Focus: Professional Relationships
Three Strategies for Strengthening a Key Bond
By Randy L. Russell/School Administrator, October 2016


Developing a solid superintendent-principal relationship begins with trust and communication. The superintendent relies on principals as leaders, managers, colleagues and important team members to carry out the vision and mission of the district at the building level.

When the superintendent and principals are in sync with one another, the relationship positively impacts the entire district. Even when the two parties disagree in private, they must be on the same page in public. Otherwise, there is no relationship.

How do those relationships develop? Trust starts through communication. Does this happen naturally? It does not. The principal and superintendent must make it a priority.

Two of my mentors — Harry Amend and Gary Livingston, both former superintendents — focused on developing relationships, building teams and coaching their team members wherever they led school systems. I’ve learned many lessons from these great men about building and sustaining relationships with site leaders. I’m sharing three strategies that work for me.

»No. 1: No surprises.
Most people don’t like surprises unless they’re the honoree at a birthday party or on a fun vacation. The “no surprises” rule — which works in both directions — is the single most important way to build trust.

If there is a difficult student issue or personnel issue or an impending parent concern, each party should expect to hear about it from the other first. This ensures the principal or superintendent isn’t caught off guard or surprised, and it opens the door to joint problem solving.

An important aspect of this strategy is to understand how both the superintendent and principal can best adhere to the “no surprises” — whether communication is through personal contact, e-mail, text message, phone call or another means.

»No. 2: Planned time together.
No matter what, the principal and superintendent need to intentionally and consistently plan time together. Whether through classroom walkthroughs, weekly conversations or “drop in” meetings, this intentional time allows for connection, collaboration and communication.

Not only does the time need to be intentional and consistent, it needs to be focused. Even in busy periods, it is a must for administrators to get together at a scheduled time. This starts with your calendar — it must be a priority. We value what we put in our calendar, and we protect it.

»No. 3: Focus on kaizen.
Kaizen is Japanese for “improvement” or “change for the better,” and refers to a philosophy or set of practices emphasizing continuous improvement of processes. When the superintendent and principal are focused on continuous improvement — of students, staff, the building and the school district — then there is an opportunity for growth.

Important components of kaizen involve continually getting out of one’s comfort zone and helping others get out of theirs. Asking tough questions about where we are, where do we want to be and how are we going to get there strengthens relationships by creating trust through candid and caring conversations. These conversations help us grow as people and as leaders.

Modeling Behavior
These strategies have been extremely helpful in supporting my work with principals. They’ve contributed to stronger relationships, which in turn develops better trust and communication. The relationship between superintendent and principal serves as a model for the rest of the school district staff.


Randy Russell is superintendent of the Freeman School District in Rockford, Wash. E-mail: rrussell@freemansd.org