School Business Affairs March 2019

16 MARCH 2019 | SCHOOL BUSINESS AFFAIRS asbointl.org A s our colleagues in school business management increasingly move into the superintendency, they may face some unique chal- lenges. Just as superintendents who transitioned from the principalship or curriculum roles may have had growing pains while getting a handle on school finance and operations, superintendents who move up from the school finance arena can experi- ence hurdles of their own. I offer here suggestions for a successful transition based on my own experience moving from the school business office to the super- intendent’s office. Many suggestions are applicable to other job transi- tions as well. 1. Setting Entry Plans and Building Relationships One of the most effective transition strategies for any new position is to craft a formal entry plan before beginning the job. Jack Barshinger, a former super- intendent in Illinois, asked all of his incoming administrators to develop a plan that outlined how they would begin their role and how they would immerse themselves in the culture and processes of the district. The final entry plan would include inter- viewing key stakeholders of the district and the community as an effective and methodical way to gain critical information about the work and social climate of the district. When I began my tenure as super- intendent in Minooka, a PreK–8 public school district with seven schools and 4,850 students, one of my first actions was to establish entry interviews with every member of the administrative team and each board member. Entry interviews allow new super- intendents to learn about the history Taking the Next Step: From the School Business Office to the Superintendent’s Office School business officials who move into the superintendency may face unique challenges. By Kristopher P. Monn, Ed.D. MANAGING CHANGE LDPROD/STOCK.ADOBE.COM

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