Reflections: Interview with a Superintendent

Reflections:  Interview with a Superintendent

It was the beginning of another long, sizzling day in Huffman, Texas.  It was Friday, the last day of week 2 … leading into a long holiday weekend.   I had just returned to my office from my morning hall duties, making sure that all our fine young ladies and gentlemen had made their way to first period and that the halls were clear.  I sat down with my coffee and began my tasks for the day when the “hotline” rang.  Our high-tech telephone system identified the caller immediately; it was my Associate Superintendent…my heart started racing…”Oh, no…what has happened now?! What parent has already called central office this morning?”  “Good morning,” I answered in a cheerful, and hopeful, tone.  “Shirley? How are things this morning?” Still unsure and a little nervous as to the purpose of the call, I responded, holding on, of course, to the cheerful tone, “Fine, just fine.  What’s going on?”  I wanted to get straight to the point of the call.  His response brought instant relief to my apprehensions.  Whew…he was calling to invite me to his office for the interview I had requested; he had time in his schedule that morning to squeeze me in.  Alas, I dodged another bullet.  “Maybe today WILL be a good day!”

I selected our Associate Superintendent of Curriculum and Instruction for my interview, Dr. Benny Soileau.  He is new to our district and has aspirations of being our next superintendent.  I wanted to hear his perceptions as a newcomer who is preparing for the next step in his career.  Our current interim superintendent has been in our district for several years in positions that range from classroom teacher to her current role.  Being new to the district, Dr. Soileau is considering many of the aspects of the interview questions as they apply to his possible role as our next superintendent.  So, I feel the interview gave me meaningful insight into his perceptions thus far of our district, our community, and what he will do to impact our schools and our students.  I learned so much from the hour that I spent with him.  I left the interview knowing him much better as a leader and a person.  Interviewing him, specifically, was beneficial because he has been a high school principal before (as I am now).  I have an idea of how my roles and responsibilities that come with managing a high school campus will apply, or “transfer,” to administrative roles at central office.  I came away from the interview with areas I’ve identified to work on in my role as a principal that will benefit me as a superintendent.

Interview responses that stood out most for me are as follow:

4.  Attributes of a good superintendent

     Dr. Soileau believes that first, and foremost, a good supt has to have the ability to build strong relationships and know how to relate to different people in different positions.  In addition, he must be a good facilitator, one who models his own expectations and those of the Board, and one who knows how a system works – the parts of the system and the roles each part plays, how to develop or polish those parts, and how to put those parts together for a high-functioning system. 

I could see that he knows each department of our district has a key role; he believes that each part has to be working well in order for the entire system to be effective and productive.  After visiting with him, I feel that he will be the type of supt to make sure each department knows their part and that they realize how vital their department (or system piece) is to the big picture.  He also recognizes that each piece of the system has to have the resources necessary to maximize their own potential.  I think he will work with each piece in our district to develop a high-functioning system.

6.  Developing a shared vision for the district

Dr. Soileau believes we have to start with a structure in place to develop a structure to develop a vision and a plan.  It’s important to have steps in place to begin the process.  He will use the administrative leadership team to develop the structures. He feels strongly that a supt has to be willing to get engaged with the community and to get representatives involved in this process.  He plans to solicit them to create opportunities to work together – these community members aren’t likely to come to him on their own.  He knows how important it is to seek these relationships out himself.  Once the vision is created, the district and community leaders are the ones who will share it.

8.  Building a good working relationship with the Board of Trustees

Dr. Soileau feels that it’s up to the supt to seek out opportunities to build relationships with each Board member to get to know them both personally and professionally.  Spending time with them one-on-one or even a few at a time gives opportunity for getting to know them better.  This gives a supt a chance to know their backgrounds and what they bring with them to the table.  It also helps to understand where they are coming from on their attitudes about issues in the district or regarding where they stand on Board decisions.  Having these relationships will help a supt be able to anticipate attitudes about the many issues that arise or decisions that are going to be made; it helps when deciding on an approach to take when seeking Board support. 

9.  Accomplishing such a wide range of strategic planning

A supt must have a strong background in data-driven decision making. He has to also have the expectations that those below him develop and use these same skills.  With current technology, we can collect data in just about every aspect of our system – academics, finance, facilities, maintenance, transportation, technology, etc.  Having a quality data collection program is important – the data must be meaningful, relevant, and useful.  If the key people are trained in using the data for program improvements and expected to do so, and if the same key people know how to manage the change necessary to make improvements, then the results will be improved performance.  Managing the different pieces of a district should be collaborative; good communication is also key to the process.

14.  Organizational leadership and decision-making and problem-solving skills in addressing     

        compliance areas and maintaining positive change

Organizational leadership has to deal with change theory and how you move a group forward -  how you put the pieces of the puzzle together.  You have to understand organizational theory to do this and make decisions.  A good supt will know where the Board stands on needs and issues of the district; he will also know where his key leaders stand on the same issues, as well as teachers and other staff.  Well-defined and communicated processes need to be in place in all areas that gives a system of checks and balances for the district to run like a well-oiled machine.  Documentation of results throughout the year is important, as well.  The evaluation/planning process is critical….recognize a problem, look for solutions, apply solutions, evaluate, make necessary tweaks or changes, and start the process again.  Each department has to know their own processes and held accountable for following through and communicating results.