Reader Reply
School Administrator, January 2017

Michael Fitzpatrick’s article “Never Hesitating to Testify” (October 2016) really resonated with me. In Massachusetts, we have learned the lesson that if you don’t advocate for yourself, no one else will.

As a result, the Massachusetts Association of School Superintendents has developed a strong legislative advocacy group. The association files bills and attends legislative hearings on a regular basis to advocate for schools and children. But that is not enough. Every superintendent in Massachusetts is urged to reach out to his/her specific legislator as part of the advocacy process. We have found no stronger message than that which comes from the local superintendent.

To support that advocacy, important legislative issues are discussed at -superintendent round tables throughout the state. Position papers are written and distributed to superintendents and legislators. Talking points around specific legislation are written for superintendents to create a common voice. The association commits time to develop relationships with individual legislators. As Fitzpatrick stated so well, you never should hesitate to provide testimony around any issue that is important to you.

Because of this effort, the first group legislators contact now around any issue related to education is the Massachusetts Association of School Superintendents.

Irwin Blumer
Retired Superintendent,
Framingham, Mass.


Board Cohesion
Through Oliver Robinson’s Board-Savvy Superintendent column “Cohesion on an Ever-Changing School Board” (August 2016), I gained insight into how the author developed a strong and lasting relationship with the board of education in the Shenendehowa Central Schools in Clifton Park, N.Y.

Robinson said he begins each school year with a board retreat to highlight the district’s goals. His column provides multiple examples of shared goals and how to encourage board members to go beyond visiting the schools. Doing so encourages board members to take part in the process by becoming members of school committees and adding value by their active involvement.

When board members are truly part of the community, they become ambassadors for the schools. I have been considering the superintendency for several years, so Robinson’s column showed me how one works with a school board, instead of working for the school board.

Sandra McCoy-Jackson
Assistant Superintendent for Curriculum and Instruction,
Duncanville Independent School District,
Duncanville, Texas


Rethinking Government
Alton Frailey’s President’s Corner “Who Is ‘Government’?” (October 2016) was thoroughly provocative. My conclusion is that the bigger issue today is the quality of leaders and representatives in government rather than the desirability of government.

Over many years, too many people who have been elected and their parties have moved toward misuses of government rather than focusing on actions that are best for citizens and our nation. Dishonesty, corruption and greed have become too common among some elected national leaders and representatives.

I, too, believe public schools and their governing boards, superintendents, principals and teachers working with parents are the best hope for “taking back” government. We need to emphasize basic values, American history and a balanced analysis of current events with the goal of preparing a new generation of voters and government representatives.

Ronald Fitzgerald
Retired superintendent,
Acton, Mass.



Letters should be addressed to: Editor, School Administrator, 1615 Duke St., Alexandria, VA 22314. E-mail: magazine@aasa.org