A well-informed academician.

Stanford University Professor Stephen Davis carries a great deal of credibility when he discusses leadership skills and professional development needs in school administration. His work as a researcher, writer and director of the superintendent fellows program at Stanford's School of Education is fueled by a term as a superintendent in Marin County, Calif., and earlier experiences in central administration and the principalship. (He also can turn to his wife, recently retired from a pair of superintendencies, as a real-world source of data.)

So we have a great deal of faith that Davis's writing for our magazine will find a close connection with the needs and interests of our readership. His latest contribution, "influencing Transformative Learning for Leaders" (beginning on page 10), discusses how superintendents are uniquely positioned to cultivate conditions within a school system to effect professional learning. Davis's previous piece, "What Was I Thinking?" (June 2005), examined common decision-making scenarios involving superintendents and principals.

Davis says the mid-career superintendents he works with during their year-long fellowships at Stanford seem to be motivated by two disparate, driving needs. Many are seeking mind-stretching experiences that transcend the usual professional literature, while others want to hear about effective solutions to biting issues at hand.

I'd like to think that his work for us does a little of both, and we're certainly pleased to be a forum for his words.

Jay P. Goldman

Voice: 703-875-0745

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