Foundations of Strong Superintendent-Teacher Relationships
The foundations of superintendent-teacher solid relationships directly align with building strong relationships with any stakeholder group or individual. Three essential traits are necessary for the development of strong relationships among the superintendent and the division’s teachers. These traits are trust, communication, and presence.
When considering superintendent relationships, it is essential to remember that attitudes are contagious, and everyone is looking to the superintendent for direction. Superintendents often rise to their positions due to success in the classroom. Effective superintendents know that maintaining strong connections to the classroom is essential to remain relevant and purposeful.
Trust
Trust is likely the most crucial part of any solid human relationship. Without trust, people put up barriers that make the relationship far from productive. Trust is earned through actions and consistency. Superintendents need to be there for teachers when it gets hard. The actions of leaders speak much louder than words.
Superintendents must be authentic with their words so that actions align directly with what is communicated. Simply stated, approach individuals with empathy and follow through on what you say you will do. It is important to note that trust is a continuous building process. Breaking trust, even if only momentarily, will take significant time to rebuild.
Effective Communication
A second foundational piece of strong superintendent-teacher relationships is effective communication. Communication should be timely and clear. A common weakness among many educational communities is a lack of, or ineffective communication. The superintendent should communicate with teachers, and other stakeholders, in a variety of means.
Whether through email, newsletters, collaborating with the press for news stories, or written notes, an effective superintendent uses communication as a means to share vital information and let stakeholders know they are valued. Direct, face-to-face communication is powerful among a superintendent and the division’s teachers. Strong superintendents allow teachers the opportunity to get to know them. Likewise, these leaders get to know the teachers in their division.
As much as possible, a superintendent should prioritize attending functions and walking the halls of schools within the division. Occasional substituting is a way to remain connected to the classroom and the role of classroom teacher. It is important for a superintendent to not forget how demanding teaching can be.
Listening
Listening is just as, if not more, important that written or spoken words. To build strong superintendent-teacher relationships, the superintendent needs to listen to teachers. Listening helps maintain connection to the front-line work in a school division. Listening lets a person know you care about them as an individual. Humans, in general, need to know that a person cares before they will open themselves up to work in true collaboration.
Listening should be active and aimed at gaining understanding. When a leader listens to respond, much value is lost in the message. A true leader listens to understand. As one listens, it is essential to ask clarifying questions. It is important to note that listening does not mean that teachers will get their way, but instead it means that the concerns and input of this vital stakeholder group are valued.
Presence
The final foundational piece that is essential to building strong superintendent-teacher relationships is presence. It is easy for a superintendent to become overwhelmed with the job’s daily demands and spend a significant amount of time in the office. Yet, being present in the division and region is essential for a successful superintendency.
A successful superintendent prioritizes this role and delegates other duties if they become overwhelming and overshadow the ability to be present in the school system. Attending local events, ballgames, and regional board meetings and spending time in schools is an investment in building strong relationships with stakeholder groups, including teachers.
When superintendents attend functions, they should model the way. That is, they should represent their expectations. An effective superintendent has high expectations of staff but places the exact high expectations upon themselves. To build strong relationships, one should not expect others what they are unwilling to do. The superintendent should be appreciative of teacher efforts and recognize achievements on a consistent basis.
Building Trust and Collaboration
Simply stated, trust is earned. No title or degree yields trust. Trust is earned in the trenches through support and learning community contributions. Further, trust unites people in pursuit of common goals. A superintendent must be authentic to earn trust. Actions speak louder than words so how a superintendent spends their day should align with their values.
Strong superintendents do what they say they will do and follow through on commitments. Conversations and written messages should be timely and address the issue at hand. Many times, being heard is just as important as the outcome. The individual is left with a sense of care and compassion.
Trust and collaboration are earned through authentic communication and presence. The foundational components of strong superintendent-teacher relationships are interwoven and difficult to separate. As such, the components do not lead to strong superintendent-teacher relationships in isolation. The power of the foundational pieces is through their collective effect.
Collaboration begins when a trusted leader listens. As initiatives build, the superintendent must be willing to participate in the initiative and offer guidance and input through the implementation and reflection phases. As such, the superintendent must have a strong knowledge of educational policies and instructional methodologies. In today’s fast-paced and ever-advancing world, another skill is essential for the superintendent during collaboration. That is, they must be innovative and able to cope with changing paradigms. It is important to note that no one person can have expertise in all areas.
When a superintendent is unfamiliar with a topic, they must be willing to say – I do not know. While not having an immediate answer is okay and makes the superintendent human, an effective superintendent researches the topic. The effort helps the superintendent gain credibility and further strengthens superintendent-teacher relationships. Strong leaders cannot shy away from things they are not good at.
Overcoming Challenges and Barriers
Building relationships is an investment that takes effort, commitment, and persistence. A division superintendent has a myriad of responsibilities that can stand in the way of the availability. The duties are often thought of at the macro level and seem to be ever-expanding. The demands of the superintendency can stretch a superintendent beyond comprehension.
As such, the superintendent must have a strong sense of self and core values. It is essential that superintendents devote the time necessary to build productive relationships with teachers. Tremendous power and value are found in human connection.
Benefits of Strong Superintendent-Teacher Relationships
Strong superintendent-teacher relationships establish a firm foundation for a productive school division. When teachers trust a superintendent, they are more likely to listen to and value what is said. The investment in these relationships is a prerequisite for increased student learning outcomes. Teacher self-efficacy increases when teachers feel respected and trusted by the division superintendent.
An effective leader knows who he or she is and is cognizant of his or her strengths, weaknesses, and core values. When this awareness is combined with strong superintendent-teacher relationships, the superintendent can share the division’s mission and vision with unwavering commitment. When all stakeholder relationships are productive, students benefit as the division is able to work together as one in pursuit of common goals.
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