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Rollen som skolchef i Sverige idag innebär ett ansvar för att alla styrdokument förutbildningen följs. Det finns dock inga lagstadgade erfarenhetskrav för skolchefer.Huvudmannen för utbildningsorganisationen bestämmer vilka erfarenheter och kunskapersom skolchefen behöver. Denna studie fokuserar på yrkeslivsberättelser från tre skolcheferinom en förskoleorganisation som alla har pedagogisk bakgrund. Studiens syfte är attundersöka skolchefers berättelser om deras yrkesresa från pedagog till skolchef samt attanalysera de yrkesidentiteter som framträder. Studien tillämpar en livsberättelseansats ochanvänder sig av en narrativ teorigrund. Genom tematisk narrativ analys presenterar studien deenskilda yrkeslivsberättelserna i sin helhet. Därefter följer en jämförande analys av likheteroch skillnader mellan berättelserna utifrån teoretiska begrepp. Studiens resultat och analysger, i form av berättelser, en bild av skolchefernas yrkesresor från pedagoger till skolcheferoch de individuella yrkesidentiteter som framträder. Utifrån studiens gemensamma analys sesskillnader i vad som är mest framträdande för skolcheferna utifrån subidentiteter och vad sommotiverar dem. De gemensamma likheterna utifrån yrkesidentiteterna visar på att samtligarespondenter såg fördelar med sin pedagogiska bakgrund i sin roll som skolchef samt att deansåg att deras sociala relationer var viktiga för deras möjligheter att utvecklas. Dessutomfann studien att skolcheferna framträder som individer med stort driv., The role of school superintendent (Swedish: Skolchef) entails the responsibility of assuring that all educational regulations are observed. There are however no specific requirements for the school superindentents background. The head of the educational organisation decides what previous experience the school superintendent should have. This study focuses on the work life stories of three school superintendents in a private preschool organisation, all with pedagogical backgrounds. The purpose of the study is to explore the superintendents’ stories about the journey from educationist to superintendent, and to analyse the professional identities that emerge. The study employs a life story method and uses narrative theory as its theoretical framework. Through thematic narrative analysis the study first presents each work life story as a whole. Then follows a comparative analysis of similarities and differences between the stories through theoretical concepts. The results and analysis of the study illustrates the work life journey of the respondents, from educationist to school superintendents, and the professional identities that emerge. The joint comparative analysis found the differences between the school superintendents included their sub-identities as well as their sources of motivation. Regarding similarities, the study found that all three respondents saw their pedagogical backgrounds as beneficial for their role as school superintendents. Other similarities included the importance of work relationships for their growth and development, as well as a shared characteristic of ambition.

The purpose of this transcendental phenomenological study was to understand the lived experiences an individual encounters on their journey to becoming a superintendent at a school district in New York. The theory used in this study was the push-pull model (PPM) by E. G. Ravenstein and the push-pull mooring model by E. S. Lee and later B. Moon, to study the lived experiences of those who have become school district superintendents. The PPM was used to determine what themes are present in an individual’s journey to the superintendency that pulls them to the position, pushes them away, or causes them to remain in the position. Qualitative data were collected from 10 participants who held the superintendent position or are currently employed as a school district superintendent in suburban communities across New York. Qualitative data were gathered from participants through semi-structured interviews, questionnaires, and focus group sessions. Data were coded and categorized into three themes: professional relationships and skills, motivations and goals, and career development. Delve software was used to analyze data. Results indicated that most superintendents followed a traditional role, starting as an educator and moving through administrative-level positions before attaining a superintendent role. Some pushes were participants feeling they would be a better option for the district than current or future candidates. Others were seeking stability and professionalism within their districts. The pulls to superintendency were predominantly around doing the best for students in their own way. Participants explained that their time in upper administrative roles prepared them as best as possible for a superintendent’s position.

World-wide, countries struggle with providing equitable education to all children, where the socioeconomic (SES) background of the students does not affect their educational attainment and achievement. School segregation has been shown in previous research to exacerbate the influence of family background on educational achievement and attainment. In 2019, the Swedish National Agency for Education (NAE) initiated a network between seven superintendents in charge of compulsory education where focus was on school segregation. Through reflexive thematic analysis of semi-structured interviews conducted with six of the superintendents, this research aims to identify what can be learnt from the network project with regards to (1) how school segregation can be tackled by superintendents and (2) using such networks as a method for collaboration. The results indicate that NAE-organized networking between superintendents can be a fruitful way to facilitate professional learning for superintendents by providing a forum they do not usually have access to, where vulnerability and openness is encouraged, and the superintendents help each other develop professionally. With regards to school segregation, the results indicate that the superintendents chose to focus on tackling the negative effects of school segregation by enacting leadership actions aimed at improving instructional quality in the schools with the lowest educational achievement. The findings indicate that superintendents may be able to reduce SES disparities in educational attainment and achievement through enacting and communicatively encouraging leadership actions oriented towards achieving tight coupling, boundary spanning practices., Världen över har länder svårigheter i att ge en jämlik utbildning till alla barn, där elevernas socioekonomiska bakgrund inte påverkar deras resultat och möjlighet att tillgodogöra sig utbildningen. Tidigare forskning visar att skolsegregation förhöjer familjebakgrundens effekter på utbildningsresultaten. 2019 initierade Skolverket ett nätverk mellan sju skolchefer med ansvar för grundskolan, som fokuserade på skolsegregation. Genom reflexiv tematisk analys av semistrukturerade intervjuer med sex av skolcheferna syftar uppsatsen till att identifiera vad som kan läras av nätverksprojektet med avseende på (1) hur skolchefer kan arbeta med skolsegregation och (2) användande av den här typen av nätverk som metod för samarbete. Resultaten indikerar att nätverk mellan skolchefer, organiserat av Skolverket, kan vara ett framgångstikt sätt att främja professionellt lärande för skolchefer, genom att ge dem tillgång till ett forum de vanligtvis inte har tillgång till, där sårbarhet och öppenhet uppmuntras, och där skolchefer kan stödja varandra i sin professionella utveckling. Gällande skolsegregationen indikerar resultaten att skolcheferna i den här studien valde att fokusera på att minska de negativa effekterna av skolsegregationen genom att tillämpa ledarskapshandlingar som syftade till att höja den pedagogiska kvaliteten i de skolor med lägst resultat. Slutligen indikerar studien att skolchefer kan ha en roll i att minska minska betydelsen av elevers socioekonomiska bakgrund på skolresultaten genom att tillämpa och främja användandet av ledarskapshandlingar som syftar till att uppnå tight coupling och gränsöverskridande arbete.

There is a paradigm shift in the assessment of school/madrasah accreditation from an administration-based assessment (compliance) to a performance-based evaluation or rule to principles. AISP-2020 was developed with an emphasis on evaluating four assessment components, namely Graduate Quality, Learning Process, Teacher Quality, and School/Madrasah Management. The existence of these changes requires schools that will be the targets of accreditation need to understand the new instrument. This community service aims to provide insight and increase understanding of the 2020 IASP for school principals and supervisors. This service activity was carried out well and ran smoothly according to the previously planned plan. Socialization participants can understand IASP-2020 through test activities by filling out performance achievements with an accreditation simulation model. Thus this training can increase the knowledge and understanding of school principals and supervisors in South Barito Regency.

Former Columbus Public School superintendent Gene T. Harris (4/4/1953- ). Harris served as superintendent from June 2001 through June 2013. She attended Columbus' Garfield Elementary School, Linmoor Junior High, and Linden-McKinley High School. Prior to her position as superintendent, Harris served as principal of Briggs and Mifflin High Schools. Her spouse is Stanley E. Harris.

This photograph appeared in a September 21, 1950 Courier News edition as a guest editorial by Orrin G. Thompson on freedom of press. The headline reads, “Calls Freedom to Print and Read the Truth ‘Basic to Survival of a Society of Free Men.’” Mr. Thompson served as superintendent of the Elgin Public School system from 1946 to 1966. During the time of his leadership, Elgin Community College was created. First ECC President Gilbert I. Renner referred to Thompson as “the spark that sets the fires burning.”

Elgin Public Schools Superintendent Orrin G. Thompson is pictured in a November 9, 1959 Courier Newspaper in which he invited the public to view new facilities made possible through 1957 referendum. This facility was dedicated in December of 1959 as Renner Hall, ECC’s first home.

Jacob Albright Shawan (6/15/1859-5/5/1927) graduated from Oberlin College in 1883 and served as School Superintendent in St. Mary's, Ohio from 1880 to 1883. He supervised the schools in Mt. Vernon from 1884 to 1889. Shawan was Superintendent of Columbus Public Schools from 1889 to 1916. This bulletin was published on the occasion of his retirement in June, 1916.

Asa D. Lord (6/17/1816-3/7/1875) became a teacher in 1832 and came to Ohio in 1839. He was the first superintendent of the Columbus Schools 1847-1854 and then became the superintendent of the Ohio School for the blind 1856-1868. He married Elizabeth Russell in 1842. In 1843, Asa organized the first teacher institute in Ohio at Kirkland. He served as editor at the Ohio School Journal, the School Friend, the Public School Advocate, and the Ohio Journal of Education. Asa became a minister in 1863 and served as superintendent for the New York State Blind School in Batavia, NY, 1858-1875.

Jacob A. Shawan (6/15/1859-5/5/1927) graduated from Oberlin in 1883 and served as School Superintendent 1880-3 in St. Mary's, Ohio and also in Mt. Vernon 1884-9. Shawan was Superintendent of Columbus Public Schools 1889-1916. He married Jennie Koch Holmes in 1881.

Thomas James Quick (8/30/1911-2/13/2003), of Pomeroy, Ohio, was a teacher 1933-1958 and received his MA at Ohio University in 1941. Quick was Franklin County School Superintendent 1958-1967. His wife was Cora Irene McVay.

John Francis (05/00/1867-07/10/1934) was Superintendent of Columbus Public Schools, 1916-1920. His building program resulted in the erection of East, North, Central, and South High Schools as well as many new elementary schools. He also reorganized the system into the six-year elementary, three-year intermediate and three-year high courses. He was husband to Louella Hott and father of James and George Francis.

Jacob Grant Collicott (11/20/1870-8/18/1937) was born in Greensburg, Indiana, and graduated from Indiana University in 1900. He was the superintendent of the Indiana State Board of Education when he came to Columbus in 1920 to accept the position of Superintendent of Columbus Public Schools. He served in that capacity until his death in 1937, which occurred while he was on vacation in Connecticut. He also served as President of the Ohio Education Association in 1934. Jacob and his wife Lydia Gemmer were the parents of four daughters.