How one superintendent learned to 'pause, process and produce'
Dr. Atiya Perkins says her “Good Lesson” emerged out of her journey from “frosty to connected” during her first three years as superintendent of the district from which she graduated, Linden Public Schools in New Jersey.
“As a superintendent, you have to take ownership,” Perkins says. “It wasn’t about me explaining the details of the communications gap; it was about being an active listener. I had to validate what they were feeling and then support what they were feeling.”
“It’s not about the title,” she adds. “It’s about the human, and that we’re here together as a team because our children matter.”
Linden Public Schools sits 22 miles south of New York City and serves a diverse community of about 6,400 students. One result of the communication snafu was a framework Perkins introduced to emphasize connection, resilience, achievement beyond academics and opportunities in and outside the classroom.
She also ensures staff, families and students have multiple ways to reach her. One promising result has been increased attendance at school board meetings. “It minimizes barriers that you are untouchable” as the superintendent, Perkins notes. “The only way we can continue to build relationships with the community is by being visible.”
Her “pause, process and produce” philosophy urges superintendents to find time to reflect when making important decisions amid the often fast-paced environment of K12 leadership. Finding time to reflect is among the many topics that will be covered at the DA Leadership Institute’s upcoming Leadhership Network for Women conference.
“When you think about what’s happening and who it impacts, and what are the outcomes you want, and you process what resources are available,” she concludes, “you’re able to produce actionable steps that can benefit all, including yourself.”
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