Over the course of my career in education, including as a principal and supervisor of principals, I have learned the best way to start these foundational relationships is with 15-minute, one-on-one, in-person meetings with each member of the faculty and staff of the new school. While these meetings typically occur before the new school year begins, they are valuable whenever the principal can make time for them throughout the year.

I have used this process with countless administrators ranging in experience and school type, from small elementary schools to large high schools and even at the district level in a modified format. Across the board, these one-on-one conversations are highly effective and worth the time…every time.

‘Talking Out of School’ podcast: Why the Universal Design for Learning is so powerful

Here are the key steps and essential questions to ensure that these onboarding meetings are productive and enjoyable.

1. Schedule meetings with teachers’ and staff members’ busy schedules in mind.

Set up one-on-one meetings for 15 minutes with each member of the staff. This includes teachers, paraprofessionals and office, custodial and cafeteria staff. As the end and the kickoff of a school year will likely leave your staff with little spare time, make sure to let staff know the meetings are optional—you might be surprised by how many still take you up on the offer. Use an easy system for signing up, like a link to an online calendar or a clipboard with a printed schedule that can be passed around at a staff meeting.

2. Ask the right questions–and share them ahead of time.

Provide the purpose of the meetings and the questions ahead of time so that people can consider their responses and make the most of these micro-meetings. Let staff know your conversations are confidential and intended to make space for their ideas and concerns.

The three questions below can guide the conversation.

1. What are your gifts/areas of expertise? Principals need to know who their go-to people are in every area and encouraging people to recognize their expertise opens up collaboration opportunities. For instance, an education assistant once let me know her gift was teaching recess games and she became a key member of the behavior support team. Another teacher informed me their gift was tech integration; that person became our school’s “spark starter” and supported other teachers to engage students through technology.
2. What needs my immediate attention? Principals need to know what concerns staff. After hearing the same concern from more than one person, leaders have more confidence that finding a solution for this particular issue is a priority. Principals build respect and trust by taking visible action on a problem that staff have identified, especially if they can get something done early in their tenure.
3. What do I need to know to succeed as principal at this school? Principals must understand the community they serve—its expectations, aspirations, and dynamics. The answers to this question will provide valuable insights on the culture and ecosystem of the school that set the principal up for success.

3. Take action.

Consider what you heard and determine your next steps. What action items can you accomplish immediately? Which ones will become part of your 90-day plan? Having invested time and energy in these rich conversations, it’s critical to turn that active listening into meaningful actions.

Through this process, a new principal has looked everyone in the eye, listened to their input and determined a course of action. It provides a powerful foundation on which to build a team that achieves unprecedented results for students and families, and the community.

The post 3 powerful questions new principals should ask every staff member appeared first on District Administration.

Perhaps the most notable hire occurred at North Carolina’s Durham Public Schools, which has hired Anthony S. Lewis as its next leader. Lewis has served as superintendent of Lawrence Public Schools in Kansas since 2018 and was appointed to the Kansas African American Affairs Commission in 2019.

He was previously an administrator in Missouri’s Kansas City Public Schools. “I’m in this work to improve outcomes for all students,” Lewis said on Durham Public Schools’ website.

DA’s Top 100 Education Influencers list is live!

Another superintendent on the move is Indiana’s Tara Paul, who will take the helm at the Indianola Community School District after serving as the Estherville Lincoln Central Community School District superintendent. Paul was formerly the curriculum director, ESL coordinator and equity coordinator for Columbus Community Schools.

Denton ISD in Texas has promoted Acting Superintendent Susannah Holbert O’Bara to the full-time position.  O’Bara, a district graduate, previously served as Denton ISD’s deputy superintendent and a principal. In New York, James Lupini, a longtime administrator in Depew Central Schools, has been named superintendent of the Newfane Central School District.

And in Connecticut, Suffield Public Schools has chosen as its next superintendent, Matthew H. Dunbar, who is currently an assistant superintendent in Glastonbury Public Schools.

More new superintendent hiring: 

• Brian Becher, Ayersville Local Schools (Ohio)
• Stephen Bournés, School City of East Chicago (Indiana)
• Frances Esparza, Coachella Valley Unified School District (California)
• David Foster, Cattaraugus-Little Valley Central School District (New York)
• Bill Long, Center Grove Community School Corporation (Indiana)

Superintendent turnover: Departures

• Brian Dunn has resigned from the Pine Bush Central School District (New York).
• David Foster has resigned from the Wellsville Central School District (New York).
• Charles Foust’s contract was terminated by the New Hanover County Schools Board of Education (North Carolina).
• Superintendent Silvia Ibarra will retire from Valley View ISD (Texas) later this summer.
• Monty Sabin has resigned from the Moses Lake School District (Washington).
• Susan Yom and the Nyack Public Schools (New York) have mutually agreed to separate.

The post Superintendent hiring slowed but did not stop before the 4th appeared first on District Administration.

The turnaround began with Henson’s hiring in May 2020. “Let’s get rid of the jargon and the lingo, and let’s have a laser focus on children’s minds and the culture and most importantly, on the hearts of the educators who serve our children every single day,” Henson says in describing his leadership philosophy at the outset of his superintendence.

“If you have the will to win, if you are tenacious, my philosophy is we will change the trajectory of students’ lives,” Henson adds.

Henson has since helped lift Marlin ISD’s failing state accountability grade to a B-plus, recoding more academic growth than any other district in Texas, he says. Henson describes the key components of academic transformation:

1. Quality of instruction: “We had to make sure we were arming teachers with the academic and social tools to be successful.”

2. “Student achievement mindset”: “Children have to achieve in whatever they’re doing, whether it’s academically, athletically, fine arts—you all are winners. If you’re going to represent Marlin ISD, you have to achieve and compete at the highest level.”

3. Culture and pride: “It has to tug at your heart to say ‘I am from Marlin, Texas’—knowing that the media hadn’t been friendly to our district for decades, didn’t matter.”

4. Excellence is the only option. “It came down to realizing that we were going to be great in all that we do. And we committed … that we were going to provide academic and life skills to ensure every child’s potential turns into performance.”

‘School improvement is not rocket science’

Students are more likely to make progress when they can see they are making progress, Henson attests. That’s why Marlin ISD students regularly take short tests throughout the year to demonstrate their learning—to their teachers and to themselves.

“Sometimes in education, we wait too long to allow our children to know that they are getting and grasping the concepts,” says Henson, who has recently named Texas’ Region 12 Superintendent of the Year. “Hope is not a strategy. I believe that being consistent over time and being persistent in achieving will begin to build that level of confidence.”

“Our children have to need to know early on that they are brilliant, that they were smart.”

It also reflects a shift from focusing on letter grades to students’ mastery of concepts as administrators ensure teachers have the resources they need—and then the renewed energy—to serve students. “I believe school improvement is not rocket science,” he notes. “Our students, our teachers, our administrative team have the will to win—we’re going to win every single day.”

This winning culture has to be created deliberately by every adult in the district in the pursuit of what Henson calls “realistic perfection.”

“Random acts of improvement will get us nowhere,” Henson concludes. “If we can go higher, I want to go higher. I don’t want silver academically, I want gold academically.”

The post Marlin ISD was failing. Now this superintendent is changing trajectories appeared first on District Administration.

Spotsylvania County Public Schools in Virginia announced longtime administrator Clint M. Mitchell as its new superintendent. Mitchell, who has been superintendent of Colonial Beach Public Schools since 2021, has nearly 20 years of leadership experience in Virginia school systems, including stints as a principal in Fairfax County Public Schools and Prince William County Public Schools.

Among the superintendents moving to new districts is Ohio’s Jack Fisher, who has been chosen to lead Northeastern Local Schools after serving in the same role at the Lynchburg-Clay Local School District. In California, Santa Rosa City School District has picked its next leader, Daisy Morales, who is currently the Live Oak Elementary School District’s superintendent.

‘Talking Out of School’ podcast: What’s top of mind for 15 superintendents, according to an edtech CEO

Former superintendents returning to the lead role include Christopher Irving, who is taking the helm at the East Orange School District in New Jersey after having previously led Teaneck Public Schools, according to NorthJersey.com. In the same state, former Hillsborough Township Public Schools superintendent Lisa Antunes is taking over at the Little Egg Harbor School District, TAPInto reports.

And in Texas, Grand Prairie ISD has named former Pharr-San Juan-Alamo ISD superintendent Jorge L. Arredondo its next leader.

This week’s first-time superintendents include Lisa Lawson, who was picked to lead Delaware’s Brandywine School District, where she has served as deputy and assistant superintendent. She was previously an administrator in the Christina School District, also in Delaware. In New York, Andrew P. Kufel was promoted to superintendent of the Lancaster Central School District, where he has worked since 2011.

One district that’s planning ahead is Ohio’s Hamilton City Schools. With Superintendent Mike Holbrook planning to retire at the end of 2024-2025, the district this week tapped Associate Superintendent Andrea Blevins to replace him.

More new hires

• Lizsette Jimenez, San Lucas Union School District (California)
• Jason Longbrake, Fostoria City Schools (Ohio)

Superintendent turnover: Departures

• Michael Bashaw Jr. is retiring from the Thousand Islands Central School District (New York)
• Jared Caylor has resigned from the Corning Union High School District (California)
• Reva Cosby has resigned from Trotwood-Madison City Schools (Ohio)
• Christopher Leone resigned from the Regional School District 20 (Connecticut)

The post Superintendent turnover didn’t slow down for the first week of summer appeared first on District Administration.

The Pathways Alliance, a coalition of K12 and higher education organizations dedicated to supporting diverse and inclusive educator preparation pipelines, recently shared a comprehensive list of 14 teacher apprenticeship programs along with explanations and insight into each initiative. We’ve selected three examples to share with you, but you can click here to view the complete report.

Ector County ISD

Texas’ Ector Couty ISD recently approved its Registered Apprenticeship Program for Teachers, the latest “transformative step” designed to meet the rural school districts’ needs. Apprentices work with experienced educators for an extended period to gain essential skills.

One of the most crucial pieces to this initiative is the financial support it offers. Apprentices’ full tuition and fees are covered, allowing them to earn a bachelor’s degree without the financial burden. Additionally, they receive a paycheck while gaining experience with the district.

“This initiative not only elevates the standard of teacher training but also represents a significant advancement in ECISD’s ongoing efforts to recruit, retain and reward top-quality educators,” the document reads.

Missouri State University

This university is home to the Pathways for Paraprofessionals Registered Apprenticeship Program, a unique opportunity tailored to special education. The program prioritizes practical experience, mentorship and a thorough understanding of special education practices.

Most notably, the program promises flexibility, allowing paraprofessionals to enroll in entirely online classes. Participants can also complete part of their coursework at no tuition through collaboration with school districts.

More from DA: Fighting false information? 8 ways to better spread the truth

Dakota State University

The Teacher Apprenticeship Pathway helps tackle teacher shortages by giving paraprofessionals a pathway to earn their teaching certifications. It’s supported by the state’s Department of Education and the Department of Labor and Regulation.

During their apprenticeship, participants continue their work as paraprofessionals. They do not serve as teachers of record, allowing them to receive adequate support and mentoring while obtaining practical experience.

Paraprofessionals can also earn stackable apprenticeship degrees. The program is structured to provide:

• A bachelor’s degree in elementary, special or secondary education over two years.
• Virtual coursework at convenient times.
• Mentorship from experienced teachers and university advisors.

“This model helps retain talent within the community and ensures apprentices receive practical guidance from seasoned professionals,” the report asserts.

The post Teaching apprenticeships: Here are 3 models that work appeared first on District Administration.

Thomas Taylor, currently the superintendent of Stafford County Public Schools in Virginia, was named the next superintendent of his alma mater, Montgomery County Public Schools in Maryland. Taylor, a district administrator for 12 years and an educator for 25, has served as superintendent in Middlesex County (Va.) and deputy superintendent in Chesterfield County (Va.).

Atlanta Public Schools also tapped a former superintendent, Bryan Johnson, as its next leader. Johnson, currently executive vice chancellor and chief strategy officer at the University of Tennessee at Chattanooga, was formerly the superintendent of Hamilton County Schools (Tenn.) from 2017 to 2021 and chief academic officer of the Clarksville-Montgomery County School System.

‘Talking Out of School’ podcast: Why K12 branding and marketing are more important than ever

Another superintendent on the move is Ryan S. Saxe, who is taking the helm of West Virginia’s Berkeley County Schools after leading Cabell County Schools since 2017. Cabell County Schools has already selected Saxe’s replacement: Tim Hardesty, superintendent of the Mason County School District (W.Va.).

First-timers stepping into the superintendency include Michelle Thomson at the Forest Park Schools in Michigan and Jesus “Jesse” Chavarria, who has been promoted from assistant superintendent for administrative services to superintendent at the Anaheim Elementary School District in California.

Kentucky’s Jackson County Public Schools has hired Renee Smith as its next superintendent. Smith has been an administrator at Clay County Public Schools for the past 12 years.

In Texas, Houston ISD administrator Joseph Villarreal has been named superintendent of Santa Maria ISD while in Ohio, Zachary Weagley has been picked to lead the Keystone Local School District. Weagley is currently assistant superintendent of teaching, learning and leadership for the Willoughby Eastlake City Schools.

More new hires

• Nick Angel, Grass Lake Community Schools (Michigan)
• Rex Booth, Trigg County Public Schools (Kentucky)
• Melissa Carruth, Clarenceville School District (Michigan)
• Natalie McCracken, Norwin School District (Pennsylvania)
• Jose Reyes, Alexander City Schools (Alabama)
• Denise Rugani, Liberty Union High School District (California)
• Jimmy Wright, Wells ISD (Texas)

Superintendent turnover: Departures

Among the most notable departures is Jamie Wilson, who is retiring after 12 years as superintendent of Denton ISD in Texas. In New York, Superintendent Daniel D. Bowles will retire in August after leading the North Syracuse Central School District since 2019. Elsewhere:

• Jaime Cole is resigning from Peru Community Schools (Indiana).
• Thurston Lamb resigned as superintendent of Henderson ISD (Texas).
• Superintendent Carol G. Perez has reached a separation agreement with the Mission Consolidated Independent School District (Texas).
• Superintendent Cosimo Tangorra will retire in March from the New Hartford Central School District (New York).

The post Superintendent turnover: 2 big districts pick new leaders appeared first on District Administration.

Marion County Public Schools’ Artificial Intelligence Magnet Program will enroll its first students in the 2024-25 school year and “connect emerging and existing technology into core classes and electives” that lead to industry certifications, explains Gullett, who has led the North Florida district since 2020.

“Since a core component of our strategic plan also focuses on entrepreneurship, this could lead to additional ways students can launch into using artificial intelligence in the future as we increase efficiency and outcomes in the marketplace,” says Gullet of the program that is powered by a partnership with the University of Florida.

Superintendent turnover: 3 big districts make important changes

District Administration recently interviewed Gullett about the unique aspects of leading a district with a wide range of magnet programs that span all grade levels. Here’s what she had to say.

1. Let’s start with an overview of your district’s programs. Just how many magnet schools do you operate?

“Marion County Public Schools offers a variety of magnet programs that provide a broad range of choices for students who want to learn more about specific careers or specialized academic areas.

Since the 2020-2021 school year, we added eight new programs, including the first districtwide early learning academy focused on literacy and music to prepare our youngest learners for a strong academic future. Students at Fordham Early Learning Academy can engage as 3-year-old learners, and families are encouraged to attend a unique Stepping Stone collaborative experience that covers birth to 3–year–olds. The Fordham Early Learning Academy partners with the Marion County Hospital District to offer support in food and nutrition.

All high schools have at least one academic program, such as Cambridge or International Baccalaureate, and they also have at least one career magnet program, such as engineering or manufacturing. Additionally, five middle schools and seven elementary schools offer magnet programs. These magnet programs provide learning opportunities in STEAM, visual and performing arts, aviation, equine and artificial intelligence.

In the upcoming year, we are excited to offer our first dual language program in the district at Saddlewood Elementary. Three middle school programs offer academic magnet programs as well.”

2. What’s unique about leading a district that prioritizes magnet programs?

“Our vision in Marion County Public Schools is “Helping Every Student Succeed.” Providing choice and access to high-quality learning ensures that every student is afforded the pathway to a bright future.

Magnet programs play a vital role in offering unique experiences and options for students. Providing specialized, rigorous curriculum and high-interest topics helps students explore careers and academic pathways that students may not have realized without a specific magnet program. These options ensure that regardless of a student’s background, they can thrive in a challenging and innovative environment. Magnet programs truly elevate choice and access for every student.”

3. How does the district “market” its magnets – in other words, how do you and your team make families and students aware of the programs and get them excited to participate?

“Marion County Public Schools utilizes several different marketing strategies. However, the largest outreach occurs in the late fall and early winter. In late fall, we host a Magnet Program Expo for families and community members. This expo is an opportunity for all schools that offer magnet programs to gather in one location. The schools showcase their magnet programs and successes at this expo event with many hands-on activities.

Families and community members who attend the expo can visit all schools and hear about their magnet programs. Families can talk with school staff about the coursework and hear from students who attend the magnet programs. This is a great way for families to learn about magnet school options.

Shortly after this expo and through early winter, schools host Magnet School Showcases where families can visit the school, meet school staff, explore the magnet programs in more detail and hear about other opportunities each school offers.”

4. How do magnet programs promote student success and what outcomes are you measuring?

“Students in academic, high school magnet programs can earn college credit or special diplomas recognized by colleges and universities. The magnet programs also promote success for students who want to enter the workforce after high school. Many magnet programs offer industry certifications that help students land careers right out of high school.

We currently measure high school graduation rates, program completion and industry certifications; however, we are developing a system to identify students and track even more data such as attendance, proficiency and learning gains.

One specific way we have engaged deeply with the community for student success is by launching the first-of-its-kind, state-approved curriculum for our equine magnet at North Marion High School. As the “Horse Capital of the World,” this was an area I immediately recognized as a need coming to this community. We have a huge demand for the workforce and this program now provides a pathway to local and state collegiate programs. It has been well supported by the many generous equine partners who support the magnet program at the high school and engage with all of our schools, beginning in the elementary schools to provide hands-on learning on what this future can look like for our students.”

The post AI magnet school: Why this superintendent is launching one appeared first on District Administration.

If you’re a superintendent or administrator trying to tackle public relations, this week’s guests on District Administration’s “Talking Out of School” podcast are here to help. Lynette White is the district and community relations coordinator at the Banning Unified School District and Renae Bryant is the director of plurilingual services at Anaheim Union High School District.

These California educators host “The Ed Branding Podcast” and co-wrote The Ed Branding Book: How to Build Educational Leadership with Social Influence and their areas of expertise are becoming crucial skills for K12 leaders to master—considering challenges such as declining enrollment and politicization. But, White warns, don’t try to tell your story with “make-it-free” marketing.

It takes an intentional strategy to define your brand and engage your community on social media, she says. “There are a lot of negative things that are always out there about public education,” White continues. “It’s important for us to share the amazing things our teachers and our students are doing in classrooms every day.”

It’s not just superintendents—or their public information and communications officers—who need to tell their district’s story. Leaders must encourage teachers, school board members, community members and other stakeholders to get involved in K12 branding and marketing on their various channels. Bryant, for example, has recently been busy promoting her district’s extensive dual-language programs and parent involvement in Anaheim Union’s community schools.

It’s not a given that communities know what happening inside public schools. “We make a lot of assumptions in education: ‘Oh, they know this, oh they know what,'” she attests. “We’re in a state now with public education where we need to be very explicit about the very good work we do and how we are helping scholars, staff and families and community on a daily basis.”

Superintendents and their teams should shy not away from using social media, particularly LinkedIn and Instagram. “It’s a space in education that we have to be in,” she explains. “My advice is to make that feed positive. … it’s hard to get mad at the teacher who’s posting amazing things that are going on in their classroom and is purely focused on what they’re ding for their students.”

Listen to the podcast below, or on Apple, Podbean or Spotify.

The post K12 branding and marketing: Why they’re more important than ever appeared first on District Administration.

Yvonne Stokes is taking the helm at the Gary Community School Corporation in Indiana after having previously served as superintendent of Hamilton Southeastern Schools and assistant superintendent of the School Town of Munster.

“The school board, district staff, families, community and state leaders are dedicated to eliminating the effects of structural and systemic inequities that negatively impact students,” Stokes said on the district’s Facebook page. “These efforts resonate with me because I am passionate about breaking down barriers and creating access and opportunity for all our students to be successful.”

Torie Gibson will lead the Livermore Valley Joint Unified School District in California after serving as dual superintendent for the Amador County Office of Education and Amador County USD. Gibson has spent nine years as a superintendent. In New York, Superintendent Richard DeMallie is moving to the Fonda-Fultonville Central School District from the Fort Edward Union Free School District.

Randi Anderson, an educational consultant who has been superintendent in rural school districts in Pelican Rapids, Minnesota, and Shawano, Wisconsin, was named the next superintendent of The School District of Sevastopol in Wisconsin.

First-time superintendents

Dorchester County Public Schools in Maryland promoted Interim Superintendent Jymil Thompson to the full-time position. Thompson was previously Dorchester’s assistant superintendent. In the same state, Mary Boswell-McComas, currently a principal in Baltimore County, was appointed the next superintendent of Kent County Public Schools.

Lawrence County Schools in Kentucky has promoted its chief academic officer and a member of its class of 1989, Katie Webb, to become its next superintendent. Webb also worked as an administrator in Paintsville Independent Schools. Ohio’s South-Western City School District has tapped Worthington City Schools Assistant Superintendent Randy Banks as its next leader. Banks spent 13 years as a Worthington administrator after serving as a middle school principal in the South-Western City School District.

‘Talking Out of School’ podcast: Closing the digital access divide

Two Michigan districts hired first-time leaders. East Jordan Public Schools has picked Enos M. Bacon III, a principal in a nearby district, and Onsted Community Schools has tapped Jonathan Royce, also a principal in another district.

Back east, Pennsylvania’s Millersburg Area Board of School District has picked its next superintendent, Lee Christine Bzdil, a former special education teacher and administrator. The Bolivar-Richburg Central School District in New York promoted the principal of its high school/middle school, Jeffrey Margeson, to superintendent.

More new hires

• Bryan Allen, Clyde CISD (Texas)
• Angelo “Frankie” Alvarado, Douglas County School District (Nevada)
• Kristine Martin, Washington Local Schools (Ohio)
• Kelly McClain, Litchfield CUSD #12 (Illinois)
• Vito J. Perrone, Hampshire Regional School District (Massachusetts)
• Patrick Sánchez, Live Oak School District (California)
• Julianna Stocking, Merced City School District (California)
• Anthony Stretar, Black River Local Schools (Ohio)
• Rick West, Bloomfield Hills Schools (Michigan)

Superintendent turnover: Departures

• Vilicia Cade has resigned as CEO and superintendent of the Capital School District (Delaware).
• April Childers will retire from Rabun County Schools (Georgia) on Sept. 30.
• Michael Daniels is retiring from the Canon-McMillan School District (Pennsylvania) after holding the position for 13 years.
• Kim Kellison has resigned as superintendent of the Winston-Dillard School District (Oregon) to become interim superintendent of the Silver Falls School District.
• Heather Luznak was fired as superintendent of New Lothrop Area Public Schools (Michigan), WJRT ABC 12 reported.

The post Superintendent turnover: Lots of leaders find new homes appeared first on District Administration.

All new roles present challenges, but in our experience the transition from the principalship to a district role feels like a very big step to many people.

In this article, we’ll look at why that’s the case. First, we’ll define district leader success criteria. Then we’ll discuss why, as the cliche says, ‘What got you here, won’t get you there.” Finally, we’ll look at the leadership shifts—in perspective, behavior and priorities—that provide a path into effective district leadership.

6 keys to district leadership

The core challenge for new district leaders is about identity. You got promoted because of your success leading adults who reported to you. While you certainly had a boss or two, you spent nearly all your time as The Boss (apologies Bruce!) at your school.

As a district leader, you’ll spend most of your time surrounded by colleagues and by more senior leaders. One newly promoted leader told us, “I used to make 30 quick decisions in a day as a principal and now every decision I need to make requires a meeting or a committee.”

As you build a new identity as a district leader, consider how will you be judged given the daily attention you’ll be getting from everyone around you. We believe these six success criteria can serve as a scorecard:

1. Achievement of district goals. All district leaders are expected to understand, promote and execute the district’s goals.
2. Improved student outcomes. As a school principal you had a direct impact on student outcomes. Now your impact will be less direct, but unless you’re in a purely operational role you’re still expected to improve student performance.
3. Effective team functioning. Because of the transparency and cross-functional nature of district work, you’ll be judged by your ability to keep your team on-time and on-task.
4. Successful cross functional work. While it’s important to know your “lane,” it’s also important to be seen as a team player by colleagues and be seen by senior leaders as someone who can manage projects.
5. Sustainable initiatives. You’ll likely be expected to design and implement new projects, anticipate trends in your area of responsibility and determine what’s worth spending time and energy on. If you are implementing larger district initiatives, you will want to use strong change management practices to ensure both fidelity and sustainability.
6. Stakeholder satisfaction. Getting to know your end-users and customers quickly will be critical, even if it’s your hometown (sorry again Bruce). You need to understand who they are and what they need and confirm those findings with the senior team in relation to the broader district goals.

Why is district leadership different?

Earlier, we used the cliché: “what got you here, won’t get you there.” The reason that the move from school to district leadership feels like such a big step to many leaders is because the skills that made you a successful— and promotable—principal are in some way counterproductive for district leaders.

:Superintendent turnover : Frenzy of moves as school year ends

As a principal you were able to build strong relationships with staff and students because you saw them everyday and got to know them. As a district leader, you’ll spend less time with more people making it hard to use relationships as your ‘go to’ appeal.

As a principal you could make dozens of quick decisions in a day and delegate tasks to direct reports. As a district leader, many decisions require discussion across teams or departments, stretching out the decision-making process.

As a principal you focused on things that were happening that day or as far out as the next break. You were excellent at “firefighting.” As a district leader, you are asked to think about next year and the next several years, reducing the level of urgency.

As a principal you were a generalist. You could build a master schedule, deal with an angry parent and give effective feedback to a new teacher. Except for the superintendent, district leaders are functional leaders, experts in important but narrow roles. You might be tempted to debate things that you experienced as a principal that didn’t seem quite right coming from a central office. Use these perspectives and trust your intuition with your team, but resist ‘fixing’ other departments until you know the lay of the land.

As a principal you established the political context. Others knew what was important to you, how you would react to different situations and how you managed others. As a district leader, you have been dropped into a complex political context where you don’t set the tone.

Making the shift

There is a path to becoming a successful district leader that will take at least a year to master but can be accelerated through intentional shifts in perspective and behavior. Those shifts are:

1. Observe and learn the political context. You have leadership skills and capabilities but not all the context to use them effectively. Ty Wiggins, author of The New CEO offers this advice: “If it’s on fire, fix it. If it’s smoldering leave it alone until you have more context.”
2. Be strategic. Lengthen your time horizon to focus on the district’s goals. Trust the managers on your team to develop the tactics for getting work done.
3. Build your team. Distribute leadership across the team and make sure they can articulate and measure their goals. Provide training and coaching. Interact intentionally with them individually and collectively.
4. Support your colleagues. Be curious about how they work and make decisions. Have their back in meetings. Offer opportunities to work together on small wins.
5. Focus on your function but don’t become an island. We agree with Patrick Lencioni’s focus on “Team #1”—your boss and their team—but it’s also important to master your team’s specific workflow and production.
6. Don’t talk about the work, do the work. Let a good ol’ dry erase board in your office talk about the work for you. Your meeting calendar will prioritize your work quickly. Don’t let it. Prioritize the work and then your calendar. The number of meetings can quickly overwhelm you. When invited, ask why your attendance is needed and how you can best prepare and participate.
7. Communicate and advocate. Celebrate success. Be humble about challenges. Make it easy for others across the organization to see what you are working on and how they’re connected to it. Be sure to state your team brand and department mission in most conversations so people get to know what you’re about and where you’re taking your team.

Congratulations on moving into a bigger role. You are likely on the way to even bigger and better things!

The post Welcome to district leadership: 7 things you need to know appeared first on District Administration.