno, former superintendent in Newport Beach, Va., serves as director.

AASA also works with urban administrators to improve the quality and number of programs for urban administrators at the AASA convention.

AASA is given guidance and direction from the Urban Schools Advisory Committee, which represents school systems with at least 20,000 students. The committee, chaired by Daniel D. Drake, associate professor of educational administration at Cleveland State University, met twice during the past year. The committee:

* provided advice to the federal policy committee regarding the reauthorization of Chapter 1 of the Elementary and Secondary Education Act. Committee members met with congressional staff in Washington to express their views on education legislation, particularly the Improving America's Schools Act of 1993.

* developed recommendations for school-to-work legislation proposed by President Clinton.

* helped AASA identify urban programs for the AASA convention and sponsored a program for urban administrators.

* completed the sixth annual survey of urban superintendents' salaries and benefits. The committee now is developing a bank of information and sample contract clauses for consideration by urban administrators.

American Association of Education Service Agencies

The American Association of Education Service Agencies (MESA) had a year of major growth and development.

Growth came in membership and in attendance at the two seminars AAESA conducted for its members. Because seminars are now being directly planned and conducted by service agency staff, attendance is at an all-time high and the seminars are receiving high marks for customer satisfaction.

In 1993 Lee Christiansen retired from the staff at AASA but remained as the chief consultant to AAESA meetings and member services. Bruce Hunter remains as executive director for AAESA on a split assignment with AASA.

AAESA's Executive Council successfully renegotiated the agreement with AASA and had AAESA incorporated as a 501 C (3) private nonprofit organization.

At the fall seminar in St. Petersburg, Fla., the Executive Council sponsored a national education congress to shape discussions on the larger issues of concern to staff and boards of education service agencies.

COMMITTEES

Executive Committee

An 11-member Executive Committee serves as AASA's governing board. Nine of the 11 members are elected at-large and two are appointed to represent "underrepresented groups."

During 1993, one of the Executive Committee's primary activities was to select a new executive director to replace Richard Miller who retires at the end of March 1994. After an intensive nationwide search, Paul Houston, superintendent of the Riverside Unified School District in Riverside, Calif., was chosen to lead the association.

Other activities of the Executive Committee included:

* Focusing on possible approaches for increasing AASA membership.

* Approving Professional Standards for the Superintendency developed by an AASA commission and reviewed by a jury of 100.

* Reviewing the AASA strategic plan.

* Discussing in depth the overall purposes of the National Academy for School Executives.

* Approving a program that could provide an alternative to long-sought pension portability among states.

* Developing, in collaboration with the National School Boards Association, publications devoted to local school councils, roles and relationships among school boards and administrators, and financial incentives for attracting and keeping administrative talent.

* Approving a statement devoted to freedom of thought and tolerance as a foundation for responding democratically to the opposition groups that schools are facing.

* Adopting a plan for the continuous improvement in the operation of AASA advisory committees and determining levels of interest among members in serving on those committees.

* Adopting an AASA/State Associations Partnership Compact calling for an exchange of information that will help each in "promoting and developing comprehensive membership opportunities for educational leaders."

AASA's Executive Committee members make presentations before dozens of organizations across the United States and Canada and in other parts of the world.

During the fall, President Robert Fox and Executive Director Richard Miller led a study mission to the People's Republic of China. President Fox, under the theme, "Education for All...America's Promise," made presentations before thousands of education, business, and government leaders.

AASA Advisory Committees

Federal Policy and Legislation Committee

The Committee on Federal Policy and Legislation had a busy year because the new Clinton administration had a full legislative agenda for education and the Elementary and Secondary Education Act was due for its periodic update and revision.

Committee members met five times during the year, three of those by teleconference.

The committee prepared the 1993 legislative agenda in a January meeting attended by many members of the AASA Legislative Corps.

Chairman T.C. Mattocks, superintendent of Idaho Falls, Idaho, School District 91, testified before House and Senate subcommittees on the budget process and the ESEA reauthorization and led the preparation of proposed amendments to current law and administration proposals. AASA focused on injecting a systemic approach into federal education law to improve the fit of federal programs at the local level and tightening the focus on outcomes instead of process.

Instructional Leadership and Technology Committee

The Instructional Leadership and Technology Committee provides supportive services to school system leaders to improve instruction, advance learning, and use technology meaningfully.

The committee, chaired by John E. Cahill, superintendent of Lincolnwood, Ill., School District 74, agreed to focus on "value-added leadership through technology" and to recommend to the Executive Committee that convention and workshop programs be developed around that concept.

The committee also is developing a concept paper that proposes a significant national effort to address the pervasive technology gap in public education. The purpose is to shift the paradigm that shapes current perceptions of technology use in schools.

International/Global Education Committee

The mission of the International/Global Education Committee is to advocate and provide direction for the AASA leadership and membership on international issues impacting American education.

The committee, chaired by Lee A. Wicklund, superintendent, Riverdale School District 51-J in Portland, Ore., developed the following set of belief statements during the year:

* AASA needs to provide activities for our membership to see ourselves as part of a global system.

* AASA must provide leadership in giving our membership a constant flow of information about international instructional models.

* AASA must provide assistance to its membership to become responsible citizens of the world with special regard to the leadership of the public schools.

* AASA must provide assistance in having students become responsible citizens of the world.

* AASA should continue to provide information about comparisons of international and American test scores with emphasis on what the comparisons mean and dealing with negative news media responses about such comparisons.

* AASA must develop programs for administrators including employment exchanges, international visits, study programs, formal writing exchanges, and development of an international membership.

* AASA should develop linkages with other international service organizations in America and around the world. AASA should publish information about international possibilities and agencies available to the membership.

As part of the fiscal 1993 budget process, the committee was dissolved. International education will be handled in the future by AASA's Communications Department under the title, "International Understanding," and will provide publications, maintain information on international comparisons and international exchange programs, maintain contact with international education groups and educators in other nations, identify key issues, and conduct referrals for those wishing to institute or improve their international education programs.

Leadership Advisory Committee

The mission of the Leadership Advisory Committee is to anticipate critical leadership issues, recommend and advocate systematic and continuous quality programs, products, and services for aspiring and practicing educational leaders in the areas of leadership preparation, leadership development, and organization development.

Created from a restructuring of three standing committees and the National Academy for School Executives board of directors, the committee is composed of superintendents, association executive directors, university professors, and intermediate agency directors.

The committee, chaired by Miles E. Turner, executive director of the Wisconsin Association of School District Administrators, discussed partnerships between the AASA and state associations; implications for local communities of the adage "It takes a whole village to raise a child"; and recommendations to the association about its links with higher education.

Membership and Service Committee

The AASA Membership and Services Advisory Committee oversees special services to AASA members relating to insurance programs, retirement planning, financial planning, the AASA Legal Support Program, and travel discounts. Pension portability is an area the committee has been involved with during the past year.

The committee, chaired by Joseph B. Morton, superintendent of Sylacauga, Ala., City Schools, also works on programs that will help recruit and retain AASA members so AASA will continue to be a strong national voice for education leaders.

Minority Affairs Committee

The Minority Affairs Advisory Committee works to enhance minority participation in AASA activities and promote and monitor sensitivity to minority issues in education. The committee strives for significant and visible roles for minorities, for influence on policy matters, and for development of minority leadership as a resource for AASA.

The committee hosted a Human Relations Breakfast during the annual I CARE National Education Policy Conference. The committee will sponsor one of the Distinguished Lecture sessions at the 1994 AASA National Conference on Education.

The committee, chaired by James L. Pughsley, deputy superintendent of Virginia Beach, Va., City Public Schools, is developing a strategy to enhance and monitor the growth and stability of minority membership in AASA, the involvement of minorities in the appointed and elected governance of AASA, and in the voluntary and contracted programs and activities sponsored by AASA.

The committee encourages members to submit suggestions about how AASA can enhance or expand programs and services for its minority constituents.

Principals/Site Committee

The Principals/Site Administrators Advisory Committee represents nearly 1,300 principals and assistant principals who are AASA members.

The committee works to increase the visibility of principals as AASA members, aids in the development of programs to meet the needs of school principals, and supports the upward movement of site administrators.

Paying close attention to the needs of those members, the committee focused on a number of vital issues, including pressure groups and their effects on schools, violence, charter schools, budget shortfalls, the federal education agenda, voucher initiatives, and state raids on pension funds.

The committee, chaired by Richard B. Warner, principal of Fargo South High School in Fargo, N.D., delivered a special program, "Who Are the Children of the '90s?" at the 1993 annual convention. The committee also provided advice for the association on membership promotion, publication/article topics, and the results of a survey of principals/site administrators.

During the past year, Mary Jarvis, former chair of the committee, was appointed to a two-year term on the AASA Executive Committee.

State-National Relations Committee

The Committee on State-National Relations received approval from the Executive Committee for a new partnership compact between AASA and its chartered state associations. The charter calls for:

* An annual exchange of membership information;

* Encouragement of joint membership through incentive programs;

* Strengthening the partnership between the state and national organizations;

* Increased communication and collaboration on public policy issues;

* Recognition of outstanding leaders of the organizations;

* Enhanced development programs for state leaders; and

* Cooperative marketing of products and services.

The committee is composed of the officers of the Association of State Executive Directors and an equal number of AASA members. Its continuing goals are to identify overlaps in the services, markets, and relationships between AASA and the chartered state associations; to promote ways for AASA and chartered associations' services and programs to benefit members served by both; to review conflicts between AASA and the chartered associations and recommend mechanisms and programs for resolution; to seek ways to increase membership in AASA and the chartered associations; to monitor the effectiveness of the AASA governance structure; to help plan and operate the annual Delegate Assembly; and to plan the annual workshops of the state executive directors and states' elected leaders.

Women Administrators Committee

The Women Administrators Committee sponsored the eighth National Conference for Women School Executives in November in Kansas City, Mo. The conference theme was "Women of Influence: Raising the Glass Ceiling." Presentations and workshops focused on mentoring, communication skills, resume/interview skills, school finance/school bonding issues, sexual harassment in schools, and school board-superintendent relations.

The committee reviewed the American Association of University Women's report, "How Schools Shortchange Girls," for its relevance for AASA members and made recommendations to the Executive Committee on heightening awareness of this subject. The committee will work with AAUW to provide a packet of materials for mailing to all state association executive directors.

The committee, chaired by Lillian C. Barna, who recently retired as superintendent in Tacoma, Wash., has identified the recruitment of women administrators for AASA membership as a high priority for next year. The committee will match AASA membership lists with lists supplied to the Office of Minority and Women's Affairs by state association executive directors and conduct a letter writing, one-on-one recruiting campaign in selected states. The campaign also will target women in educational administration programs at colleges and universities.

The committee also is producing a procedures manual to be passed from chairperson to chairperson to ensure organizational continuity.

The committee will work with the office of Minority and Women's Affairs to develop a formal mentoring program to support women already in leadership roles and those preparing for educational leadership positions.

Miscellaneous Committees

The association has a number of other committees. These include:

Award Selection Committees

* AASA Convention Exhibitors' Scholarship Selection Committee

* Distinguished Service Awards Screening Committee

* Exhibition of School Architecture Jury

* Leadership for Learning Jury

* Superintendent of the Year Selection Panel

Joint Committees

* AASA Exhibitors Advisory Committee

* Joint AASA/National School Boards Association Committee, composed of AASA Executive Committee and NSBA Board of Directors

Governing Board

* Foundation Fund Board of Trustees

Standing Committees

* Advisory Council

* Audit Committee

* Board of Tellers

* Resolutions Committee

Coalitions and Partnerships

AASA constantly works through coalitions and partnerships to strengthen the association's voice and marshall resources and support for better education.

AASA is a founding member of longstanding coalitions in education, among them the Forum of Educational organization Leaders and the Educational Leaders Consortium. The 11 forum and 24 consortium organizations bring together the top executives and elected leaders of the nation's most influential organizations to share ideas, develop common positions, and take concerted action.

As a leader in the 250-member Coalition for America's Children, AASA has been in the forefront of education, health, safety, and security issues facing our nation's youth. Coalition members are advising ABC Television on a special program focusing on children, and the education members are preparing a survey on the effects of a violent society on the nation's schools.

The association also is a leader in groups such as the Coalition for Public Education, the Committee for Education Funding, National Forum on Assessment, State Issues Forum, Coalition for Public Education and Religious Liberty, and the National Health Care Forum.

AASA and other national education leadership organizations presented to Congress and the new administration thousands of resolutions adopted by school boards nationwide as part of a Campaign for New Priorities.

AASA has numerous international connections, including close partnerships with the Canadian Association of School Administrators and the British Society of Education Officers. Business partnerships include the National Superintendent of the Year program, Discover Card scholarships program, and Sallie Mae First-Year Teacher Awards program.

Some coalitions and partnerships are highly organized and some are loose-knit, but all bring together the people and organizations needed to support children and their education.

Foundation Fund

The mission of AASA's Foundation Fund is to focus the association on the future of public education and the needs of school system leaders to address that future. Using corporate donations of money, materials and facilities, member bequests, and a $4 allocation of AASA active member dues, the fund supports activities to meet these needs and builds an endowment for AASA.

During the past year, the fund's activities included:

* Sponsorship of James Coiner, director of the Yale Child Study Center, as the Paul Salmon Memorial Lecturer at AASA's annual convention.

* Sponsorship of the Golden Key Award, which cited W. Edwards Deming and Walter A. Shewhart. The award honors citizens who have made a significant contribution to the nation and the teachers who most influenced the honorees' lives.

* Assistance, through a grant from All-state Insurance Company, with the development and distribution of a resource kit for elementary school teachers and students on family fitness and health. The kit, "Just Say Go," was piloted in 9,300 elementary schools in six states.

* Implementation of two "Future and America's Schools" symposia, including a national conference underwritten by All-state Insurance Company and the first statewide symposium in cooperation with the Texas Association of School Administrators, underwritten by Josten's Learning Corporation.

The fund also received a grant for the annual Discover Card Tribute Award and a $20,000 bequest rom the estate of Martha A. "Marty" Gable, a long-time AASA member.

Delegate Assembly

AASA's 1993 Delegate Assembly adopted seven new resolutions, amended four others, and approved a $9 dues increase for active members. The Delegate Assembly was held during the AASA convention in Orlando.

In new resolutions, AASA:

* called for improved school board/administrator relations;

* urged the Clinton administration and Congress to pass a major school building construction aid program;

* urged Congress to amend federal pension laws to include school personnel under the same coverage as private sector;

* asked state and federal governments to help school leaders consider flexible school day and school year arrangements;

* called on communities to encourage law enforcement efforts to reduce school violence; and

* asked for increased federal and state funds.

BUDGET & FINANCE

BUDGET & FINANCE
AASA Statement of Revenue and
Expenses
(for year ending September 30,
1993)
Total Revenue of $11,777,972
consisted of revenue from the
following categories:
                                        Percent
Convention                  $3,023,597     26
Membership Dues              2,850,463     24
Field Services & Seminars    2,922,696     25
Grants & Contracts           2,382,223     20
Other                          598,993      5
        TOTAL              $11,777,972    100
Total Expenses of $11,493,766
consisted of expenses from the
following categories:
                                      Percent
Management Services       $3,991,948     35
Professional Exceilence    3,184,281     28
Grants                     2,322,871     20
Communications             1,528,767     13
Governance                   465,899      4
       TOTAL             $11,493,766    100
Excess Revenue Over Expenses        $284,206
Foundation Fund Revenue (Expense)
  Contributions and interest        $116,509
  Expenses: maintenance, fund-
    raising, administration         ($36,584)
       TOTAL                         $79,925
TOTAL EXCESS OPERATING
REVENUE OVER EXPENSES               $364,131
The audited financial statements
can be obtained by written request
sent to AASA, 1801 North Moore St.,
Arlington, VA 22209-9988; Attn.:
Ray McDonald.

MEMBERSHIP

During 1993, membership in AASA reflected the overall economic picture. Total membership at the end of the fiscal year was 17,372. During the year 1,288 people joined AASA.

Special promotions were directed to superintendents, central-office personnel, women administrators, and assistant superintendents. AASA works closely with many state associations on membership recruitment and retention through contract programs.

The membership goal of AASA is to attract all constituent groups into membership to become a growing, representative organization of school system and education leaders.

Membership Categories
                           1993         1992
Regular                  12,783       13,644
Student                     245          218
Retired                     870          926
Life                        301          303
Emeritus                  1,409        1,338
School Board Services *     576 (54)     564 (85)
College Professors          294          304
Other                       894        1,067
Total                    17,372       18,364
(*)Individuals (and boards)
1993 Membership Composition
                              Percent
District Level:
Chief Administrators            43.82
Directors, Central Office       10.42
Assistants                       8.64
School Level                     7.36
State Level                      0.69
Other Categories:
College Level                    3.86
School Board Service Members     3.24
Institutional Memberships        2.17
Association, Educational
  Service Agencies               1.12
U.S. Department of Education     0.17
Other                           18.64

OFFICERS

The American Association of School Administrators, founded in 1985, is the professional organization for nearly 18,000 educational leaders across North America and in other parts of the world. The organization, with a staff of 65, is one of education's longstanding professional organizations.

AASA officers, including the president, president-elect, and immediate past president, serve one-year terms. The president-elect automatically ascends to the presidency. The eight members of the Executive Committee assume their posts on March 15. Two members are elected each year. The AASA president each year appoints one member to represent an underrepresented group on the Executive Committee.

AASA's greatest strength lies in its members who each day provide leadership for local schools around the world.