Administration
A Concept of Administration
The administration of this school system is responsible for the direction,
coordination, and control
of students and staff in their efforts to reach educational goals adopted by
the board (See 6120)
within the guidelines established by board policy, law, and employee
agreements.
To demonstrate leadership and to resolve the inevitable problems and obstacles
that will arise
both inside the school system and in its relation with the community, the
board expects the
administration to specialize in
1. decision making and communication.
2. planning, organizing, implementing and evaluating.
3. coordinating and guiding the various centers of power
within the school system and the community so as to
enable people to do things together for education what
they might never be able to do separately.
Policy adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Goals and Objectives
Proper administration of the schools is vital to a successful educational
program. The general
purpose of the district's administration will be to coordinate and supervise,
under the board
policies, the creation and operation of an environment in which students learn
most effectively.
Administrative duties and functions should be appraised in terms of the
contribution made to
improving instruction and learning. The board will rely on its chief
executive officer, the district
superintendent, to provide at the district level the professional
administrative leadership
demanded by such a far-reaching goal.
The district's administrative organization will be designed so that all
schools are part of a single
system guided by board polices as implemented through the
superintendent. The principals are
expected to administer their units in accordance with board policy and the
superintendent's rules
and regulations. However, mere execution of the directives cannot, by
itself, be construed as
good administration. Vision, initiative, resourcefulness, and wise
leadership -- as well as
consideration and concern for staff members, students, parents, and others --
are essential for
effective administration.
Within the concept of an effective total system, the board directs that
ways be sought to
decentralize administration in order to bring administrative decisions closer
to, hence more
responsive to, specific needs of individual students and the school
community.
The superintendent and each principal will have the authority and
responsibility necessary for his
or her specific administrative assignment. Each will likewise be
accountable for the effectiveness
with which the administrative assignment is carried out. The board will
be responsible for clearly
specifying requirements and expectations of the superintendent, then holding
the superintendent
accountable by evaluating how well those requirements and expectations have
been met. In
turn, the superintendent will be responsible for clearly specifying requirements and
expectations of all other administrators, then for holding
each accountable by
evaluating how well requirements and expectations have been met.
Major goals of administration in the district will be:
1. to manage the district's various resources effectively
and efficiently.
2. to provide professional advice and counsel to the board and
to advisory groups established by board action. Where
feasible, this will be done through reviewing alternatives,
analyzing the advantages and disadvantages of each, and
recommending a selection from among the alternatives.
3. to manage so as to assure the best and most effective learning
programs, through the achievement of such sub-goals as:
Goals and Objectives (cont.)
a. providing leadership in keeping abreast of current
educational developments.
b. arranging for the staff development necessary to the
establishment and operation of learning programs that
better meet more learner needs.
c. coordinating cooperative efforts at improvement of
learning programs, facilities, equipment, and materials.
d. providing access to the decision-making process for
staff, students, parents, and others to offer ideas for
improvement.
Policy adopted: May 11, 1992
Administration
Management Positions/Management Team
Management Positions
A "Management Position" is, for the purposes of this policy, any person
defined as a
"management employee," having "significant responsibilities for formulating
district policies or
administering district programs," and any person defined as a "supervisory employee," who
has authority in the
interest of the district to hire, transfer, suspend, lay off, recall, promote,
discharge, assign,
reward, or discipline other employees, or to assign work to and direct them,
or to adjust their
grievances or effectively recommend such action, provided the authority
wielded is not merely
routine or clerical in nature but requires the use of independent
judgment. (Government Code
Section 3540.1(g) (m) )
Management positions in this district are, in accordance with the above:
1. Superintendent of Schools
2. Secondary Principal
3. Elementary Principal
4.
Management Team
Each employee holding a position identified above shall be a member of the
district's
"Management Team," which is established for the purposes of:
1. improving the management function of the district by bringing
to bear more effective research on district problems.
2. pooling technical knowledge in the improvement of district
services.
3. establishing a coordinated program for evaluation of district
operations and personnel.
4. improving communications among all district personnel.
5. providing better communication with the community and,
where appropriate, students.
6. increasing the commitment of district personnel to district
services..
7. providing refinement and delineation of district policies and
regulations.
Management Positions/Management Team (continued)
Management Team (continued)
It must be clearly understood that the management team is not an
administrative body: it is intended and must be advisory to the
superintendent, and through the
superintendent, to the governing board.
In addition to the purposes enumerated, the management team may
undertake such other activities and purposes as the superintendent may
direct.
Policy Adopted: May 11, 1992
Administration
Line of Responsibility
The superintendent in administering this policy shall be guided by the
knowledge that the board
values the freest possible interchange of ideas outside the established
framework of direct
responsibility.
Nothing provided herein is intended to interrupt the free and open flow of
ideas and assistance
among personnel at every level.
General Operations
1. Each school shall be encouraged and shall be free to work
out the educational program most appropriate for the students.
2. Some arrangement shall be made to provide specific
responsibility for overseeing the pattern and sequence of
educational experiences of children from kindergarten
through grade twelve.
3. Responsibility shall flow simply and clearly from students
through teachers, principals, and the superintendent to the board.
4. Each member of the staff shall be told to whom he is responsible
and for what functions.
5. Whenever possible, each member of the staff shall be made
responsible to only one immediate supervisor for any one
function.
6. Each member of the staff shall be told to whom he can appeal
in case of disagreement with the person to whom he is
responsible.
7. Each staff member shall be told to whom he can go for healp in
working out his own functions in the school system.
Each employee in the school system, except the board secretary, treasurer,
auditor, and counsel,
shall be responsible to the board
through the superintendent.
Personnel shall refer matters requiring administrative action to the
administrative officer immediately in charge of the area in which the problem
arises.
Administration
Line of Responsibility (continued)
Administrative officers shall refer such matters to the next higher authority when necessary.
All employees shall have the right to appeal any decision made by an
administrative officer to the
next higher authority and through appropriate successive steps to the
board.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Job descriptions
The superintendent shall provide for the preparation and maintenance of job
descriptions for all
categories of employees, according to acceptable personnel practice.
Such job descriptions
shall be kept in a separate personnel manual or file.
It is important for structured decision-making that the job description for
each position be
descriptive of the actual functions of the position. The board shall
have final approval of job
descriptions.
Policy Adopted: May 11, 1992
Administration
Superintendent of Schools
The superintendent shall be the executive officer of the board and shall be
directly responsible to
it for the execution of its policies; for the faithful and efficient
observance of its rules by all
employees; for the management of the several departments whose duties, apart
from those
required by law, he shall assign; and for the enforcement of all laws relating
to the schools or
other education, social, and recreational agencies or activities in the charge
of the board.
He shall attend all meetings of the board, meet with all committees and have
the privilege of
taking part in all deliberations except when he is requested, either by the
president or by the
board, not to attend.
He shall prepare and submit to the board, for approval, bylaws, rules and
regulations, statements
of policy, programs and additional facilities requiring board action that he
believes are needed for
the proper conduct and control of the schools.
To assist the board in reaching sound judgments, establishing policies and
approving these
matters that the law or the bylaws required the board ot approve, he shall be
responsible for
placing before the board, necessary and helpful facts, comparisons,
investigations, information
and reports and for making available at the proper time the personal advice on
special and
technical matters, aside from legal questions, of those persons who, in his
opinion or that of the
board or the president, are particularly qualified to furnish it.
He shall be responsible for keeping and for presenting to the board in a form
that will facilitate
their deliverations and proceedings, records of problems, conditions, and
duties requiring action
by them.
He shall nominate for election by the board, in each case recommending the
salary to be paid, all
employees requiring election by law or the bylaws except architects, attorneys
and auditors.
After the election of architects, their work shall be supervised and directed
by the superintendent
in the same manner as provided herein for other heads of departments.
Only the persons who in
the judgment of the superintendent are the best qualified of those available
at that time shall be
nominated and no person shall thus be nominated for any position who does not
fulfill the
requirements of the law and of the board. He may assign or transfer
them, and, pending final
action by the board may suspend any person employed on his
recommendation. He shall report
any such suspension to the board not later than its next regular
meeting. He shall approve the
appointment of other employees not required by law or bylaws to be elected by
the board, and
shall exercise with respect to them the same powers as provided herein for the
supervision of
those elected by the board.
He shall supervise the establishment or modification of the boundaries of
school sub-districts and
shall recommend to the board, for final approval, the necessary rules and
regulations of
attendance in connection therewith.
Administration
Superintendent of Schools (continued
He shall recommend to the board for its approval new courses of study, the
elimination of
obsolete courses of study, and the adoption of textbooks.
He shall be responsible for preparing and submitting to the board, not later
than the first regular
meeting in May, a tentative budget for the ensuing fiscal year and a final
detailed budget not later
than the regular meeting in August.
He shall have power to approve and direct, in accordance with law and the
rules of the board,
purchases and expenditures, within the limits of the budget approved by the
board.
In the interest of efficient administration, he shall have the power to decide
all matters of
administrative detail for which no specific provision has been made in the
law, these bylaws, or
the board's policies, reporting at the next regular meeting those decisions
which he believes
should be authorized by appropriate bylaws or policies.
He shall, as frequently as practicable and upon the request of the board,
transmit written or
verbal reports on the general condition of the schools, the work of the
several departments,
measures of progress and the results of the administration of the board's
policies.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Principals of Schools
From the point of view of the board, a school principal has one central,
compelling goal: to
promote the educational development of pupils. All of his
professional efforts are, so far as the
board is concerned, evaluated in the light of pupil achievement.
THREE BROAD AREAS OF RESPONSIBILITY OF THE PRINCIPALSHIP
A. Goal Clarification and Achievement
The principal must help in expressing and coordinating
community wishes for the schools, parent aspirations for
their children, realistic goals from the educational point
of view, and his own vision for the school. Then, with the
varied goals harmonized and coordinated to the satisfaction
of most citizens, he must help in reporting back to them the
extent of pupil progress toward the goals so determined.
B. Recognization and Communication of Limits of Choice
The principal must recognize and inform pupils, teachers,
parents and all others concerned, of the reasons for a YES
or NO when a decision has to be made. The factors are many
and complex -- law, budget, customs and traditions, priorities
of available resources of staff and time, and the like. This is
not to say that he searches for reasons for saying NO. On the
contrary, he encourages experimentation, innovation, and action
within possible limits of choice.
C. Action Structuring and Promotion
The principal must be able to get things done within the
recognized limits (B) toward the agreed upon goals (A).
This is the more familiar, visible part of his work. People
may speak of him as a "man of action". All principals act.
And a great deal of skill is needed in such acting -- all the
way from talking with a parent on the phone to conducting
a faculty meeting or addressing the student body.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Principals of Schools
The Job of the School Principal
A. Goal Clarification and Achievement
1. The principal shall keep in touch with aspirations for
schools as expressed by
a. pupils through the student council, other sounding
boards of student wishes, the student publications.
b. community, state, and nation through civic, and
political organizations.
c. parents, in PTA meetings, citizens' advisory
committees, individual conferences.
d. school staff and educators of the country, in faculty
meetings, university courses, conventions, professional
journals, and correspondence.
e. himself, and his own personal vision for the school.
2. The principal shall help draft and revise goal and policy
statements arising out of discussions in administrative
cabinet meetings, faculty meetings and student forums.
3. The principal shall provide for evaluating pupil progress
toward stated goals by
a. encouraging the school staff to use all available
up-to-date ways to estimate pupil achievement.
b. encouraging the staff to assess critically both old
and new materials and processes for teaching in
the light of pupil growth, by keeping abreast of
current educational research, and by visiting other
teachers and schools.
c. estimating the quality of faculty performance in
relation to pupil achievement, and thereby improving
guides for the selection of new teachers.
2132.1(b)
(Principals of Schools (continued)
d. assessing the helping or hindering effects of
school plant and equipment.
4. The principal shall arrange for reporting pupil achievement in
comprehensive ways to all of the interested and affected
individuals and groups, for example in
a. intra-school communications like handbooks, news
letters, directives, bulletins, announcements.
b. public reports like annual reports, student publications,
newspapers, radio, TV, special meetings, student
ambassador talks, and award assemblies.
c. performance reports to parents geared to the goals
of the school. In the academic field, this means
report cards, parent/teacher conferences, progress
letters, and open house. In the co-curricular field,
this means athletic, dramatic, musical and other events
designed to demonstrate pupil growth and development.
B. Recognition and Communication of Limits of Choice
1. The principal shall strive to keep current on all kinds of
out-of-school forces that affect schools such as
a. legal matters, like federal and state laws, court
decisions, rulings of the attorney general, education
department rulings.
b. educational positions of various community pressure
groups, important and powerful persons, churches,
societies, and clubs.
c. educational research and developments on the
national scene.
2. The principal must know the choice-limiting (and opportunity
offering) factors within the school system, such as
a. board policies and admnistrative regulations.
b. realities of the budget, and budget processes.
c. plant, materials, staff.
d. stipulations and restrictions of employee organizations.
Principals of Schools (continued)
e. socio-economic background of the student body.
3. The principal must recognize the influence of his own
characteristics, such as professional value structure;
physical, mental, social and emotional capacities;
professional skills, job concept.
4. The principal must be able to present the above data
when problems appear calling for choices- YES, NO, or MAYBE.
C. Action Structuring and Promotion
1. The principal shall assist in organizing people and facilities,
and in delegating authority, as needed to get action by
a. setting up community groups such as PTA's, citizen's
committees, and study grouips, assigning tasks and
power to proceed.
b. setting up staff groups -- study committees, faculty
meetings, inservice workshops, advisory councils.
c. setting up pupil groups like student councils, principal's
advisory councils.
d. putting operation and maintenance procedures in motion.
e. organizing his own office routines to the greatest
possible extent.
f. arranging curricular and co-curricular patterns,
schedules and procedures.
g. providing for effective performance of outside
consultants.
h. by setting in motion and watching over the non-
instructional staff.
2. The principal shall endeavor to facilitate communication
through structures like the above, plus
a. medial like books, bulletins, school newspaper releases,
speeches, oral reports, as needed.
b. personal and staff and student commitment to listen,
to observe, and to study.
Principals of Schools (continued)
c. resource people
d. audio-visual aids, instructional supplies, equipment
3. The principal shall try continually to foster good interpersonal
relations through such routes as
a. self understanding, and keeping physically and
emotionally fit for the job. This means adequate
rest, change-of-pace leisure time activities,
periodic medical examinations, and amiable family
relationships.
b. facilitating frequent staff interaction and teamwork,
with application of group dynamics concepts and skills.
4. The principal shall prepare for and consummate decisions in
a sophisticated way through a thorough knowledge of the
decision-making process.
5. The principal shall monitor the school's operations through
a. a comprehensive system of process and product
reports, realizing that the technical details of
each teacher's work may be beyond an administrator's
competence.
b. organizing his day-to-day operations to leave time
free for emergencies, long term planning and personal
growth.
Rules Approved: January 1974
Re-affirmed date: May 11, 1992
Administration
Directors, Supervisors, Coordinators, Consultants, Chiefs, Managers
The board may from time to time, upon recommendation of the superintendent,
establish such
administrative and supervisory positions as directors, supervisors,
coordinators, consultants,
chiefs, and managers as may be needed to implement the policies of the board,
the regulations
of the administration and the demands of the school program.
The superintendent will be responsible for seeing that a statement of
qualifications and a job
description for each such position is developed and maintained.
Policy Adopted: January 1974
Re-Affirmed date: May 11, 1992
The board will determine the policies to guide the decision making process
governing all
activities of the schools. In setting these policies, it will seek the
advice and assistance of the
faculty, staff, employees or organizations, and other relevant persons through
the
superintendent.
The superintendent is responsible to the board for the administration of the
schools under
applicable laws and the policies of the board. In addition, the
superintendent, in cooperation with
the administrative staff, shall prepare in detail, where applicable, the rules
and regulations for
implementing the approved policies. If a situation demanding decision is
not covered by an
existing policy or by regulations, the superintendent or his designee is
empowered to make the
decision he deems best, later reporting to the board.
Each employee and pupil is responsible for following approved policies and regulations.
The board also requires the superintendent to organize the staff so all
clearly understand the
functions of each and of the relationship between and among them; to establish
clear lines of
communication, both vertically and horizontally; and to establish the
necessary councils,
cabinets, and committees to provide for efficient operation. All groups
shall be given specific
responsibilities, and channels shall be established so that the
recommendations or decisions of
each group can be heard and reviewed by the administrative officer concerned
and, where
appropriate, by the board.
The superintendent shall balance responsibility with commensurate authority
subject to the
reserve and legal powers of the board. This means that a member of the
staff when assigned a
responsibility or a position shall be given the authority to make the
decisions necessary to
perform the tasks.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Administrative Operations
The central administrative staff helps principals and teachers develop and
organize, administer
and supervise the school program. They visit each school as a part of a
planned schedule and
are available for special help upon request. They also
1. conduct and direct research that determines the future
development of the educational program.
2. establish working relationships and communication channels
among school personnel.
3. help teachers and principals secure needed supplies and
services.
4. organize the resources of teachers and lay groups in program
planning.
5. assist in evaluating the school program.
6. supervise the maintenance, operation and repair of the
school plant.
7. provide pupil personnel services.
8. participate in the supervision of instruction.
9. assist in solving school problems.
10. supervise the planning and construction of new
facilities.
11. provide special services for the orientation of new personnel.
12. direct the continuous curriculum development
13. inform the public on the status and needs of the school
program.
The superintendent and his staff will administer the school system on the
basis of the policies
and directives of the state board of education and the state statutes.
Administrative Operations (continued)
The procedures for operating the system are developed through the cooperative
action fo the
staff, principals and teachers. Some of these procedures apply directly
to all situations in the
school district. Others are general in nature and require the local
school, and, in some
instances, the individual teacher, to meet the specific needs.
Rules Approved: January 1974
Re-affirmed date: May 11, 1992
Administration
Administrative Leeway in Absence of Board Policy
In cases where emergency action must be taken and the board has provided no
guides, the
superintendent shall have the power to act. His decisions shall be
reported to the board at its
next regular meeting. It shall be the duty of the superintendent to
inform the board promptly of
such action and of the need for policy.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Councils, Cabinets and Committees
In the development of rules, regulations, and arrangements, the superintendent
shall include at
the planning stage, whenver feasible, employees who will be affected.
The superintendent shall develop, with professional and nonprofessional
employees, channels
for the reading communication of ideas and feelings regarding the school
operations. He shall
weigh with care the counsel given by employees, especially that given by
groups designated to
represent large segments of the staff, and shall inform the board of all such
counsel in reports of
administrative action and in recommendations for board action.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Faculty Committee
The board believes that a faculty committee in a school is necessary for open
and effective
communication between a principal and his staff.
The faculty committee shall be elected on a representative basis to review and
discuss mutual
concerns and recommend solutions. Meetings of the faculty committee with
the principal shall be
held at least twice during the school year.
For the faculty committee to function effectively, its recommendations must be
given due
consideration in decisions that are made. The principal, by virtue of
his position, has the ultimate
responsibility for administration of the school.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
General Student Council
The purpose of the general student council and its related school student councils shall be to
1. provide a channel for student expression in the developing
board policies and administrative regulations.
2. enable students to discuss problems of the internal
administration of schools.
3. permit students to exercise responsible decision-making
within the limits of a grant-of-power included in the
student council contitution.
4. promote effective student/faculty/admnistration/board
relationships.
5. promote citizenship training by providing direct experiences
for students in the processes of democracy.
The school staff shall assist students in drafting and maintaining a
constitution, bylaws, and
regulatoins for a general student council that will be representative of the
student council in each
school.
Designated members of the board and the superintendent shall be ex-
officio members of the general student council.
(See also Student Councils 6145-5 )
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Policy and Regulations System
The superintendent of schools is directed to establish and maintain an orderly
plan for preserving
and making accessible the policies adopted by the board and the administrative
rules and
regulations needed to put them into effect.
Accessibility is to extend at least to all employees of the school system, to
members of the board,
and to selected persons in the community.
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Policy and Regulations System
The administration is responsible for constantly updating and otherwise
maintaining the manuals
of policies, regulations and bylaws.
Rules Approved: January 1974
Re-affirmed date: May 11, 1992
Administration
Consultants
The board encourages the use of consultants as a means of providing the
schools with
invaluable specialized services not normally required on a continuing
basis.
Sufficient funds will be made available to attract the most outstanding
authorities in the various
fields. However, the use of consultants from outside the school system
who promote a particular
commercial product is discouraged. When such consultants are used, it
should be made clear to
them that they are to perform as consultants and not as salesmen.
Policy Adopted: May 11, 1992
Administration
Code of Ethics
The board approves the ethics guidelines set by the American Association of
School
Administrators for its members as follows:
Policy 1. The Professional School Administrator constantly
upholds the honor and dignity of his profession in ALL
his actions and relations with pupils, colleagues, school
board members, and the public.
Policy 2. The Professional School Administrator obeys local,
state, and national laws; hold himself to high ethical
and moral standards, and gives loyalty to his country
and to the cause of democracy and liberty.
Policy 3. The Professional School Administrator accepts the
responsibility throughout his career to master and to
contribute to the growing body of specialized knowledge,
concepts, and skills which characterize school
administration as a profession.
Policy 4. The Professional School Administrator strives to provide
the finest possible educational experiences and oppor-
tunities to ALL persons in the district.
Policy 5. The Professional School Administrator applying for a
position or entering into contractual agreements seeks
to preserve and enhance the prestige and status of his
profession.
Policy 6. The Professional School Administrator carries out in
good faith all policies duly adopted by the local board
and the regulations of state authorities and renders
professional service to the best of his ability.
Policy 7. The Professional School Administrator honors the public
trust of his position above any economic or social
rewards.
Policy 8. The Professional School Administrator does not permit
considerations of private gain nor personal economic
interest to affect the discharge of his professional
responsibilities.
Code of Ethics (continued)
Policy 9. The Professional School Administrator recognizes that
the public schools are the public's business and seeks to
keep the public fully and honestly informed about their
schools.
Overview: High standards of ethical behavior for the professional
school administrator are essential and are compatible
with his faith in the power of public education and his
commitment to leadership in the preservation and
strengthening of the public schools.
Reference: AASA Code of Ethics
Policy Adopted: January 1974
Re-affirmed date: May 11, 1992
Administration
Evaluation of Administrators and Adminstration
It is the intent of the board that all administrators will have an annual formal (written) evaluation.
The board will, in cooperation with the superintendent, provide the evaluation
of the
superintendent. This evaluation may also include an evaluation of the
board by the
superintendent.
The principals will be evaluated by the superintendent who will provide a
summary of those
evaluations to the board.
Policy Adopted: May 11, 1992
Administration
Evaluation of Administrators and Adminstration
Job Requirements by Category
BOARD-SUPERINTENDENT RELATIONS
A. Be present at all meetings of the board as is reasonably
possible, except when excluded by executive session.
B. Prepare and submit to the board recommendations
requiring action by the board.
C. Place before the board necessary and helpful facts,
information and reports and make available the
advice of qualified persons on matters requiring
the technical assistance of specialists.
D. Acquaint the board with pertinent facts concerning the
school program and staff.
E. Invite individuals to meetings if it is deemed necessary
by the superintendent and board.
COMMUNITY RELATIONS
A. Prepare an annual report.
B. Interpret and communication educational programs
and policies to the community.
PERSONNEL RELATION -SUPERINTENDENT AND PRINCIPALS
A. Hold such meetings with teachers and other employees
as he/she deems necessary.
B. Annually recommend action by the board concerning the
reemployment of certified staff and include in these
recommendations indications of necessary additional
personnel.
C. Report to the board the case of an employee whose
service is unsatisfactory and recommend appropriate
action to the board.
D. Build staff morals.
Job Requirements by Category (continued)
E. Assist in staff and teacher development.
ADMINISTRATIVE ABILITY
A. Have general supervision of all activities under the
control of the board.
B. Put into effect and administer such policies and plans
as the board has adopted.
C. In the case of an emergency not suitably covered by
board policy, have the right to exercise the full power
and authority of the board and report his/her action
immediately to the chairman of the board and to the
board not later than the next regular meeting.
D. Make all rules and give lsuch instructions to school
employees as may be necessary to make policies of
the board effective.
E. Prescribe the work day of all employees.
F. Be responsible for all of his/her powers and duties
which he/she delegates to other employees of the board.
G. Have the autnority to appoint all non-certified personnel
and inform the board of such appointment.
H. Establish a list of substitute teachers.
I. Develop details of the school's organization, including
assignment of duties, fire drills, distribution of
instructional materials, pupil records and pupil
accounting.
J. Be responsible for carrying out the board's policies and
procedures relating to transportation.
K. Be responsible for helping teachers and pupils maintain
discipline.
L. Be responsible for the care and protection of the
building, grounds, and school property of the school.
M. Direct the work of custodians.
Evaluation of Administrators and Administration
Job Requirements by Category (continued)
N. Be responsible for taking all reasonable precautions to
safeguard the health and well-being of staff members
and pupils.
O. Keep a record of all serious accidents at the school and
see that any required medical or insurance reports are
prepared.
EDUCATIONAL PROGRAM - SUPERINTENDENT AND PRINCIPALS
A. Recommend textbooks, course of study and curriculum to
be used in the school for adoption by the board.
B. In the employment of certified staff, make a
recommendation to the board and secure board approval
of his/her recommendation prior to making the
appointment.
C. Annually recommend action by the board concerning the
reemployment of certified staff and include in these
recommendatoins indication of necessary additional
personnel.
D. Make such assignments and such transfers in
assignments of employees as the best interest
of the school program may require and report his/her
action to the board for information and record.
E. Assist in the in-service educational program and
curriculum development.
F. Review periodically with individual teachers and with
the entire staff the strengths and weaknesses of the
total instructional program.
G. Work with teachers in developing effective teaching and
learning activities.
H. Assist the staff regarding the selection of instructional
materials.
Evaluation of Administrators and Administration
Job Requirements by Category (continued)
BUSINESS MATTERS
A. Prepare and submit to the board recommendations
requiring action by the board, including the annual
budget.
B. Issue contracts, salary agreements or written
agreements to all board employees but not exceed
budgeted salary amounts without specific board
approval nor shall he/she appooint a person to any
position unless the position has been created by
the board.
C. Authorize expenditures within the limitation of amounts
budgeted or approved by the board.
D. Bring specific contracts to the board for approval
including transportation, fuel, maintenance other than
emergency and routine items, insurance and non-
instructional capital outlay.
E. Prepare an annual report.
F. Be responsible for maintaining the records of all sub-
accounts in the school activity fund.
KNOWLEDGE OF LAWS, POLICIES AND PROCEDURES
A. Carry out his/her statutory duties.
B. Provide the board with information on legislation
and federal laws or regulations.
PROFESSIONAL LEADERSHIP
A. Provide professional leadership and administer and
supervise in such a way to secure improvement of
educational opportunities.
B. Formulate policies and plans for consideration and
action of the board.
Evaluation of Administrators and Administration
Job Requirements by Category (continued)
C. Develop in-service programs for staff members within
the limits of funds provided by the board for this
purpose.
D. Always endeavor to secure competent and effective
teaching and non-teaching personnel.
E. Keep informed of current trends in educational thought
and practice.
F. Help each teacher to grow professionally.
G. Keep teachers informed of educational trends and new
materials.
Regulation - Affirmed date: May 11 ,1992