Vigilance During the Superintendent Search
Candidates for top school system posts have much to consider to ensure the next job is the right job
BY MARK D. BENIGNI, JAN PERRUCCIO AND FRAN RABINOWITZ/School Administrator, November 2020



Mark Benigni has begun his 11th year as superintendent of the Meriden Public Schools in Meriden, Conn. PHOTO COURTESY OF MERIDEN, CONN., PUBLIC SCHOOLS
 
Each of us has felt the impact of increased societal demands — never more so than during the past eight months with the unprecedented scrutiny and pressure during the COVID-19 pandemic. Still, we relish our work and we are dedicated to it.

As current and former superintendents, we want our colleagues to meet with success, but we worry we will not have enough experienced leaders who are willing to become superintendents to guide our school systems in the coming decades. Our worry has only increased since those nearest to the top post have a good view of the extraordinary stress and uncharted route that leaders in public schools are facing during the current health crisis on top of the illumination of age-old inequities that deeply divide our country.

Boards of education already complain about the limited pools of qualified candidates when vacancies arise. In many places, board members routinely turn to costly executive search firms, conduct national recruitment drives, consider internal leader options and enlist the community’s help in their campaigns for their next education leader. It would seem logical that a thorough search process would result in a good match and the beginning of a long professional relationship between the superintendent and the board of education that allows for stability in the district and the best possible outcomes for students and staff.

We lament the devastating news stories in recent years of superintendents being dismissed by those same boards within a few years or even months after their hiring. One well-resourced community in Connecticut has employed 14 superintendents in the past 20 years. In two urban districts in the state, there have been three superintendents in less than four years — including women of color and a graduate of the Broad Center.

These terminated superintendents certainly suffer a loss, but their loss cannot be compared to the overall loss for students in those school communities. The vision, mission and strategic plan will most likely change with each new leader. This results in a lack of coherence in programs and curriculum, and, most devastatingly, educators’ loss of trust in the direction of the district (prompting the cynicism that “this too shall pass”). Why should we become invested in something when the leader will be gone in a year or two?

Areas of Study

As superintendents who have spent decades leading school districts and who still love our work, we encourage those who are pursuing positions in the superintendency to conduct a thorough and vigilant process. Consider the following 10 areas and be alert to what you find.

»The tenure and consistency of the school board.

How long has the present board been in place? Has leadership on the board been consistent? Does every election cycle leave the board in turmoil caused by constant turnover? Is partisanship obvious among board members and does it distract from the district’s goals? Do board members allow their superintendent to lead? Does the board respect their role as policymakers, not day-to-day managers?

Do board members have children in the system? If so, have they demonstrated an ability to be objective in matters that impact all children? If they don’t have school-age children, have they demonstrated dedication to the district through consistent engagement in the work of the board? What career and life experiences do they bring to their work as board members?

An analysis of answers to these questions can guide potential superintendent candidates to apply or pass on the opportunity before them.

»The tenure of previous superintendents.

How long have predecessors served as the district’s superintendent in the past decade? Were their contracts renewed? Were they multiyear contracts?

While we recognize that relationships between the board and the superintendent aren’t the only factors that impede or support a superintendent’s success, the tenure of prior superintendents should be considered before completing the application. Consider conducting research on recent history by reviewing board meeting videos and minutes, news articles and social media postings about the district and its leaders.

»The turnover of certified and classified staff.

If we believe climate and culture trump strategy every time, then a vital way to judge the climate of the school district is to review the board-approved personnel records. Checking to see whether large numbers of staff are resigning to go to other school districts with similar demographics and benefits is very telling. While a district with a positive climate would naturally see their employees advancing in and out of district, large numbers of resignations send a clear message that something is not right.

Dig deeper to determine if below-average salaries, poor working conditions, lack of parent support or inappropriate student behaviors are leading to the staff exodus. A quick review of union grievances also might provide useful insights. Is the union helpful or hostile? Does union leadership work with management or are they resistant? Is there mutual respect and trust?
 
Fran Rabinowitz (right) served as superintendent in Bridgeport, Conn., before becoming executive director of the Connecticut Association of Public School Superintendents in 2017. PHOTO BY BRIAN A. POUNDS/HEARST CONNECTICUT MEDIA

»The condition of facilities.

When viewing a district as a potential option for your first or next superintendency, you should review the condition of the facilities. We are not suggesting you tour every school and each classroom. A quick drive-by of the schools will show you how the district maintains and values its schools. Are the buildings well maintained with façade painted, roof shingles in good repair, signage current, windows clean? Are the grounds neat and tidy with bushes trimmed, grass mowed, flowers planted, sidewalks safe, parking lines freshly painted? In short, does it appear that the school district “loves” its schools?

Has the municipality issued bonds for future improvements or new schools? Does the board regularly receive capital improvement funds from the city to maintain buildings and grounds? What are the ages of the roofs and the boilers?

Ask these questions upfront to avoid inheriting a problem that may be complicated or expensive to fix. Well-maintained buildings are one of the most obvious indicators of a well-supported district.

»Public funding increases.

Regarding financial support, a quick review of local budget funding increases in comparison to neighboring communities and state averages will tell you the type of support you can expect. Most communities have limitations on spending. Where decisions are made to spend and to save says a great deal about the community’s values.

»Community engagement and support.

As schools are being asked to do more with fewer resources in the midst of the COVID-19 pandemic and student needs are multiplying, community engagement and support are vital measures. Quickly sizing up community partners, those based in school and out of school, can suggest clearly the extent of community involvement.

Do schools work with outside health providers, local nonprofit organizations and the town’s health and police departments? What is the parent attendance at school open houses, musical and theater performances and sports contests? Are surveys available from stakeholders that rate family and community involvement?

»Technology infrastructure and existing learning tools.

An important lesson from the last eight months is that investment in technology never has been more paramount. It is a necessity and not a luxury.

Does the school system demonstrate a commitment to digital learning? Has the district embraced the idea that students live, work and play in a digital world? Does it define technology as more than just hardware while understanding the need to develop infra-structure in the community to ensure equitable access to learning?

Is the school district ready to join private-sector leaders in investing wisely so that work and learning can take place even if schools are shut down temporarily by weather or other local concerns or by a pandemic or national emergency, enabling all students to continue their learning?

»Strategic planning in place.

Does the district have a board-approved strategic plan? Does the strategic plan guide district goals and objectives? Are schools’ goals aligned to district goals and do individual staff goals support school objectives? Is the plan regularly updated? Does everyone in the community have at least a basic understanding of the plan and how it drives instruction, allocation of resources and decisions?

»Updated district policies.

A quick online review of district policies will tell you whether they are regularly updated to support changes in law and learning. Policies allowed to languish may say something about how the board views its role. While outdated policies may present potential legal concerns, they also should make us question the district’s innovative culture and mindset.

 
Jan Perruccio became superintendent of Old Saybrook Schools in Connecticut in 2013.  PHOTO COURTESY OLD SAYBROOK, CONN., SCHOOLS
»Intelligence from a superintendent association.

Don’t hesitate to contact the superintendent association in the state or region. (The state associations are affiliated with AASA.) Ask if the organization has any information about the district you are considering. Ask whether the outgoing superintendent is a member of their group. The organization might share contact information for the previous superintendent.

Risk Awareness

While conducting thorough due diligence, superintendent candidates should avoid asking specific questions about the previous superintendent’s performance or questions that would lead district personnel or elected leaders to make moral judgments about a specific individual. If considering a district that may nave as many resources as others, try to determine how creative the district has been in developing relationships with community nonprofits, pursuing grants and locating other sources of revenue.

Sadly, we have watched talented colleagues and friends jeopardize their professional careers by taking on superintendent roles in communities that do not honor the role of the superintendent and the leadership team and do not respect the importance of a healthy relationship between the superintendent and the board of education.

While district policies may be outdated, facilities have a tired look and a strategic plan may be a foreign concept, if the school board is supportive, collaborative and open to change, a superintendent can make a positive difference for students and staff. Weigh the risks but stay vigilant to ensure the next job is the right job.

MARK BENIGNI is superintendent of Meriden Public Schools in Meriden, Conn. Twitter: @mpsbenigni. JAN PERRUCCIO is superintendent of Old Saybrook Public Schools in Old Saybrook, Conn. FRAN RABINOWITZ, a former superintendent, is executive director of the Connecticut Association of Public School Superintendents.