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Ferguson, Wayne S. – Executive Educator, 1982
Early retirement plans are perceived as being beneficial to school staff and financially advantageous to schools. Four out of the five assumptions on which these perceptions are based are incorrect. The one correct assumption is that early retirement will make affirmative action programs move ahead more rapidly. The incorrect assumptions are: (1)…
Descriptors: Cost Effectiveness, Elementary Secondary Education, Opinion Papers, Program Effectiveness
Effron, Roger C. – Executive Educator, 1993
Whether departure comes early from lucrative buyout or through natural retirement, administrators should consider some important factors before retiring. Administrators should deal with their feelings, start thinking now about leaving, call family powwow, talk to a financial advisor, enjoy retirement before rejoining the work force, have a party,…
Descriptors: Administrator Responsibility, Career Change, Decision Making, Early Retirement
Crowe, Robert L. – Executive Educator, 1980
The steps necessary to establish most voluntary early retirement incentive plans include establishing a variable-rate incentive, a minimum qualifying salary, a minimum qualifying age, and a method of payment. (Author/IRT)
Descriptors: Elementary Secondary Education, Guidelines, Reduction in Force, Teacher Retirement
Taylor, Jay – Executive Educator, 1992
Despite the attractiveness of pension portability for educators, there are substantial equity and philosophical barriers to the practice. Portability might help in urban or sparsely populated districts trying to attract teachers or in cases involving spouses' career moves across state lines. Some suggestions for improving portability are provided.…
Descriptors: Administrators, Elementary Secondary Education, Fringe Benefits, Retirement Benefits
Armstrong, Coleen – Executive Educator, 1994
Advises retiring administrators to exercise a bit of dignity and common sense in their remaining months on the job. Administrators should show consideration regarding retirement plans, fight laziness, conduct training sessions for other administrators, accept others' foolish behavior gracefully, and be generous with parting insights. (MLH)
Descriptors: Administrator Behavior, Elementary Secondary Education, Inservice Education, Management Development
Saks, Judith Brody – Executive Educator, 1992
Spurred by the high turnover of urban school chiefs, school boards are trying to lock in outstanding incumbents by offering "golden handcuff" provisions such as trust funds, extended contracts, and supplemental salary and housing benefits. A sidebar describes a Jackson (Mississippi) superintendent's $100,000 escrow account as a…
Descriptors: Contracts, Elementary Secondary Education, Fringe Benefits, Incentives
Speer, Tibbett L. – Executive Educator, 1996
New superintendents should realize their school boards will not shatter the community's "psychic salary ceiling." In today's impecunious, politically charged atmosphere, boards often post a smaller salary up front and "hide" remuneration in benefits and deferred compensation. Superintendents must beware low-range salary offers…
Descriptors: Boards of Education, Community Resources, Contracts, Elementary Secondary Education
McCormick, Kathleen – Executive Educator, 1987
While gifted school executives have always been scarce, changes in demographics, state legislation, and young colleagues' attitudes may fuel a mass exodus from school leadership positions. Education professionals are generally older, shun inner-city assignments, and choose early retirement. Insets further document the dilemma and suggest…
Descriptors: Administrator Education, Administrators, Aging in Academia, Central Office Administrators
Brubaker, Dale L.; Coble, Larry D. – Executive Educator, 1995
Derailed superintendencies are a colossal waste of talent and resources. Major causes include interpersonal-relationship problems, conflict with district staff, micromanagement, and failure to make strategic decisions during transitional times. Superintendents should establish rapport with principals, build trust throughout the organization, and…
Descriptors: Administrator Responsibility, Boards of Education, Burnout, Coping