AASA Bulletin: A supplement to the school administrator

School Administrator, Feb, 2002

Executive Committee (3 candidates: 2 open seats)

Donald B. Trombley

Inadequate resources: If you find yourself hard-pressed for adequate funds, clearly define the necessary resources that preserve effective teaching and learning in the classroom. Be cognizant of the student/teacher ratio and curricular materials needed to carry out instructional tasks. All other expenditures are on the peripheral and need to be ranked in order of importance by the school community and residents of the school district.

You and your staff have to exhaust all sources of financial support at the local, state and federal level, both public and private. They may include partnerships, integration of services from related agencies or targeted grants.

Lessons: The searing occurrences of September 11 have left an indelible mark on our conscience and memories. A knowledge and understanding by students about the foundations of what our country represents and the unity that people from all backgrounds have brought to this land to make the United States the leading nation of the world needs to be reaffirmed. Courses on American History and Government need to be bolstered and made relevant to our children. The important decisions that not only affect our relationships throughout the world but within our society should be seriously addressed for the country's immediate and long-term future.

Joan P. Kowal

Inadequate resources: Financing education at less than adequate levels is poor economic investment by any standard. In a highly literate, technical society, a quality education must be the fundamental right of each child. To address this dilemma, superintendents must work aggressively with state legislative bodies to assist in defining adequacy and developing reform in school funding structures. Superintendents must support leadership training, secure staff development funds, and encourage and prepare educators for future administrative positions. Finally, superintendents must develop and facilitate ongoing community and business partnerships to support quality public education for all children.

Lessons: September 11, 2001, has taught our students that the future is unpredictable and that we as a society and democracy must be prepared for the unexpected. We must teach our students to appreciate the importance of protecting our civil rights and understanding the fragile balance between individual rights and the freedoms of our democracy. Students must learn that the true face of education in 2001 is knowledge. Daily in our classrooms we see a love of learning, exposure to boundless diversity and a perspective of the world that reminds us that equity does not mean equal resources but equal results.

Daniel R. Mastrobuono

Inadequate resources: Society has entrusted schools with more responsibilities for social development along with academic learning than at any time in our history. Resources for such a task have been focused more on what once were school tasks, not with what tasks we are currently charged to do. Hence, we are behind. As a result, superintendents must build community consensus through setting community objectives. The superintendent must report often on successes and failures. Also, the school administrator must provide opportunities for the community to come together often to develop solutions to common problems.