Superintendency

Los inicios de la actividad bancaria

La actividad bancaria en Panamá se remonta a los albores de nuestra República, al establecerse en 1904 dos bancos importantes. El primero de ellos, el International Bank Corporation, que cambió de nombre a First National City Bank of New York, hoy Citibank, que es parte de Citigroup, el mayor conglomerado financiero del mundo. El segundo fue el Banco Nacional de Panamá.

Los pilares del Centro Bancario Internacional.

No es hasta 1970, cuando se aprueba el Decreto de Gabinete N.°238 de 2 de julio de 1970, la primera Ley Bancaria que creó la Comisión Bancaria Nacional como entidad reguladora de la actividad bancaria de Panamá. Con el nuevo ordenamiento jurídico, desaparecen un sin número de bancos de "placa de bronce", y operan de forma ordenada a fines de 1970 un total de 21 bancos con activos de B/.898 millones.

Descriptions of the superintendency often highlight the pressure involved with being CEO of a complicated enterprise, responsible for millions of dollars, and multitudes of employees, at a time when districts are under added scrutiny. Stress has been proven repeatedly to effect worker health (Beehr & Newman, 1978; Cheng, et al., 2012; Hobson, Delunas, & Kesic, 2001). While there has been considerable research highlighting job-related stress in the public sector (Bacchus, 2008; Galanakis, et al., 2009; Monesh & Patil, 2012; Snapp, 1990), fewer studies have focused on education in general. The purpose of this study was to conduct a national survey in order to expand on previous research on stress in the superintendency by addressing the link between the superintendents' levels of stress and their health and well-being.

The members of the Large Countywide and Suburban District Consortium—a group of large, highly diverse, and successful districts across the country—have made great strides in achieving college and career readiness for all students. While they are succeeding, the consortium proposes that more could be done to accomplish their objectives through collaboration with Congress to establish federal policy and laws aligned with practices that foster college and career ready outcomes at scale. This article, introduced by Baltimore County Public Schools Superintendent S. Dallas Dance, proposes the critical principles that should undergird a new federal approach to state and district accountability.

The purpose of this qualitative study of 20 female former superintendents in Virginia was to answer: (1) What factors cause women superintendents to move and/or leave the superintendency? and (2) How do the women construct the story of their moving or leaving? Thematic analysis of the interview narratives revealed four major themes in the stories of the women: (1) Expectations of job duties; (2) Exhaustion as Superwoman; (3) Conflict with stakeholders; and (4) Departure on their own terms and timelines. The study findings contribute to the research on women in the superintendency and suggest implications for research, policy, and practice.

This descriptive mixed methods study gathered both quantitative and qualitative data on
the mentoring experiences of women superintendents in a Southeastern state. The
quantitative participants included 39 women superintendents from this state and the
qualitative portion of the study was comprised of eight female superintendents
purposefully selected from that group. Overall findings revealed women superintendents
had positive mentoring experiences that included the importance of having a female
mentor and establishing a support system. Additional findings revealed social-emotional
based elements for effective mentoring relationships leading to challenge, support, and
encouragement of other female educational leaders through both formal and informal
mentoring.

The purpose of this qualitative study of 20 female former superintendents in Virginia was to answer: (1) What factors cause women superintendents to move and/or leave the superintendency? and (2) How do the women construct the story of their moving or What Have We Learned from the Departure of Female Superintendents? 2 leaving? Thematic analysis of the interview narratives revealed four major themes in the stories of the women: (1) Expectations of job duties; (2) Exhaustion as Superwoman; (3) Conflict with stakeholders; and (4) Departure on their own terms and timelines. The study findings contribute to the research on women in the superintendency and suggest implications for research, policy, and practice. What Have We Learned from the Departure of Female Superintendents? 3

"RÉSUMÉ

Dans la longue histoire de Nantes, l’année 1720 est importante à plus d’un titre. Elle marque l’arrivée à la tête de la municipalité du réformateur Gérard Mellier qui, en une décennie, va modifier le visage de la ville. Elle constitue également la date de naissance d’une véritable organisation policière de l’espace urbain. Venant s’ajouter aux effectifs de la milice bourgeoise et secondés par des archers de ville de création plus ancienne, les commissaires de police constituent jusqu’à la fin de l’ère monarchique le complément nécessaire au maintien de la sûreté publique. Vivant au coeur du peuple dont il a la surveillance, recruté dans l’équivalent d’une classe moyenne et médiocrement rémunéré, le commissaire mène une vie qui, le siècle allant, semble tendre vers davantage de précarité. Une situation que les réclamations en faveur d’un meilleur salaire ou d’une diminution de la charge de travail viennent au mieux illustrer lorsque les titulaires de ces offices municipaux ne cèdent finalement pas au démon d’une prévarication par trop visible.

ABSTRACT

In the long course of the past of Nantes, the year 1720 is a very important landmark on more than one account. On that year, the reformer Gerard Mellier came to power, becoming the head of the City Council and within ten years, he will change the face of the City. 1720 is also the birth of a new and true police organisation in the urban space. Added to the burgher militia forces and assisted by the more ancient city archers, the police superintendents form, till the end of the monarchic era, the necessary complement to the maintening of the public security. Living in the heart of the city and mixing with the population he is in charge of to watch on, recruited in the so called middle class, and earning a poor living, the superintendent is leading a life which, in the course of the century, seems to end up in an even more apparent precarity. A situation that the claims in favour of better conditions of salary or demands for a reduction of their working charges illustrate and sometimes leading the incumbents of these council and city charges finally yield to the devil of too clearly apparent corrupt practises."

Dialogues and relations between interdependent leaders working at different hierarchical levels within a given school governance system are crucial for developing shared understandings which are seen as a prerequisite for effective school development. Shared understandings among interdependent actors emerge from productive and dialogical sensemaking processes. The current study provides insight into how sensemaking plays out in dialogue meetings set up by a school superintendent and a team of subordinated school leaders, initiated at the purpose of establishing and maintaining a shared interpretation community working with important areas of pedagogy and schooling. Drawing on action research with observations, reflective conversations, and reflection notes from five key participants in the local school system, and framed within a theory of sensemaking, this issue is addressed by demonstrating how dialogue meetings strengthen the relations between a superintendent and school leadersh...

Encouraged by research findings about ways many women lead when given a chance, and by the conviction that these ways held promise for a redefinition of educational leadership, we decided to document the positive and to imagine the value of everyone leading like women.Our premise that traditional approaches to leadership have left millions of children behind in our schools leads to the conclusion that a new definition of leadership is urgently needed.

This research examined the pool of African descent candidates for superintendencies, focusing on superintendent openings and the superintendent pool in New York. The inquiry involved 3 studies conducted over the course of 2 years. The first study documented the representation of African American candidates in the superintendent applicant pool pipeline, surveying search consultants and presidents of boards of education. The second study examined, from the perspective of male applicants, who was applying for superintendent positions and the kinds of districts to which they applied. The third study explored the job-seeking experiences of African American and white candidates for superintendent positions through individual and focus group interviews. Data analysis indicates that African descent candidates are still underrepresented in the superintendency, are still required to have better credentials, and are still typed as appropriate for minority districts only. Search consultants rarely move African descent candidates forward after the first interview. Although there are many candidates of African descent in the superintendent pool, they are not being fully utilized. (Contains 28 references.) (SM)

This descriptive mixed methods study gathered both quantitative and qualitative data on the mentoring experiences of women superintendents in a Southeastern state. The quantitative participants included 39 women superintendents from this state and the qualitative portion of the study was comprised of eight female superintendents purposefully selected from that group. Overall findings revealed women superintendents had positive mentoring experiences that included the importance of having a female mentor and establishing a support system. Additional findings revealed social-emotional based elements for effective mentoring relationships leading to challenge, support, and encouragement of other female educational leaders through both formal and informal mentoring.

Superintendent formal mentorship programs have traditionally relied on geographic proximity and mentor availability to pair new superintendents with mentors. This study examined which mentor characteristics contribute to mentee satisfaction with the formal mentorship program. This study employed a quantitative research design in which participants completed a survey used to compare mentor characteristics to mentee satisfaction with the program. Seventy-three (49:6%) superintendents participated in the study, of which 19 had participated in a formal mentorship program. The overall research results suggest that two mentor characteristics, Leadership/Disposition Qualities and Mentor Availability had a signi cant positive relationship to mentee satisfaction with the formal mentorship program. This study suggests contemporary technology may be utilized in order to facilitate mentorship pairing based on valued characteristics rather than the traditional criteria of geographic proximity and mentor availability.

In Italy, in the academic field, there are many cases of collaboration between the University and the various institutions protecting Cultural Heritage. It is made possible because of the large section of archaeological heritage requiring restoration interventions and thanks to the need from students to put their skills into practice. This is the case of the partnership between the Archaeological Superintendence of Emilia Romagna and the Fine Arts Academy of Bologna (Italy) established in 2012. This collaboration has permitted to open an important restoration site to recover the lapidary located in the courtyard of the historical Palazzo Ancarano. The restoration project was developed over a period of three years, plus an additional year to reorganize the exhibition path. To each student was assigned the maintenance of an archaeological find with the purpose of producing a thorough and complete documentation on the intervention made, necessary to leave a proof of the methods and materials used. A targeted work on every archaeological find present in the court, having an aim to arrange them around the perimeter of it in chronological order based on historical era. At the conclusion of the restoration and reorganization of the area, it is now necessary to add value in particular to the stele collection: pre-Roman, Roman and Medieval. This objective will be reached by opening the courtyard of the Palazzo Ancarano to the public, to bring again its original function, that is, a museum. To reach this purpose, we propose to use appropriate digital technologies associated with the archaeological items on display to improve the understanding of the collection by a wide variety of visitors, we intend to provide an instrument presenting information of various levels of detail and thoroughness enabling each visitor to deepen their knowledge according to their own interest.

This paper analyses productive patterns through which school superintendents and subordinated principals collaborate at the local levels of implementation in the Nordic countries. The underlying theoretical premise is that the school governance systems in the Nordic countries, as a function of strengthened state steering and a variety of local political conditions, entail a series of loose couplings—described by the broken chain metaphor. The analysis is based on a review of findings from a comparative Nordic research project. The review reveals that school superintendents and principals to a large extent activate professional learning forums as integration mechanism—to make collective sense of ambiguous national reforms. Important learning conditions that emerge from the country reports, on which the reviewed research is based, seem to cluster and cohere around learning climate, interpersonal trust, leadership support and a shared knowledge base between the school leaders and the municipal apparatus. Implications for research and practice are discussed.

The purpose of this qualitative study of 20 female former superintendents in Virginia was to answer: (1) What factors cause women superintendents to move and/or leave the superintendency? and (2) How do the women construct the story of their moving or leaving? Thematic analysis of the interview narratives revealed four major themes in the stories of the women: (1) Expectations of job duties; (2) Exhaustion as Superwoman; (3) Conflict with stakeholders; and (4) Departure on their own terms and timelines. The study findings contribute to the research on women in the superintendency and suggest implications for research, policy, and practice.

Intervista. Massimo Montella, docente di economia e gestione beni culturali, discute di alcuni temi cruciali che riguardano il nostro patrimonio. E dice la sua sulla riforma del Mibact Massimo Montella, ideatore del sistema museale dell'Umbria, insegna Economia e gestione dei beni culturali presso l'Università di Macerata. Tra il 2006 e il 2008 è stato vicepresidente della commissione ministeriale per la revisione del Codice dei beni culturali e del paesaggio e presidente della commissione per la definizione dei livelli minimi della valorizzazione dei beni culturali pubblici. Dirige la rivista Il Capitale culturale, che da sei anni alimenta la discussione intorno ai nodi cruciali legati alla gestione del nostro patrimonio. Gli stessi sui quali sta intervenendo dall'estate del 2014 la riforma avviata da Franceschini, impegnata in questa seconda fase nella ristrutturazione del sistema delle soprintendenze.

The members of the Large Countywide and Suburban District Consortium—a group of large, highly diverse, and successful districts across the country—have made great strides in achieving college and career readiness for all students. While they are succeeding, the consortium proposes that more could be done to accomplish their objectives through collaboration with Congress to establish federal policy and laws aligned with practices that foster college and career ready outcomes at scale. This article, introduced by Baltimore County Public Schools Superintendent S. Dallas Dance, proposes the critical principles that should undergird a new federal approach to state and district accountability.

Superintendent formal mentorship programs have traditionally relied on geographic proximity and mentor availability to pair new superintendents with mentors. This study examined which mentor characteristics contribute to mentee satisfaction with the formal mentorship program. This study employed a quantitative research design in which participants completed a survey used to compare mentor characteristics to mentee satisfaction with the program. Seventy-three (49:6%) superintendents participated in the study, of which 19 had participated in a formal mentorship program. The overall research results suggest that two mentor characteristics, Leadership/Disposition Qualities and Mentor Availability had a signi cant positive relationship to mentee satisfaction with the formal mentorship program. This study suggests contemporary technology may be utilized in order to facilitate mentorship pairing based on valued characteristics rather than the traditional criteria of geographic proximity an...

Superintendent formal mentorship programs have traditionally relied on geographic proximity and mentor availability to pair new superintendents with mentors. This study examined which mentor characteristics contribute to mentee satisfaction with the formal mentorship program. This study employed a quantitative research design in which participants completed a survey used to compare mentor characteristics to mentee satisfaction with the program. Seventy-three (49:6%) superintendents participated in the study, of which 19 had participated in a formal mentorship program. The overall research results suggest that two mentor characteristics, Leadership/Disposition Qualities and Mentor Availability had a signicant positive relationship to mentee satisfaction with the formal mentorship program. This study suggests contemporary technology may be utilized in order to facilitate mentorship pairing based on valued characteristics rather than the traditional criteria of geographic proximity and mentor availability.

Higher education institutions in the United States with graduate-level educational leadership programs traditionally do not offer professional learning opportunities in integrative STEM education. The objective of this paper is to share our journey to prepare and implement a course designed for P-12 educational leaders to build knowledge and skills to lead impactful integrative STEM programming. Results of the demand survey indicated a high amount of interest in an integrative STEM education course. Findings from interviews and the modified Delphi study informed our decisions for the development, objectives, assessments, and outcomes of the course to enhance integrative STEM culture in educational settings.

Dialogues and relations between interdependent leaders working at different hierarchical levels within a given school governance system are crucial for developing shared understandings which are seen as a prerequisite for school development. Shared understandings among interdependent actors emerge from productive and dialogical sensemaking processes. The current study provides insight into how sensemaking plays out in dialogue meetings set up by a school superintendent and a team of subordinated school leaders, initiated to establish and maintain a shared interpretation community working with significant areas of pedagogy and schooling. Drawing on action research with observations, reflective conversations, and reflection notes from five central participants in the local school system, and framed within a theory of sense-making, this issue is addressed by demonstrating how dialogue meetings strengthen the relations between a superintendent and school leadership teams. In such a context of asymmetrical power relations, the current study argues that sensemaking constitutes the pivotal activity in dialogue meetings as it fosters productive relations and bridges the gap between municipalities (as school districts) and schools. In the dialogue meetings subjected to the study, steps were taken towards shared understanding, and the involved leaders set the tone in this process by acting as democratic role models and as facilitators of creating space for reflection.

ScholarChip’s dynamic reporting can identify “at risk” attendance issues and help to identify attendance trends in creating retention strategies.

ScholarChip® card-based classroom attendance simplifies and speeds the taking of classroom attendance down to the tap of a card. Card-based attendance requires little or no instructor intervention, resulting in more time on task. Depending on class size, card readers may be wall-mounted or connected to the classroom PC. Card-based attendance reduces the inconsistencies seen when instructors take classroom attendance, providing administrators with more reliable and uniform attendance reporting.