In the years following the pandemic, the role of the school district superintendent has undergone significant transformation. What was once primarily an internally focused position has now expanded into a role that demands a considerable amount of external engagement and political savvy.
According to Dr. Lindsay Whorton in her article, “Beyond Impossible,” the superintendent’s role is described as “virtually impossible as currently understood and practiced.” The pandemic has only exacerbated the challenges, pushing superintendents to the brink as they manage the complexities of public school administration, shifting educational priorities and the ever-present scrutiny of stakeholders.
In a bygone era, the superintendent’s role was already demanding, with responsibilities stretching across various domains from academic leadership to community relations. However, superintendents today are increasingly expected to serve as civic leaders, balancing the needs of their school communities with the broader socio-political landscape.
This shift has redefined the superintendency, requiring leaders to be more externally focused and politically aware, even as they strive to maintain their core educational mission.
Being political without being a politician
One of the most significant shifts in the superintendent’s role is the necessity of being “political” without becoming a “politician.” In this context, the distinction between these two terms is crucial for effective leadership.
Being “political” involves being savvy, understanding the dynamics at play within a community and being able to navigate complex social and political landscapes. It requires a superintendent to be aware of the different stakeholders, their interests and how decisions impact various groups. This political acumen allows superintendents to build consensus, manage conflicts and drive initiatives that benefit the entire community.
On the other hand, becoming a “politician” in the role of superintendent can lead to negative outcomes. A politician, by nature, often seeks to build coalitions, win support and navigate through a lens of winning and losing. This approach can force superintendents into taking sides, leading to polarization within the community.
For example, when ushering in a new initiative related to student learning, a superintendent who approaches the situation as a politician might focus on securing the support of a particular group at the expense of others, thereby creating division. In contrast, a superintendent who is politically minded would seek to understand the concerns of all stakeholders, fostering a dialogue that includes diverse perspectives and working toward a solution that serves the broader good.
Clear values and vision
Being political in the context of superintendency is not about partisan maneuvering but about navigating diplomacy. Diplomacy in leadership involves understanding the needs and concerns of various stakeholders, negotiating solutions that reflect a balance of interests and maintaining the focus on student outcomes. It is about being situationally aware and strategic, without allowing oneself to be swayed by the shifting tides of political opinion.
For instance, when implementing a district-wide policy change, a superintendent who practices diplomacy will engage with all relevant stakeholders, listen to their input and work to find a path forward that acknowledges different viewpoints. This approach not only builds trust but also ensures that the policy is more likely to be successfully implemented and sustained.
Navigating diplomacy requires superintendents to be clear about their values and vision for the district, while also being flexible enough to adapt to the needs of the community. This balance is critical; as Dr. Whorton notes, superintendents must operate as both CEOs and civic leaders, requiring them to be “aware of those political dynamics and respond to them skillfully.”
More sustainable leadership
To be successful, superintendents must learn to navigate diplomacy without engaging in politics. The role of a superintendent is to unify, not divide; to build consensus, not coalitions; and to focus on long-term, sustainable outcomes rather than short-term political victories.
By being politically aware and diplomatically skilled, superintendents can lead their districts through the complexities of the modern educational landscape, ensuring that all voices are heard and that every decision is made with the best interests of students at heart.
Superintendents who master the art of navigating diplomacy will find that their leadership is not only more effective but also more sustainable. By avoiding the pitfalls of politicization, they can maintain their focus on what truly matters—educating and empowering the next generation. This is not an easy path, but it is a necessary one for those committed to leading with integrity and vision.
Let this serve as a call to action for education leaders across the nation: Embrace the challenges of the role with the understanding that your ability to navigate diplomacy will define your success. In doing so, you will not only lead your district but also set a standard for leadership that others will follow.
References
Whorton, L. (2024). Beyond Impossible: Making the shifts necessary to thrive in the superintendent role. The Holdsworth Center.
