Letters.

Grade Configurations

Your March 2002 issue was extremely timely and relevant to our current dilemma about our local Catholic school system in upstate New York and I plan to share it with members of our Watertown Catholic Schools Education Council.

Our newly formed Catholic school system has 1,101 students in four K-8 grade schools and a 9-12 high school. Last June, after some hard work and public discussion, we created a system to direct what previously had been four fairly independent (and competitive) parish grade schools and a citywide high school. The schools, rooted in parish neighborhoods for up to 78 years, have not been at full capacity, and the demographic trends appear flat or are declining.

I resigned as chairman recently when the council decided to move the 7th and 8th graders to the high school, creating reconfigured K-6 schools and a 7-12 high school. I intend to provide the articles from your magazine to my former council colleagues and advocate for the K-8 model. While I understand finances and fund raising are a big part of Catholic schools, I am saddened that we are moving 7th and 8th graders from being big fish in little ponds, where they exhibit leadership, confidence and are comfortable into a high school building where they will be little fish in a big lake.

Your articles on this subject were well done from a parent's point of view.

KEITH B. CAUGHLIN

Watertown, N.Y.

Educators and Generals

Philip E. Geiger's casual observation that only the "rare" school board can resist micromanaging its schools is way off the mark ("When Superintendents Become the Generals," February 2002).

In New York, the evidence shows that school boards and superintendents have good working relationships with each other. Nearly 90 percent of the superintendents surveyed by the New York State Council of School Superintendents reported that they work with school boards that are "generally" to "highly supportive and collaborative." The study concluded that school boards and superintendents have mutually supportive and collaborative relationships. I doubt New York is radically different from other states in this region.

A good working relationship between a school board and the superintendent is essential to student success. Despite what Geiger might think, we're succeeding here in New York.

TIMOTHIY G. KREMER

Executive Director, New York State School Boards Association, Latham, N.Y.

When I was a young, active-duty infantry captain evaluating a National Guard brigade at Camp Roberts in California, the brigade commander was a superintendent from a nearby school district. I learned some things watching him and his unit perform. Clearly, if our nation went to war then, he would lead Americans into combat.

Two years ago, after retiring from the Army as a lieutenant colonel and following two years as a high school principal, I became a superintendent of a 62,000-student school district.

The knowledge, skills and abilities required to lead military and educational organizations are very similar. In my case, I went to night school to pick up a Ph.D. in educational leadership before I retired, served on the faculty at West Point for three years and led a basic training battalion--with a staff and faculty of more than 100 for 1,400 trainees (students).

Military opportunities come in so many ways. Most Americans don't understand and underrate the value added by former or retired military leaders when they enter the civilian workforce. It is unfortunate that Philip Geiger did, too, in his guest column.

I learned a long time ago to keep an open mind and learn from the examples of others--good and bad. As I am sure I can learn from him, he can learn from me.

WILLIAM HARNER

Superintendent, School District of Greenville County, Greenville, S.C.

Risking Forgiveness 

I reflected on George Goens' article, "The Courage To Risk Forgiveness" (February 2002). His words are indicative of a hard-earned wisdom. They affirm some inner truth or feeling that I hope all of us possess.

It is unfortunate that current expectations are indeed played out in the scenarios that he so ably described in his first few paragraphs.

I appreciate that he took the time to articulate the higher road that I wish all of us could travel.

MICHAEL R. MARTIN

Director of Schools,

Putnam County School District,

Cookeville, Tenn.

Superintendent Testing

The first question that came to my mind after seeing the title of Kate Beem's article ("Testing Superintendents," February 2002) was is this what we have come to today in public education? Has the testing mentality gone so amuck that Missouri now requires all new superintendents to pass a written exam?

Why would Missouri not consider a person's professional experiences when determining whether to grant superintendent certification? It simply does not make sense. Furthermore, the logic for the testing provided by Missouri officials wasn't very convincing. Maybe there's some merit in requiring candidates who plan to complete their program in the superintendency to pass the written exam before they receive certification, but I doubt they become better superintendents simply because they passed a three-hour test.

Though Missouri officials perhaps figure this type of testing will become a national trend, I believe the state will find its test requirement will hamper its efforts to attract qualified candidates for the superintendency.

DWIGHT PIERSON

Superintendent,

Forest City Community School District,

Forest City, Iowa 

Correction

An erroneous title was given for Richard Farson's forthcoming book at the end of his article in the February issue. The title is Whoever Makes the Most Mistakes Wins: The Paradox of Innovation (The Free Press).

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