Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 12

10 complete: formal, written succession planning. Complete succession planning provides clarity and process. Conclusions Charter school superintendents should understand they have an advisory role to the governance board regarding superintendent succession planning. Encouraging the board to develop and establish a succession planning process by engaging an outside consultant allows the superintendent to provide input, but gives the board perspective and best practice without creating concerns of a conflict of interest on the part of the sitting superintendent. The board is then at liberty to accept the superintendent’s recommendations and level of engagement based on the superintendent’s past and current performance, relationship with the board, or any other variable the board wishes to consider. Through discussions with the board, a consultant could facilitate the frequency of review and discussions of plans such as school system performance, superintendent performance, and the development of aspiring leadership within the school system. Reviewing these activities and plans will increase board ownership and development, which will allow the charter-network governance board to mature over time. It is important to note the role of the charter superintendent is to advise the board and not necessarily run the succession planning meetings. A consultant would act as the best facilitator. The current state of succession planning for superintendents in Texas public charter school networks within the North Texas region can be divided into two categories: complete and incomplete succession planners. Charter networks which have adopted the complete succession planning approach are committed to building a leadership culture within their charter school network that develops employees at every level in the organization for future advancement while also preparing prospective internal candidates the board might consider when superintendent transition occurs. An integral part of the planning process for a complete succession-planning model is having a formal, written plan that discusses system and people development strategies as well as a prescribed process the board should follow as they select the next superintendent to meet the future needs of the school system. Charter networks that have adopted the incomplete succession planning approach still have aspirations of finding their next superintendent when the inevitable occurs; however, the absence of a formal succession plan during a time of uncertainty puts the charter school at potential risk of selecting the wrong successor, thus hurting the charter school network and ultimately the students they serve. Complete succession planning provides clarity during an emotional, uncertain time; maintains momentum during transition; assures stakeholders by providing good communication; and keeps school leadership focused on the school mission of serving students. Charter superintendent succession will be considered complete when leaders develop an emergency plan to replace a superintendent, a long-term strategic plan to find the successor, and a people development strategy for building leadership capacity at all levels within the school system (Campbell, 2010). References Anderson, B. G. (2006). Best practice in superintendent search and selection: A discrepancy analysis of superintendents, search consultants, and the boards of education they serve (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 305246201) Berryhill, K. S. (2009). Superintendent turnover in Texas, Connecticut, Kentucky, and Oregon public school districts: Contributing factors and trends (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 759495677) Bradley, G. K. (2016). Superintendent succession: The plan to prepare for the next superintendent in the north Texas region (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 1845298915) Burns, J. M. (1978). Leadership (1st ed.). New York, NY: Perennial. Brent Wilson, EdD