# An Invisible Superintendent - Case Study Example

Educational administration affiliation Educational administration In this case, Dr. Myers was frustrated since she could not schedule a meeting with the superintendent. Since no other administrator could handle her case, she could not seek an audience with the school board. Additionally, they should provide the board with a recommendation to replace with a more available superintendent. However, the audience with the board members should be based on his proposal and not the overall position of the superintendent.

Her frustrations are valid. In addition, Dr. Sagossi has the duty to attend to the need of other administrators under him (Lecture notes, 2014, pp.3, Par 1). However, considering the busy schedule of the superintendent, Dr. Myer could have sought alternative options of communications. For instance provide written a submission of her proposal. The conduct of the superintendent may not be voluntary. Since acquiring his job, he has been provided with numerous tasks that may require more time that he has to attend to all his duties.

For instance, he was appointed to the board of a local bank and local United Way (Lecture Notes, 2014, pp.6, Par 2). In this case, the professional conflict between the school and other working positions is created. As a board member, he is required to perform administrative duties in all these institutions. These acquaintances can be attributed to the behavior on being absent in his administrative post at the school. However, at one time the superintendent was attending to a family emergency, and Dr.

Myers needed his presence at the school. His absence at work place is also caused by the conflict in his personal relationship and professional life. Dr. Myers was justified and appropriate. As a board member, she had the opportunity to inspire people of Placid Falls. She developed a project that would increase the significance of the school in the district. She was hopeful and accurate that the project would be successful. However, to her disappointment she could get the superintendent to approve of her proposal.

Furthermore, she was dissatisfied that she was not provided with the opportunity to present the proposal to the board. For this reason, she was angered by the school administration to ignore the seriousness of the issue. However, she was in a position to push her proposal to the board through other channels. Additionally, she could seek legal guidance from her husband on the best way to handle the situation. The role of a head school administrator requires a person that may spend a lot of time at their work station.

For this reason, one may point out that the leader in the district school may not perform their functions effectively if they spend apt of time away from the school. For instance, the problem between Dr. Myers and Dr. Sagossi is created by a professional rift in which the superintendent cannot provide aid to his administrators. Leadership requires sacrifice and allocation of personal time to the job specification. Moreover, leadership behavior traits require a leader to be available for his job position.

Prior to acceptance of the position, Dr. Sagossi could have created a balance between his life and his profession. Additionally, the superintendent could have passed out other administrative duties since he may not be in a position to handle all of them effectively. Dr. Sagossi has a tendency of isolating himself from other administrators (Lecture Note, 2014, pp.5, par 6). This is based on his belief that working in isolation increases his performance. In addition, working in isolation provides one with a chance to develop ideas.

For this reason, he felt that he had more to offer if he is provided with an opportunity to implement his ideas. This strategy was successful as significant changes in the school were effected. However, it is required from a person in a leadership position to consult with other administrators when making decisions (Rivkin, 2007, pp.32, Par 3). ReferenceLecture Notes. (2014). An Invisible Superintendent adapted from Theodore Kowalski, Case Studies on Educational Administration.Rivkin, S.G. (2007).

Value Added Analysis and Education Policy. Washington, DC: Urban Institute, Center for the Analysis of Longitudinal Data in Education Research.