AASA’S “The American Superintendent: 2020 Decennial Study” provides a wealth of information about the career path to and after the superintendency.

Although we often read that the average tenure of a superintendent is between three and five years depending on type of school district, we do know that superintendents often serve in multiple districts over their careers. Twenty-one percent of the superintendents reported they had served 13 years or longer. I personally had the pleasure of serving for 27 years in four districts of escalating size in two states.

The pathway to the superintendency generally starts as a classroom teacher who then becomes an assistant principal, a principal, an assistant superintendent and then superintendent. Fifty-four percent of superintendents indicate their first appointment was in the district where they worked. That was true in my case.

First Landing

I had been hired by the superintendent to be the assistant for pupil services. Four months into the job, the superintendent was terminated by the board of education, and I was promoted to the position. I was 32 at the time, but most superintendents indicate they land their first job between 40-49 years of age and in school districts with fewer than 2,500 students. Our 2020 survey showed that 32 percent of the respondents were 40 years or younger.

Superintendents in AASA’s study said they taught five to nine years before assuming their first administrative job between the ages of 30 and 39. As they moved up the administrative ranks, a quarter of the survey respondents said they were not seeking the job, but it was offered to them. From the data, it is apparent that performing well in your current district, gaining visibility with the board of education and having the support of the incumbent superintendent who is retiring or moving to a new job may offer the best opportunity to gain the position.

As we see from AASA’s report, the first job is usually in a small district and the path usually followed is to move to larger, better-paying systems. The survey respondents indicated that experience and personal characteristics were the primary reasons why they were hired. The larger and more complex the district, the more that experience will be a factor.

My first district as superintendent enrolled 3,500 students, my next had 6,000 and from there I went to an education service agency in an area with 80,000 students and subsequently to my last district in Fairfax County, Va., which now has 190,000 students.

Lifestyle Factors

Other than district size, sitting superintendents may consider other characteristics in making a move. We have urban, rural and sub-urban systems. Urban systems tend to be larger, but their demographics usually consist of greater percentages of minority students and students qualifying for free or reduced-price lunch. These systems will attract leaders who welcome the challenge of addressing equity issues and seek a city lifestyle. However, the turnover rate for urban superintendents is high with average tenure slightly more than three years.

Suburban systems tend to have greater resources, with higher per-pupil expenditures and salaries usually exceeding those in districts of greater size. They may be higher-performing systems with a demanding parent population and low tolerance for anything short of excellence. Also, depending on the state, some of the largest systems are suburban counties.

Rural systems tend to grow their own. Accompanied by a more distinct lifestyle, rural systems usually promote from within but are challenged to retain effective leaders who aspire to run a larger system.

Pandemic Pressures

I believe the school superintendency is one of the most difficult jobs in America. Nevertheless, I loved the work and 80 percent of the surveyed superintendents say they would do it again. The stresses of the COVID-19 pandemic might change that because we are seeing a higher than usual turnover, but we expect aspiring leaders will be willing to take on the challenge.

AASA’s Leadership Network offers many programs to sharpen the skills of sitting superintendents and prepare those who aspire to the job. Other programs target the urban superintendency and support women aiming for top leadership.

Because the principalship is a common position in the pipeline to the superintendency, we are strengthening that route at AASA through a new aspiring principal program with the National Association of Elementary School Principals as well as offering training for principal supervisors.