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people to. whom he may del,egate most o.perational details, and,
thus free himself largely fOl' planning, decision-making, and
leadership matters. Sufficient responsibilities should be a.ssigned
to. enhance the leadership performance of tho.sesubordinates
who. repDrt directly to the superintendent. In such a situation
it is almDst inevitable that some will perceiv,e the superintendent
as delegating to.o much and Dthers will perceive hiul as delega.ting
too. little. So. it is in Fort Wayne. The superintendent has
acquired a top flight group of central office administrators and
has gradually increased their authority and responsibility. In
the view of the survey team this is a healthy development and
one to be encouraged.
Policies provide that the board shall appoint thesuperintendent
for a contractual term that is mutually agreeable~ but
not to exceed five years. If a new contract is not to be offered to
the superintendent the board shaH notify him at least one year
in advance. The notice shall be in writing and shall state the
reason for failure to renew. These policies are in accordance
with desirable procedures. The practice of setting the superintendent's
contract at four or five years is commendable.
Stability hasbeel1 achi,eved through the relatively long tenure
of the superintend'ent to the advantag,e of the school system.
CENTI1AL OFFICE STAFF
Board policies provide for a superintendent's council which
is comprised of the following in addition to the superintendent:
associate superintendent~ assistant superintendent,. director of
personnel, director of pupil personnel, and director of employee
relations. Individuals are appointed to these and other central
office positions by the school board upon the recommendation of
the superintendent, who also recommends to the board the d,etails
of each position including the term of employment and the
type of contract to be offered. Detailed job descriptions for
each position are contained in the administrative regulations
portion of the policy manual.
Board policy has created three divisions of school operations
as shown in the accompanying organizational charl. Chart 1
is somewhat misleading in that the division of special services
does not really exist as a distinct entity. The directors of the
various departments within this division report directly t.o the
superintendent and d.o not perceive themselves as .constituting ,a
division in the sense that instruction and busirtess are perceived
as ,divisiDns. Most of the school system's publications do nDt
refer to special services as a separate division.
9
Object Description
| Title | Fort Wayne community schools: a survey report |
| Creator | George Peabody College for Teachers. Office of Educational Services |
| Topic | Education |
| Subject |
Schools--Indiana--Fort Wayne School integration--Indiana--Fort Wayne |
| Geographical Coverage | Fort Wayne, Indiana |
| Date of Original | 1975 |
| Time Period | 1900-1999 |
| Source | Print version: George Peabody College for Teachers. Office of Educational Services. Fort Wayne community schools: a survey report. (Nashville, Tenn.: Office of Educational Services, George Peabody College for Teachers, 1975), 338 p. |
| Additional Availability | Print version might be available at IPFW Helmke Library. See online catalog. |
| Rights | Copyright Indiana University-Purdue University Fort Wayne, 2006- . All rights reserved. May not be reproduced without permission. For information regarding reproduction and use see: http://cdm16776.contentdm.oclc.org/cdm/about/collection/p16776coll1/ |
| Date Digitally Created | April 17 2012 |
| Digital Publisher | Walter E. Helmke Library, Indiana University-Purdue University Fort Wayne |
| Digitization Specifications | This pdf file was derived from black and white 400 dpi, 1-bit and color 300 dpi, 24-bit uncompressed TIFF images that were scanned from the originals using a Konica Minolta PS5000C scanner with Adobe Acrobat 8.0 Professional scanning software. |
| Content Type | Text |
| Digital Format | text/pdf |
| Collection | Fort Wayne Area Government Information |
| Identifier | 30000101350159 |
| File Name | 30000101350159.pdf |
Description
| Title | Page 26 |
| Transcript | people to. whom he may del,egate most o.perational details, and, thus free himself largely fOl' planning, decision-making, and leadership matters. Sufficient responsibilities should be a.ssigned to. enhance the leadership performance of tho.sesubordinates who. repDrt directly to the superintendent. In such a situation it is almDst inevitable that some will perceiv,e the superintendent as delegating to.o much and Dthers will perceive hiul as delega.ting too. little. So. it is in Fort Wayne. The superintendent has acquired a top flight group of central office administrators and has gradually increased their authority and responsibility. In the view of the survey team this is a healthy development and one to be encouraged. Policies provide that the board shall appoint thesuperintendent for a contractual term that is mutually agreeable~ but not to exceed five years. If a new contract is not to be offered to the superintendent the board shaH notify him at least one year in advance. The notice shall be in writing and shall state the reason for failure to renew. These policies are in accordance with desirable procedures. The practice of setting the superintendent's contract at four or five years is commendable. Stability hasbeel1 achi,eved through the relatively long tenure of the superintend'ent to the advantag,e of the school system. CENTI1AL OFFICE STAFF Board policies provide for a superintendent's council which is comprised of the following in addition to the superintendent: associate superintendent~ assistant superintendent,. director of personnel, director of pupil personnel, and director of employee relations. Individuals are appointed to these and other central office positions by the school board upon the recommendation of the superintendent, who also recommends to the board the d,etails of each position including the term of employment and the type of contract to be offered. Detailed job descriptions for each position are contained in the administrative regulations portion of the policy manual. Board policy has created three divisions of school operations as shown in the accompanying organizational charl. Chart 1 is somewhat misleading in that the division of special services does not really exist as a distinct entity. The directors of the various departments within this division report directly t.o the superintendent and d.o not perceive themselves as .constituting ,a division in the sense that instruction and busirtess are perceived as ,divisiDns. Most of the school system's publications do nDt refer to special services as a separate division. 9 |
