Local opinion: Local school-district superintendents lead with passion and compassion
I feel compelled to begin with a full disclosure. I served as the Superintendent in Flowing Wells for nine years and it has been 10 years since I retired. One could argue that the opinions expressed in this column are both biased and outdated. I fully accept both criticisms and will leave the credibility and trustworthiness of the message to the reader.
During the last five years, superintendents have become lightning rods for a variety of storms including COVID-19, unfunded legislative mandates, aging infrastructure, and demands for increased campus security. There is a misunderstanding around lightning rods. Lightning rods do not attract lightning. Lightning rods protect homes and other structures from massive electrical surges by providing a low resistant path to the ground.
Superintendents rarely toot their own horn so although I was fourth chair in the high school baritone section, I will perform a solo for area superintendents. Superintendents have certainly protected schools and classrooms ensuring that buses run on time, nutritious meals are served, teachers are supported, athletes can play, and that fine arts students can perform. In addition, superintendents have been a driving force behind the significant expansion of STEAM (Science, Technology, Engineering, Arts, Math), Career and Technical and extra-curricular programs.
Superintendents understand that to lead their districts into the future, they must be real-time expert managers. Experts in finance, human resources, regulatory compliance, legal compliance community relations, and governmental advocate in addition to being a storm watcher. Local superintendents accept and embrace the complexity of the role and take an "accept the blame and pass the praise" approach to taking the lightning hits.
Collectively, superintendents have focused on improving student outcomes evidenced by significant improvement in school grades last year. School grades are calculated based on student academic achievement as measured by a standards based test administered by the state. Superintendents will be the first to point out that student achievement and success is job one and that they have work to do in this area.
Another "blast of the baritone horn" is the historic passing last year of all Pima County School District Overrides and Bond issues. In my 40 years in education, I cannot recall this ever happening in the Tucson area. These election results demonstrated the trust superintendents have been building over time with their district stakeholders. Although every district has different vision and mission statement, all superintendents anchor their leadership to doing what is best for students.
We know stability is the key to success in any organization. Students crave and thrive on consistent classroom routines and procedures provided by caring teachers they trust. Although it occurred 15 years ago, the memory is fresh when I served as a substitute teacher for second grade. It was the longest day of my professional career because I disrupted the students stable learning environment and titles mean nothing when developing trust with a second grader. One student, not being disrespectful, even asked me what a superintendent did. At the end of the day after I had lost the dismissal clipboard and let the students go early, I stared at the learning objectives on the whiteboard and evaluated my performance. Zero objectives accomplished!
Stability in the superintendency is a shared responsibility between the Board and the Superintendent. In my role as a superintendent search consultant, the number one priority listed on community profile surveys is stability and consistency. Comparing the national average of three years for superintendent tenure, Southern Arizona school districts deserve an A+. Unlike other areas, we have not had headlines with six figure superintendent contract buy-outs. Local school district boards have taken stability to another level by creating a grow-your-own culture with their succession planning.
Next time you see your superintendent, give a big thumbs up for their passion and compassion. No high fives because they might have taken a lightning strike that day.
Nicholas Clemen t is a NAU Education Leadership Professor and retired superintendent of Flowing Wells Unified School District.
Subscribe to stay connected to Tucson. A subscription helps you access more of the local stories that keep you connected to the community.
