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.

Interested in becoming a superintendent or advancing as one? Check out our administration and leadership graduate programs and get started today!

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There are two general paths to obtaining a superintendent’s certification, the first is obtaining an Educational Specialist (Ed.S.) in Educational Leadership degree, and the second is achieving a Doctor of Education (Ed.D.) or Doctor of Philosophy (Ph.D.) in Educational Administration or Educational Leadership. Pursuing a graduate degree for school superintendency expands the knowledge, curriculum and instructional aspect, and the degree holder’s financial and human resources leadership.

Skills I Learned in my Superintendent Licensure Program

School administrators have either a master’s degree or a doctorate in education. School superintendents have either a masters, educational specialist, or doctorate. However, there has to be a state-issued license for superintendency. Additionally, states have an exam that has to be passed in order to receive the credential. There are testing agencies that have exams for potential superintendent license holders, however, the most common is the PRAXIS School Superintendent Assessment 6991. The skills I learned in my superintendent licensure program were very useful.

The pandemic has changed school principal jobs and superintendent responsibilities. However, to be sure that students and communities have a high quality of learning, and school officials who help their teachers and students reach their full potential, there must be continued professional development. Learning how to navigate burnout as an administrator can be difficult, but enhancing skills and collaborating with school administrators from the building and the district level brings a better perspective when leading schools and districts.

Classes in the program included topics on:

• Information Management Systems
• Data-Driven Leadership
• Education Law/Policy/Ethics
• Curriculum and Instructional Leadership
• Diversity and Global Development
• Superintendents and Executive Leadership

These are a few courses that gave me an expert level of understanding the perspective of both a building-level school leader as well as a district office administrator and superintendent.

How my Superintendent Licensure Made Me a Better Administrator

Obtaining a superintendent licensure not only prepares you to be a district administrator but it also prepares you to look at the K-12 system from a broader point of view. Classes for a superintendent licensure give the practitioner expanded knowledge of school building administrator’s duties and goals and how to make an impact with the community and district. Most superintendents and district office personnel have been previous building administrators.

By obtaining a superintendent licensure best practice from building level experiences combined with networking, communication skills, and understanding school board policies and community development are all ways that obtaining a superintendent licensure while facilitating best practices with educational administration impacts a community positively. There are multiple reasons to obtain a license for superintendency, all of which are benefits personally and professionally.

Why I Recommend Superintendent Licensure

When considering an advanced degree it is important to know which graduate concentration is best for you. My personal superintendent licensure included completing an educational specialist degree and a doctor of education. Becoming a superintendent involves having a goal and vision for the future of student learning, how to support building administrators and teachers, emphasizing a high-quality education, and being a role model and leader for the community. For those who aspire to district and cabinet level positions, a day in the life of a superintendent is different daily.

Learning from an educational specialist or doctorate in education program with a concentration in superintendency teaches the practitioner to think globally, focus on learning outcomes, and be an education advocate for teachers, students, parents, and administrators. According the American Association of School Administrators (AASA), the average salary for a district superintendent is $156,648. Although there are salary ranges higher for superintendents in large urban areas, the pay for these educational executives reflects the diverse range of skills they bring and need for educational change.

Obtaining a superintendent licensure gives the educational practitioner the skills to work with business, educational, and community leaders. This allows for the growth of students, school culture, and the professional development of the educator. There are many benefits to obtaining a superintendent license or degree, however, the skills, and techniques learned vary with the individual and add value to any school district or educational organization.

Interested in elevating your career as an educator? Check out our 200+ available masters, doctorates, endorsements, and certifications to advance your career today!

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What Does a Superintendent of Schools Do?

The superintendent leads the daily operations of the school division including budgeting, hiring quality staff, and monitoring student success. The school board hires the superintendent to oversee all operations of the district in alignment with district policies. The superintendent is tasked with developing innovative solutions to a broad range of priorities including maximizing student learning.

As such, superintendents work with stakeholders to develop a vision and related strategic plan to move the district forward. In productive divisions, school boards and superintendents work in close collaboration with one another in the best interest of all students. The superintendent becomes the key spokesperson for the division and lobbies. This is for the division’s best interest at all times.

Superintendent Requirements: Skills

People-Person

Division superintendents need a myriad of skills and background knowledge. Being a people-person is likely the most important of all the skills necessary for success as a superintendent. Effective superintendents must be able to build effective rapport with a multitude of different stakeholder groups. Further, superintendents need to leverage this rapport to bring these groups together to work in alignment with the district’s vision in pursuit of increased student success and better experiences in the schools. That is, understanding and cultivating positive and productive relationships is essential to success in this leadership role.

Effective Communication Practices

Further, modeling and expecting effective communication practices within the system is crucial for success as a superintendent. Effective communication must be used and expected at all levels for a school system to grow and flourish. Communication needs to be timely, relevant, clear, and purposeful. To advance the division and maintain strong stakeholder relationships, superintendents need to be highly skilled in written and spoken communication. One of the most important strong communication skills is being an active listener. Effective superintendents earn credibility through listening and considering input.

Division Representation

A superintendent must understand that they are always representing the division through instructional leadership, and more. Aligning with the thought that a superintendent always represents the school division, a superintendent must have the ability and dedication to model the way for fellow staff. The superintendent needs to make grounded, logical decisions that are both ethical and equitable. Actions are grounded in what is best for students and in alignment with code and school division policies. Superintendents must embrace living in glass houses and understand that they will become public figures within the area.

Organization

Given the demanding schedule and pressures from multiple groups, a superintendent should be organized and have the ability to both delegate and prioritize tasks as appropriate.

An effective leader understands the impossibility of perfecting everything overnight. As such, they must strategically decide which challenges to pursue with sound and unbiased decision-making. The superintendent must remain stable, composed, calm, and logical in all tasks.

Superintendent Requirements: Education

It is imperative that a chief executive of a school system have extensive knowledge and prerequisite skills related to education. While the exact degree and endorsement may vary slightly, at least in title, from state to state, some basics requirements are almost universal.

While some states require a terminal degree in education, other states are willing to employ superintendents with an educational specialist degree in the field. Having an earned doctorate certainly gives a candidate an advantage in both knowledge and perception when pursuing a superintendent position. Hiring a candidate with a doctorate can add to a feeling of expertise within the district and surrounding community. Educational Leadership and Administration and Supervision are the two most common doctoral pathways to superintendent licensure.

In addition to having an appropriate graduate degree, licensure is necessary for school superintendents similar to other positions within the field of education.

Superintendents are required to be licensed in PreK-12 Educational Administration in most states. In addition, superintendents normally rise through the ranks within the educational systems and carry additional endorsements in education.

Diverse endorsements and trainings within the field make a candidate more employable. A proven success record in academic achievement and school leadership must be clear. Further, experience and knowledge of the various levels from primary to upper high school is certainly helpful.

Why Should You Consider a Superintendent Position?

A person who wants to advance and make the most significant impact possible within a district should consider applying for the superintendent position. A person should not apply for the school superintendent position solely considering pay and power. There are other, much easier, ways to achieve these two aspirations.

Superintendents need to be individuals who are servant leaders who enter the field with the noblest intentions to shape the present and future in schools. Furthermore, the impact of a superintendent can extend way beyond the boundaries of the school system as these leaders are given platforms to shape practices within the region, state, and collegiate world.

How to Become a Superintendent

School leaders’ daily actions become their extended interview for advancement. As such, the best way to become a superintendent is to be dedicated to the success of a school or a division as either a school principal or central office director. School divisions will become interested in a candidate who has a proven record of accomplishment in school leadership. Doing what is best will pay off long-term if a person wants to advance within the field.

After a potential superintendent has earned an appropriate graduate degree and related licensure, the candidate needs to promote their accomplishments that highlight effective leadership within the field. Resumes and related documents must align with the leadership post’s skills. Future superintendents seek out opportunities to present at conferences and workshops.

Many states offer statewide superintendent posting and application sites. As such, candidates can be more easily and quickly apply for multiple superintendent positions within a given state. These sites are often linked to recruitment agencies that assist both school boards and superintendent candidates.

When a candidate accepts an interview, they should invest time to better understand the school system and surrounding community. Driving through the area to see schools and resources will prove most helpful in the interview process. Further, visiting the area for the weekend allows a candidate to see if it is likely to align with their leadership style.

Interested in becoming a superintendent or simply continuing your education as a teacher? Check out our administration and leadership graduate programs and get started today!

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Differences Between Principal and Superintendent

Going from building level administration to the district level can be quite a big step, depending on the size of the school system. Perhaps the biggest difference might be the accountability aspect. Typically, a principal reports to a higher level administrator. Being a superintendent, however, requires a seven-member board to support high-level decision-making. There are also many stakeholders in the district that the superintendent must be in communication with. Managing this many people can be cumbersome at times, considering the personalities, levels of involvement, or potential political agendas of board members. It is quite a different dynamic when elected officials essentially become a supervisor of an educational professional.

The job itself is also quite different. Principals typically handle day-to-day operations of a building and have interaction with teachers and students on a daily basis. Many of the principal’s tasks are time sensitive. Conversely, the superintendent is removed from these daily interactions and is often housed away from the school buildings in a separate office. While a superintendent’s work generally contains timelines for tasks, they aren’t generally as urgent as those at the building level. You might often hear of the term “putting out fires”. The principal puts out the candles every day while the superintendent fights the house fires that happen a few times a year.

With bigger problems to handle as a superintendent, good decision-making skills are a must and developing a support system capable of giving sound, unbiased advice is something that can be very advantageous. At the principal level, bouncing ideas off of fellow administrators in the same district is typical. At the superintendent level, many issues may need the advice of higher-level administrators from neighboring school districts or other mentors familiar with district-level decision making. Stress from this pressure, among other things, can be tasking which makes personal health something to keep in check more so than in the principalship.

Requirements to Become a Superintendent 

Typically, the requirements for attaining a superintendent position has multiple layers. A potential candidate must first acquire a teaching license. An administrative endorsement is the next step and can be obtained by teaching for at least two years and earning a master’s degree in education administration. Working as a building-level administrator for two years and further coursework to attain a specialist degree in education is a requirement as well.

Some choose to go further and complete a doctorate degree or chief school business official endorsement. Doing so would qualify them for other positions in education as well. Aside from the coursework and licenses, don’t underestimate character, integrity, and experience. These are things that help land the job, and the ability to develop fulfilling relationships will make the job easier.

Transitioning from Principal to Superintendent

School administration is a challenging, yet rewarding career path. Middle-level management professionals thinking about moving to higher-level leadership may have some things to think about before doing so. If being a principal is overwhelming, taking on a superintendent position is not likely to help matters. The day-to-day stressors may be a little more manageable in the role, but the pressure of the job can be demanding. Dealing with bigger decisions, district-level concerns, and bigger budgets should not go underestimated.

There is also a distance from students and teachers that some superintendents don’t enjoy. After all, superintendents are former teachers and much of the reason teachers go into the education profession is to be around kids and make an impact on them. Often, it is difficult for a superintendent to see the direct effects of district-level decisions on students on a daily basis. Thus, these are things to seriously consider before pursuing becoming a superintendent.

Some considerations to make the transition from principal to superintendent easier might include shadowing your current superintendent and being inquisitive of what the major pros and cons of the job are. Some degree programs require an internship, which would be quite beneficial for learning the job. Speaking with board members and learning their expectations of the superintendent role would also be beneficial. Filling the role of interim superintendent or assistant superintendent may disclose the most information about the job.

Despite the enormous responsibilities and challenges, there are rewards. Having the ability to make high-level decisions and working with people in various industries keeps the job interesting. Being looked upon as an influential voice in the field and for the next generation carries with it a feeling of appreciation. There are also financial rewards. Even though most people don’t get into education for the money, most district-level administrators earn a respectable salary. Even though administrators typically work quite a few more hours than teachers, it is still a worthwhile venture.

There aren’t an abundance of superintendent jobs available, but there is also not a large pool of applicants due to the qualification requirements. This makes demand relatively high. Carefully considering factors that support the upward move and finding cohorts with experience in the profession will be invaluable in the transition.

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