The missing link in school reform.

Unlike the happy endings that fairy tales are made of, school reform requires more than a kiss to convert a frog into a stunning prince. It requires leadership by committed, effective superintendents and their equally committed staffs and communities.

But current reform efforts overlook the vital role superintendents play in school improvement. In fact, today's reformers often believe superintendents are part of the problem rather than part of the solution.

It is somewhat ironic that while educational reformers look to the CEOs of private industry for solutions to educational concerns and challenges, superintendents are not afforded the same recognition and respect in their own world, that of education. Today's school leaders are largely undervalued, as evidenced by recent efforts to recruit superintendents from outside the field.

Yes, it takes a special person to head a successful Fortune 500 company, but look at what it takes to lead a school system, to fulfill the public's charge to ensure every child succeeds. Effective school leaders are visionaries who have a deep understanding of what schools are all about. They are able to articulate their vision clearly and persistently through realistic goals and standards.

Effective superintendents also have the ability to match tasks with talent, align scarce resources with school needs and use every opportunity to improve the lives of the students and the adults in their charge. They have the self-discipline to evaluate fairly how standards and resource management are meeting improvement goals, the ability to communicate with a diversity of school interest groups and the fortitude to maintain an unyielding commitment to educational excellence.

Superintendents do more than build relationships, monitor school district data, coordinate activities, manage financial resources, maintain school facilities and direct support services. They also establish an atmosphere conducive to learning, provide instructional leadership and set high expectations.

Given the complexity of the position, the time constraints and the demands of the community, the school board and the staff, how can superintendents maintain a commitment to school improvement? Effective superintendents have the knowledge and skills to efficiently use existing school resources and institute appropriate staff development activities. They form a team of educators and stakeholders they can rely on to help improve instruction and learning opportunities.

Superintendents who are committed to school improvement develop appropriate measures to evaluate the success or failure of such efforts. Since criticism is indigenous to the superintendency, in order to hold their ground against attack, superintendents must back their decisions with solid reasons and provide data to prove progress. Effective superintendents know when to stay and fight and when to retreat. If retreat is in order, they make it appear as if they are leading the parade rather than running away from the mob.

Because a superintendent's daily job is so complex, demanding and often full of conflict, it takes a special commitment to initiate and establish a school improvement effort. While some leaders are content to view their jobs as maintaining the status quo and providing only those services their community or boards desire, effective superintendents are risk takers. They view their job as educating the community and staff about what is necessary to ensure an equitable education for all students. They actively support school improvement efforts that will raise expectations about student achievement and help staff and community members meet these goals.

Today's superintendents are vital players in change and improvement. I urge you to continue to make those special commitments, to focus on all children and to "Stand Up For Public Education--the Cornerstone of Our Freedom."