The primacy of the superintendent.

We have read and heard about school superintendents who are living "change agents"--leaders with solid beliefs, proven values, steadfast courage, clear vision and strategic plans to transform ineffective and low-achieving school districts into high-performing examples of success.

These superintendents are not superhuman; they just care too much to accept the status quo. They are not all-knowing; they just know that children can learn and the key is in the teaching and supervision of instruction. They don't disregard or downplay the negative impact of poverty, but they don't accept poverty as an excuse for not teaching and learning. They lead the district, but they know the key leaders are the teachers and the principals who supervise them.

The primacy of the superintendency is just what the term conveys: It is the primary position of authority and preeminence in the school district, but it is no stronger than the support it generates from the people. Yes, the superintendency is a position that attracts attention and accountability. However, the primacy of the job is enhanced by the quality of the leader in the position.

As I think of these outstanding change agents, I think of superintendents like John Simpson and the primacy or pre-eminence of the superintendency he demonstrated in transforming the Norfolk School District in Virginia. Simpson is but one example of those school district leaders who are demonstrating the primacy of the superintendency. They all share the common practice of looking beyond what is and seeing what it must become. They make great things happen for children because they know that leadership can create positive change and district transformation.

Recently the Mid-Continent Research on Education and Learning conducted research on the impact superintendents have on student achievement. McREL's conclusion is that yes, superintendents can and do influence student achievement. They do that by sharing the leadership role with boards, administrators and teachers, thus empowering those around them to embrace and promote the district goals for student achievement.

This is yet another element of the primacy of the superintendent--the ability to bring out the best leadership qualities in colleagues, parents and students and engender in them the same kind of passion for the district's vision and goals.

The promise or hope of successful leadership fades when followers fail to follow. School administrators reject new programs or drag their feet during implementation and teachers continue old, ineffective practices when they do not accept the superintendent's vision and goals. This apprehension creates unrest and tension in the district, not only hampering reform efforts, but affecting the superintendent's relationship with the board of education.

Communication is the essential tool for building the case for change and creating the mandate for destroying the status quo. It is the key to neutralizing or defeating the common attitude of "this reform, too, shall pass." The superintendent's duties are too vast and complex for one person to do effectively, so delegation is essential for success. District leaders must use purposeful strategies to connect with, engage and collaborate with administrators, teachers and staff.

In the end, however, responsibility and accountability can never be delegated to others; the superintendent is always responsible for what happens in the school district.

A major factor in creating the right climate is making sure the right people are working with the children. This is achieved through comprehensive recruitment, effective staff development and clearly defined and supported expectations. If students are to achieve, teachers must teach effectively and administrators must monitor and supervise the total process. It all starts with the expectations and work of the superintendent.