The Role of Superintendents

On paper vs. In Practice

I look at the job of superintendent much as I do a general manager of a professional sports team.  The general manager wants to win, and does all in his power to do so.  He tries to field a team that will produce results, and makes changes as necessary.  He has long-term as well as short-term goals, and works with team execs, the board, and managers to accomplish these.  When things are going well, he is lauded among peers, yet the public praises the team.  And the pressure is still on to further the success each year.  When things are going poorly, he is, along with the managers, are on the hot-seat.  He is very much in the public eye.  The politics of the position is nearly unbearable, for the board, the union, the public, the managers and even team players come to him (or more often, to the press) clamoring for what they think is best.  The future of the job is always in doubt, because what he produces and what actually happens are sometimes quite different.  He may field a team that looks to be fantastic, yet due to injuries, attitudes, or bad luck, the team may not live up to expectations. The performance of the team falls on his shoulders, even though he can't be there at practice or games and participate.  It seems to be a job that can be rewarding, but also can be filled with headache and troubles.  I hope I made this analogy fairly simple to understand (if I didn't, just ask), because that is how I see the job of superintendent.  

The superintendent is focused on student achievement, and the policies he decides can affect a good number of schools.  He doesn't, however, know every little thing that needs to be done at each site.  Walters and Marzano describe that, "Effective superintendents allow school sites 'defined autonomy' - that is, the freedom to make instructional decisions within the framework established by the goals and the mandated instructional program."  I feel my district's superintendent has really allowed for this in many areas.  He has set the parameters through the district's mission, vision, values, and goals, and schools then operate within that framework.

When I'm a principal, I'll know, that when I'm within the district's framework, my superintendent has my back.  I think our relationship will be quite similar to a professional teacher-principal relationship, with the exception of proximity.  I'll look up to him as a leader, work within his set guidelines, respect his broader vision, go to him with possible issues or for advice when necessary, etc.  And, at least, when times get tough, I'll know he's dealing with more than I am. :)