President's Corner
Wanted: Super Men and Women
By Gail Pletnick/School Administrator, March 2018


I WOULD LIKE to start with an employment advertisement.

Wanted:

» An individual who is an expert in transportation, food services, business services, academic services, human resources, technology, public relations, advocacy and other duties as assigned.

» Someone able to build strong relationships with any and all stakeholders in the organization.

» A person who understands and can support the needs of individuals who are physically, emotionally or socially disabled, English language learners, gifted, economically disadvantaged or who have any learning challenges.

» A man or women who truly cares about the future of his or her community, state and country and takes action to make a difference.

» A person who puts others first, especially children, often sacrificing his or her personal needs.

» Someone able to leap tall buildings in a single bound (preferred but not required).

Leaders in K-12 education will read this want ad and know I am describing the job of a public school superintendent.

When you reflect on the job responsibilities and expectations for a person in that role, it is plain to see superintendents must be talented, dedicated individuals whose qualities and qualifications would benefit businesses and industries across the country and around the world. Often, these highly skilled individuals are paid much less than other professionals even though the responsibility and the requirements of the job seem to be ever-growing.

So why do individuals choose to accept a superintendency? Rather than speak for my colleagues, I chose to ask them and share some of the responses I received.

Tom Turrell, superintendent in Byers, Colo., stated: “I have enjoyed the role of the superintendent because in a small district I can wear many hats. One day I might be talking with representatives at the state capitol, and the next, scooping snow off the sidewalks. Every job allows me to directly connect with students and help meet their educational needs.”

Kristi Sandvik, superintendent of Arizona’s Buckeye Elementary School District, said: “I love that, as superintendent, I get to be involved in almost every aspect of the district and, at the same time, (I am) the one who is charged with leading the district with the sole purpose of keeping our focus on big-picture goals. I get to map out the trajectory of the district and look ahead to tomorrow’s successes.”

The superintendent of West Valley School District in Washington, Mike Brophy, offered this answer: “Ever since I was a young, 23-year-old head high school football coach, I relished the challenge of building trust, forging a team and focusing relentlessly on a shared vision for success. Building and leading a district team toward a shared vision for the success of our students is as rewarding a job as I can imagine. Rolling up our sleeves, working as a team on initiatives that will assist our students, is the most rewarding part of the job.”

When talking with superintendents, one discovers that taking this position is not about professional advancement. Rather, it’s about responding to a passion to serve and to lead and about making a difference in the lives of others and in the community where they work.

I am told there is life after the superintendency, and I am sure there is. But I also know the experiences when serving in this role are priceless and forever define us as individuals.

This message does not address the transition of talented educational leaders to and from the superintendency. Instead, it celebrates the individuals who fill this role in our public schools. We love public schools and the dedicated superintendents who make those schools great.
 

GAIL PLETNICK is AASA president in 2017-18. Twitter: ­@GPletnickDysart