No Standards Can Measure 'Heart and Soul' Requirements.

The professional standards recommended by the AASA Commission on Standards for the Superintendency for adoption and implementation by colleges and universities throughout the country represent a thoughtful and responsible effort to enhance departments of educational administration.

The standards serve as a yardstick for measuring excellence in a much beleaguered and often conflict-ridden profession, albeit one that commands respect and recognition.

The standards are, as the authors point out, a "benchmark document." They are based on research as well as in-depth discussions with leaders in education, business, government, and other walks of life. They are, without doubt, effective procedures Outlined and presented with proficiency and technical excellence. They are a "document of the mind." Absent are those characteristics that represent the "heart and soul" of the superintendency--as standards often do!

Mastering many or all of these standards is important, but technical success and mastery have not always led to a superintendent's contract renewal. A successful leader needs those ingredients often referred to as "intangibles" as part of the mix. Achievement in the public arena cannot be left to technical standards alone.

A good superintendent is one who can "read" his or her board of education and the community and communicate with board members regularly. Success will elude the best communicator if the superintendent does not read his or her board. If you read your board and community, you 1) understand how much trust they have in you and your recommendations; 2) earn their confidence (how far will they go with you when you are ready to recommend an innovative program?); 3) know and understand what your board will support; and 4) develop empathy with the culture of the community.

A superintendent is, by definition, not just a manager. More importantly, he or she is a leader. Working with the board and community, the superintendent strategically plans an educational direction and moves consistently in that direction. Ability to read (assess) a board and community is a necessary leadership element in deciding how far and how fast a board and community will move toward the board's objectives.

Bold Strokes

Courageous risk taking, timing, and judgment are "heart and soul" factors in leadership. The New York Times reported this spring that the chancellor of the New York City Public Schools was in the process of "taking over" six schools because of "educational failure," that is failure to provide an adequate education for their students.

"Taking over" a school is inherently in opposition to basic concepts of site-based management and team decision-making. Shared decision making is one of the indicators included in the standards as a measure of success in the superintendency.

Ramon Cortines, the chancellor, was empowered to exert his authority and responsibility as the properly appointed leader of this vast system by virtue of the political and community support he had established. He also was empowered as a result of "standing firm" for legal and professional standards when the mayor attempted to dictate the dismissal of two of the chancellor's subordinates in a power struggle. In this situation, Cortines exercised "heart and soul" leadership characteristics not measured by written professional standards.

When a board of education interviews a candidate for the superintendency, members try to determine three objectives:

* First, they assess competencies as measured by the professional standards presented by the AASA Commission.

* Second, they determine the degree of empathy they have with a candidate. They are asking themselves, "Do we trust this person? Do we believe him or her? Are the candidate's answers forthright, direct, courageous, and credible?" and

* Third, they should try to persuade the candidate that they are board members with whom he or she can work harmoniously to achieve a shared vision of successful education for the community.

Board Standards

The underpinning of the board/superintendent relationship is by nature in conflict with much of the support for site-based management and building autonomy. Most states today give the superintendent authority to administer a district, including all its intricate parts, under the direction of a properly elected or appointed board of education.

Perhaps a clearly defined and researched set of standards of performance for authority and accountability should be developed with boards as they develop desirable collaborative management procedures.

Professional standards must be general to apply to every situation. However, every situation is unique and a high degree of personal judgment and empathy, the heart and soul of successful leadership, must be brought to bear in every decision the superintendent makes.

Carroll Johnson was formerly superintendent in White Plains, N.Y., Fitchburg, Mass., Amherst, Mass., and Southbury, Conn. He continues to work as a superintendent search consultant.