In 2002, elementary and secondary school administrators had median annual earnings of $71,490; postsecondary school administrators had median annual earnings of $64,640, while preschool and childcare center administrators earned a median of $33,340 per year. Salaries of education administrators depend on several factors, including the location and enrollment level in the school or school district. According to a survey of public schools, conducted by the Educational Research Service, average salaries for principals and assistant principals in the 2002-03 school year were as follows:
| Directors, managers, coordinators, and supervisors, finance and business | $81,451 |
| Principals: | |
| Elementary school | 75,291 |
| Jr. high/middle school | 80,708 |
| Senior high school | 86,452 |
| Assistant principals: | |
| Elementary school | $62,230 |
| Jr. high/middle school | 67,288 |
| Senior high school | 70,874 |
According to the College and University Professional Association for Human Resources, median annual salaries for selected administrators in higher education in 2001-02 were as follows:
| Academic deans: | |
| Business | $107,414 |
| Graduate programs | 100,391 |
| Education | 100,227 |
| Arts and sciences | 98,780 |
| Health-related professions | 89,234 |
| Nursing | 88,386 |
| Continuing education | 84,457 |
| Occupational or vocational education | 73,595 |
| Other administrators: | |
| Dean of students | $70,012 |
| Director, admissions and registrar | 61,519 |
| Director, student financial aid | 57,036 |
| Director, annual giving | 49,121 |
| Director, student activities | 41,050 |
Benefits for education administrators are generally very good. Many get 4 or 5 weeks vacation every year and have generoushealth and pension packages. Many colleges and universities offer free tuition to employees and their families.
Smooth operation of an educational institution requires competent administrators. Education administrators provide instructional leadership as well as manage the day-to-day activities in schools, preschools, daycare centers, and colleges and universities. They also direct the educational programs of businesses, correctional institutions, museums, and job training and community service organizations. (College presidents and school superintendents are covered in the Handbook statement on top executives.) Education administrators set educational standards and goals and establish the policies and procedures to carry them out. They also supervise managers, support staff, teachers, counselors, librarians, coaches, and others. They develop academic programs; monitor studentsŐ educational progress; train and motivate teachers and other staff; manage guidance and other student services; administer recordkeeping; prepare budgets; handle relations with parents, prospective and current students, employers, and the community; and perform many other duties. In an organization such as a small daycare center, one administrator may handle all these functions. In universities or large school systems, responsibilities are divided among many administrators, each with a specific function.
Those who manage elementary, middle, and secondary schools are called principals. They set the academic tone and hire, evaluate, and help improve the skills of teachers and other staff. They visit classrooms, observe teaching methods, review instructional objectives, and examine learning materials. They actively work with teachers to develop and maintain high curriculum standards, develop mission statements, and set performance goals and objectives. Principals must use clear, objective guidelines for teacher appraisals, because pay often is based on performance ratings. Decisionmaking authority has increasingly shifted from school district central offices to individual schools. Thus, parents, teachers, and other members of the community play an important role in setting school policies and goals. Principals must pay attention to the concerns of these groups when making administrative decisions.
Principals prepare budgets and reports on various subjects, including finances and attendance, and oversee the requisition and allocation of supplies. As school budgets become tighter, many principals have become more involved in public relations and fundraising to secure financial support for their schools from local businesses and the community. Increasingly, principals must be sensitive to the needs of the rising number of non-English speakig and culturally diverse students. Growing enrollments, which are leading to overcrowding at many existing schools, also are a cause for concern. When addressing problems of inadequate resources, administrators serve as advocates for the building of new schools or the repair of existing ones. During summer months, principals are responsible for planning for the upcoming year, overseeing summer school, participating in workshops for teachers and administrators, supervising building repairs and improvements, and working to be sure the school has adequate staff for the school year. For example, in response to the growing numbers of dual-income and single-parent families and teenage parents, schools have established before- and after-school childcare programs or family resource centers, which also may offer parenting classes and social service referrals.
Assistant principals aid the principal in the overall administration of the school. Some assistant principals hold this position for several years to prepare for advancement to principal jobs; others are career assistant principals. They usually handle student discipline and attendance problems, social and recreational programs, and health and safety matters. They also may counsel students on personal, educational, or vocational matters. With the advent of site-based management, assistant principals are playing a greater role in ensuring the academic success of students by helping to develop new curriculums, evaluating teachers, and dealing with school-community relations—responsibilities previously assumed solely by the principal. Their job is similar to that of other school administrators in that they oversee daily activities and operation of the schools, hire and develop staff, and make sure that the school meets required regulations. This group includes those who direct subject-area programs such as English, music, vocational education, special education, and mathematics. They supervise instructional coordinators and curriculum specialists, and work with them to evaluate curriculums and teaching techniques and improve them. (Instructional coordinators are covered elsewhere in the Handbook.) Administrators also may oversee career counseling programs and testing that measures studentsŐ abilities and helps to place them in appropriate classes. Others may also direct programs such as school psychology, athletics, curriculum and instruction, and professional development.
In colleges and universities, academic deans, deans of faculty, provosts, and university deans assist presidents, make faculty appointments, develop budgets, and establish academic policies and programs. They also direct and coordinate the activities of deans of individual colleges and chairpersons of academic departments. In addition to teaching, they coordinate schedules of classes and teaching assignments; propose budgets; recruit, interview, and hire applicants for teaching positions; evaluate faculty members; encourage faculty development; serve on committees; and perform other administrative duties. Vice presidents of student affairs or student life, deans of students, and directors of student services may direct and coordinate admissions, foreign student services, health and counseling services, career services, financial aid, and housing and residential life, as well as social, recreational, and related programs. Registrars are custodians of studentsŐ records. They register students, record grades, prepare student transcripts, evaluate academic records, assess and collect tuition and fees, plan and implement commencement, oversee the preparation of college catalogs and schedules of classes, and analyze enrollment and demographic statistics. Registrars and admissions officers at most institutions need computer skills because they use electronic student information systems.
Employment of education administrators is projected to grow faster than the average for all occupations through 2012. As education and training take on greater importance in everyoneŐs lives, the need for people to administer education programs will grow. Job opportunities for many of these positions should also be excellent because a large proportion of education administrators are expected to retire over the next 10 years.
A significant portion of growth will stem from growth in the private and for-profit segments of education. Many of these schools cater to working adults, many of whom might not ordinarily participate in postsecondary education. These schools allow students to earn a degree, receive job-specific training or update their skills, in a convenient manner, such as through part-time programs or distance learning. As the number of these schools continues to grow, more administrators ill be needed to oversee them.
Enrollments of school-age children will also have an impact on the demand for education administrators. Department of Education projects enrollment of elementary and secondary school students to grow between 5 and 7 percent over the next decade. Preschool and childcare center administrators are expected to experience substantially more growth as enrollments in formal child care programs continues to expand as fewer private households care for young children. Additionally, if mandatory preschool becomes more widespread more preschool directors will be needed. The number of postsecondary school students is projected to grow more rapidly than other student populations, creating significant demand for administrators at that level. In addition, enrollments are expected to increase the fastest in the West and South, where the population is growing, and to decline or remain stable in the Northeast and the Midwest. School administrators also are in greater demand in rural and urban areas, where pay is generally lower than in the suburbs.
Principals and assistant principals should have favorable job prospects. A sharp increase in responsibilities in recent years has made the job more stressful, and has discouraged teachers from taking positions in administration. Principals are now being held more accountable for the performance of students and teachers, while at the same time they are required to adhere to a growing number of government regulations. In addition, overcrowded classrooms, safety issues, budgetary concerns, and teacher shortages in some areas all are creating additional stress for administrators. The increase in pay is often not high enough to entice people into the field.
Job prospects also are expected to be favorable for college and university administrators, particularly hose seeking nonacademic positions. Colleges and universities may be subject to funding shortfalls during economic downturns, but increasing enrollments over the projection period will require that institutions replace the large numbers of administrators who retire, and even hire additional administrators. While competition among faculty for prestigious positions as academic deans and department heads is likely to remain keen, fewer applicants are expected for nonacademic administrative jobs, such as director of admissions or student affairs. Furthermore, many people are discouraged from seeking administrator jobs by the requirement that they have a masterŐs or doctoral degree in education administration—as well as by the opportunity to earn higher salaries in other occupations.
.Most education administrators begin their careers in related occupations, and prepare for a job in education administration by completing a masterŐs or doctoral degree. Because of the diversity of duties and levels of responsibility, their educational backgrounds and experience vary considerably. Principals, assistant principals, central office administrators, academic deans, and preschool directors usually have held teaching positions before moving into administration. Some teachers move directly into principal positions; others first become assistant principals, or gain experience in other central office administrative jobs at either the school or district level in positions such as department head, curriculum specialist, or subject matter advisor. In some cases, administrators move up from related staff jobs such as recruiter, guidance counselor, librarian, residence hall director, or financial aid or admissions counselor.
To be considered for education administrator positions, workers must first prove themselves in their current jobs. In evaluating candidates, supervisors look for leadership, determination, confidence, innovativeness, and motivation. The ability to make sound decisions and to organize and coordinate work efficiently is essential. Because much of an administratorŐs job involves interacting with others—such as students, parents, teachers, and the community— a person in such a position must have strong interpersonal skills and be an effective communicator and motivator. Knowledge of leadership principles and practices, gained through work experience and formal education, is important. A familiarity with computer technology is a necessity for principals, who are required to gather information and coordinate technical resources for their students, teachers, and classrooms.
In most public schools, principals, assistant principals, and school administrators in central offices need a masterŐs degree in education administration or educational supervision. Some principals and central office administrators have a doctorate or specialized degree in education administration. In private schools, which are not subject to State licensure requirements, some principals and assistant principals hold only a bachelorŐs degree; however, the majority have a masterŐs or doctoral degree. Most States require principals to be licensed as school administrators. National standards for school leaders, including principals and supervisors, have been developed by the Interstate School Leaders Licensure Consortium. Many States use these national standards as guidelines to assess beginning principals for licensure. Increasingly, on-the-job training, often with a mentor, is required for new school leaders. Some States require administrators to take continuing education courses to keep their license, thus ensuring that administrators have the most up-to-date skills. The number and types of courses required to maintain licensure vary by State.
Educational requirements for administrators of preschools and childcare centers vary depending on the setting of the program and the State of employment. Administrators who oversee school-based preschool programs are often required to have at least a bachelorŐs degree. Child care directors are generally not required to have a degree; however, most States require a credential such as the Child Development Associate credential (CDA) sponsored by the Council for Professional Recognition or other credential specifically designed for administrators. The National Child Care Association, offers a National Administration Credential, which some recent college graduates voluntarily earn to better qualify for positions as childcare center directors.
Academic deans and chairpersons usually have a doctorate in their specialty. Most have held a professorship in their department before advancing. Admissions, student affairs, and financial aid directors and registrars sometimes start in related staff jobs with bachelorŐs degrees—any field usually is acceptable—and obtain advanced degrees in college student affairs, counseling, or higher education administration. usually is necessary for top student affairs positions. Computer literacy and a background in accounting or statistics may be assets in admissions, records, and financial work.
Advanced degrees in higher education administration, educational supervision, and college student affairs are offered in many colleges and universities. The National Council for Accreditation of Teacher Education and the Educational Leadership Constituent Council accredit these programs. Education administration degree programs include courses in school leadership, school law, school finance and budgeting, curriculum development and evaluation, research design and data analysis, community relations, politics in education, and counseling. Educational supervision degree programs include courses in supervision of instruction and curriculum, human relations, curriculum development, research, and advanced teaching courses.
Education administrators advance through promotion to more responsible administrative positions or by transferring to more responsible positions at larger schools or systems. They also may become superintendents of school systems or presidents of educational institutions.
.Education administrators apply organizational and leadership skills to provide services to individuals. Workers in related occupations include administrative services managers; office and administrative support worker supervisors and managers; human resource, training, and labor relations managers and specialists; and archivists, curators, and museum technicians. Education administrators also work with students and have backgrounds similar to those of counselors; librarians; instructional coordinators; teachers—preschool, kindergarten, elementary, middle, and secondary; and teachers—postsecondary.
For information on principals and other management staff in public schools, contact:
For information on principals, contact:
For information on collegiate registrars and admissions officers, contact:
For information on professional development and graduate programs for college student affairs administrators, contact:
The Missouri Association of School Administrators (MASA) serves school superintendents. The Missouri Association of Elementary School Principals (MAESP) serves elementary and middle school principals.
Summary of: http://www.mcsa.org/
This process, grounded in research, continues to show that NBCTs make a measurable difference in student achievement. Study after study confirms the value of the National Board Certification process. Use this brochure to inform others about this unique education success story. Although targeted toward the African American community it is a useful tool for general recruitment. It is a useful tool for general recruitment that highlights the effects of National Board Certification on teaching and classroom practices.
Summary of: http://www.nbpts.org/about/principalsawareness.cfm
Wisconsin School Resource Officers Association (WSROA) Enroll your school's police liaison officer in this new association.
Summary of: http://www.awsa.org/
Job outlook is expected to be excellent because a large proportion of education administrators are expected to retire over the next 10 years. Education administrators provide instructional leadership as well as manage the day-to-day activities in schools, preschools, daycare centers, and colleges and universities. They also direct the educational programs of businesses, correctional institutions, museums, and job training and community service organizations. Those who manage elementary, middle, and secondary schools are called principals. Principals also meet and interact with other administrators, students, parents, and representatives of community organizations.
Summary of: http://www.bls.gov/oco/ocos007.htm
To add an event click here. Being a member of FASA's Priority Business Alliance Program brings valuable benefits. Miss it.
Summary of: http://www.fasa.net/
The mission of the Nebraska Council of School Administrators (NCSA) is to be an effective leader for quality education and to enhance the professionalism of its members. Under the umbrella structure, members can enjoy the many benefits and services offered by NCSA and also take advantage of the position-specific opportunities afforded by its affiliate association.
Summary of: http://www.ncsa.org/
-- AFSA Awards College Scholarships AFSA announced today the winners of its annual college scholarship awards. -- AFSA Announces New Location of National Office "No doubt about it, AFSA is on the move,Ó remarked AFSA National President Baxter Atkinson. -- AFSA Announces Winners of School Administrator Leadership Award "Each day, school administrators are held accountable for student achievement,Ó stated AFSA National President Baxter Atkinson. AFSA is a well-known, respected voice in the fight for quality public school education. For more information, call AFSA at (202) 986-4209, (800) 354-AFSA.
Summary of: http://www.admin.org/
Determining where a school system is on its journey toward system-wide high performance is not easily accomplished. Building principals' capacity to meet new challenges has enormous implications for district-level leaders. These systems are in Chicago, IL; Hamilton County, TN; and Plainfield, NJ. This issue of Strategies profiles four school districts that are applying the concepts and tools of systems thinking to the struggle of whole-system change and improvement. Their hope is that fully engaging the public in meaningful discussions about public schools and the direction they are heading will help repair damaged relations.
Summary of: http://www.aasa.org/publications/strategies/
As of last spring, Phelps is the second-highest performing high school in the district and close to being in the top third of all high schools in Kentucky. Simple checklists, one-shot interviews, brief site visits and narrative evaluations remain widespread as the tools of assessment. To proponents, the use of portfolios for evaluating administrators offers the promise of a more valid, reliable and authentic form of assessing professional performance. Aspiring principals in Chicago now have to develop portfolios to demonstrate their leadership capabilities before they can be hired. In fact, the documents included in a portfolio ultimately may have less importance than the thinking and writing that goes into explaining their importance.
Summary of: http://www.aasa.org/publications/sa/2004_10/russo.htm