Learning from the best : lessons from award-winning superintendents
Bibliographic record
Abstract
Foreword, by Daniel A. Domenech Acknowledgments About the Author Contributors 1. Introduction Role of the Superintendent Qualifications for the Superintendency Purpose of This Book 2. Leadership That Transforms Schools Leadership Sets Direction by Communicating and Collaborating, John Morton Leadership Sets Direction by Staying the Course, Robert Olsen Leadership Sets Direction by Involving the Community in Visioning, Patrick Russo Leadership Redesigns the Organization by Identifying the Culture of the District, James L. Hager Leadership Redesigns the Organization Through Instructional Leadership, Robert Olsen Leadership Redefines the Organization by Reducing District Health Care Costs, Ronald D. Valenti Leadership Develops People Through Servant Leadership, Thomas Leahy Leadership Develops People Through the Power of Collaboration, Robert Olsen Leadership Develops People Through Implementing Book Clubs, Krista Parent Leadership That Develops People Is Important, Gary Johnson Summary Leadership Reflection Additional Resources 3. Community Building Building Relationships With the Board of Education, John Morton School Board: Team of Eight Training, Chuck Holt Everyone Is Important, Robert Olsen Creating a Professional Learning Community, Brian Knutson Building Community: Three Key Elements and Four Steps to Implement, Thomas Little Communicating and Collaborating Within the District Takes Effort, Paul Kinder Building Trust in the Community at Every Level, Brenda Dietrich Leading by Example, John Morton Reaching Out to the Larger Community, Robert Olsen The Expanding Role of Community, John Morton Maintaining Quality Media Relationships, Mark Keen Building Community by Developing Cost-Effective Partnerships, Robert E. Nicks Summary Community Building Reflection Additional Resources 4. Changing Times The Changing Nature of Today's Superintendency, Robert Olsen Servant Leaders Build Relationships in Changing Times, Pauline Hargrove Changing Times Emphasize a Need for Civic Education, Brenda Dietrich Preparing Young People for a Global Community, Michael McGill Ten Strengths of Resilient Superintendents in Changing Times, Jerry L. Patterson and Diane E. Reed Summary Changing Times Reflection Additional Resources 5. School Reform The Achievement Gap: Are WE Going to Do About It? Brenda Dietrich Achievement Gap Challenges: Special Education and LEP, Robert Olsen Closing the Achievement Gap, Chuck Holt School Reform Strategy: Dropout Recovery, Daniel King School Reform Strategy: Educational Summit for Evaluation, George A. Goens School Reform Strategy: Using Research to Reform Schools, Brenda Dietrich School Reform Strategy: Evaluate School Programs, Chuck Holt Overcoming School Reform Barriers: Ask What Doesn't Make Sense? George A. Goens Overcoming School Reform Barriers: Organizational Inertia, Robert Olsen Overcoming School Reform Barriers: Three Suggestions, Brenda Dietrich Overcoming School Reform Barriers: Learn to Live With NCLB, Robert Olsen Summary School Reform Reflection Additional Resources 6. More Creative Ideas That Work Guidelines, Practices, and Words of Advice, Pauline Hargrove Advice for New Superintendents, Brenda Dietrich John Morton's Top Ten List of General Advice, John Morton Feedback Is Important, Brenda Dietrich Doing the Right Thing..., Robert Olsen Moving From Leading a Small District to a Large District, Daniel King Passing a Bond, Tony J. Marchio Collaborative Tips for a Successful Budget, Ronald D. Valenti Books Every Superintendent Should Read Words of Wisdom Reflection Additional Resources 7. Superintendents Change the World of a Child Student Learning Results in Successful Schools People Are More Important Than Programs We Is More Important Than Me Changing a Student's World References and Further Reading Index
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.022 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.017 | 0.004 |
| Scholarly communication | 0.018 | 0.012 |
| Open science | 0.003 | 0.012 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.042 | 0.014 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".