Learning to Lead

Transitioning into a superintendent role is a demanding process — and never more so than today. Research shows that the turnover rate of superintendents has risen significantly in recent years. An increasingly polarized political terrain is making it more difficult for district leaders to operate effectively. Meanwhile, the pandemic has left its mark on learners and placed new pressure on the hiring market.

For new leaders, the challenges are acute. With an increasing number of educators and administrators choosing to leave the field for good, our districts need administrators who can restore stability and re-engage stakeholders while bringing about the change that can drive student success.

Here are six ways emerging leaders can prepare for their first superintendent position.

Keep An Open Mind

There are many ways to approach a specific issue, and no two districts are the same. A superintendent’s role is to listen and be receptive to what the community is saying, what it needs and what can work. Being open to diverse ideas can lead to surprising and innovative outcomes.

Respect Historical Context

One of the most potent barriers that a superintendent will face in a new position is the fact that they cannot fully appreciate the context they are stepping into. Without being intimately familiar with the obstacles that a particular community may be facing, it is easy to assume that there is a one-size-fits-all solution. But just because something worked well in one district does not mean it will translate seamlessly to another.

Each community operates differently, and a new superintendent must work hard to understand the nuances of historical context in order to chart a path for the future.

Take a Listening Tour

During the first few months of a superintendent’s role, their primary focus should be listening. A listening tour sets a positive tone and allows a new leader to gain valuable insight, build relationships and establish a strong foundation for their tenure.

The tour should be structured to engage constituents across groups, grade levels and geographic areas. It is important to note that different stakeholders may favor different times of the day. For instance, some parents at Alief Independent School District (ISD) prefer to schedule meetings in the morning following drop-off. In contrast, others are primarily available in the evening, after work. Offering a range of days and times can ensure broad inclusion.

Lastly, along with group meetings, the listening tour should prioritize one-on-one meetings with key stakeholders, such as board members.

Think Long-term

Collaboration and communication are both crucial for a healthy district. Creating ongoing opportunities for input, like advisory boards and community town halls, can ensure that the conversation continues long past the listening tour.

At Alief ISD, I meet regularly with my principal advisory group. These leaders from across the district serve as thought partners for the ideas that we are looking to advance together. I also have a superintendent’s advisory group of central office staff and principals that meets weekly. These systems help keep an active and continuous feedback loop between each campus and our central administration.

Be Present on Campus

Along with establishing funnels of communication for administrators, I aim to conduct weekly campus visits. These offer an informal way to stay plugged into the experiences that staff, faculty, students and families are having across the district.

I’ve also built new internal communication systems, including an e-bulletin for principals. For students and families, I send out a weekly correspondence that shares district-wide news and updates. It also features two-minute student video interviews. These are an opportunity for me to get to know students and for them to get to know me — and it’s something that everyone has time to watch and enjoy!

Stay Agile

Superintendents need a unique blend of leadership, communication, listening and problem-solving skills. And they should be comfortable pivoting. As district leaders, superintendents face rapid changes every day, from funding cuts to evolving educational policies. They must be ready to adjust quickly. In addition, a strong sense of purpose and humility can help a leader stay grounded when things get tough.

A Productive Learning Community

Before coming to Alief ISD, I was fortunate to serve as chief of schools and then interim superintendent at Austin ISD. I had deep roots in Austin, having completed my undergraduate degree in the city and taught in a neighboring suburb. At both Alief ISD and Austin ISD, I approached the role of superintendent with the same broad priorities and values. But the context and community were distinct, and the solutions needed to be, too.

To succeed in today’s landscape, new and aspiring superintendents must prioritize learning as much as possible about the needs of the district they are looking to serve. Without knowing a district’s history, context and values, it is impossible to be an agent of change.

By remaining agile and open-minded, superintendents can build a foundation of trust and collaboration that can create and sustain a productive learning community.

JG Consulting’s Leadership Academy™ is a comprehensive program specifically designed to support school system leaders as they prepare for the role of superintendent. Find out more or apply for the 2023-24 cohort on our website.