Welcome to the Circus: The Superintendent as Ringmaster.

When I was five years old, my favorite aunt took me to the Shriner's Circus in Trenton, N.J. The bright lights, pageantry and excitement laced with danger remain as vivid memories of this early life experience. My attention was directed by the booming voice of the ringmaster from one exciting act to another in the three rings of the circus.

School administrators who are unhappy with their jobs sometimes use the circus as a metaphor. "This place is a three-ring circus" may mean the administrator is frustrated with the overwhelming demands of the job or possibly confused by the competing interests. Some even refer to difficult constituents or school board members as "clowns."

I have come to appreciate the fact that effectively managing a school district requires many of the same skills as effectively managing a circus and that leading a school system can be as exciting as leading a circus.

The acts in the three circus rings appear at most times to be unconnected. In one ring, high-wire artists cause circus patrons to gasp in amazement at their death-defying tricks. In another, clowns dressed in exaggerated costumes make spectators, young and old alike, laugh at their silly antics. In yet another, the audience shows genuine appreciation for the skills of tamers who somehow coax wild animals like the tiger to jump through a flaming ring and the massive elephant to balance on two feet.

Showcases of Talent

Like the circus, a school district is characterized by nonstop action and concurrent activities that sometimes appear to be unconnected. Spectators respond to the school district activities with varying human reactions--sometimes wide-eyed fear or amazement, sometimes humor and sometimes appreciation.

In reality, both circuses and school districts are tightly organized, well-planned, spectacular organizations that showcase the diverse talents of many performers. Both require experienced managers to control what otherwise could be chaos. Both require talented ringmasters to direct the attention of viewers to the varied acts appearing simultaneously in the three rings.

The successful superintendent is first and foremost a ringmaster. She or he must keep the district moving in several arenas and also know when to focus on a particular ring.

Defining the Rings

Ring No. 1 represents the management of day-to-day operations. This ring requires superior decision-making, excellent interpersonal skills and attention to detail. While business as usual is often the tenor of this ring, sometimes the ringmaster is called on to respond to crises and exercise sound judgment in addressing issues of great magnitude, such as terminating a popular teacher or expelling a student.

The attraction of the circus is in part due to the challenges and danger in its performances. If the circus is not managed properly, the public will become transfixed on failures. When the ringmaster spots trouble with an act (an aggressive lion or a fallen trapeze artist), he tries to divert the audience's attention to another act. He does this by spotlighting another ring. In a booming voice he announces, "Ladies and gentlemen, now appearing in the second ring ..." So, too, must the superintendent occasionally refocus the public on the successful performances that are occurring around the occasional failure.

Ring No. 2 represents the ring of the future. In this ring, dreams are conceived, nurtured and realized. Performers in this ring are managed by inspiration, support and the freedom to act. Here, principals and curriculum leaders imagine and create schools of the future. Magic is done through technology. New acts are encouraged and expected on a regular basis. This ring is never boring, repetitive or predictable.

The leadership of this ring requires a superintendent to be both visionary and modest. The ringmaster directs the activities but makes sure he showcases the talented performers around him.

Ring No. 3 constantly needs the watchful eye of the superintendent. This is the public arena. In this ring, we find a host of performers with disparate interests and talents, including board members, parents, politicians, public officials, community members, taxpayer associations, senior citizen groups and business owners.

Superintendents who view their role narrowly often find this ring to be superfluous and annoying. This ring includes bosses who make the performers work unreasonably long hours, prepare unnecessary reports and attend too many meetings inside and outside the school district.

This ring may seem remote from the purpose of schools, but it contains many performers and resources that are essential to the progress of the school district. It also contains performers whose egos require extra attention from the ringmaster.

Success in managing this ring requires political savvy and tremendous public relations efforts. Inattention eventually will erode public confidence and support, leading to failing schools.

Managing the Action

Circus performers and school constituents, whether students, parents or teachers, usually view the world from their own, limited perspective. The ringmaster is often the only one who appreciates the importance of each performer and understands the interrelatedness of the various acts in the overall scheme of the circus.

Managing a circus or a school system requires the ability to handle many complex tasks simultaneously. The ringmaster must pay attention to detail while never losing sight of the Big Top. To be an outstanding ringmaster or superintendent, one must have the ability to produce world-class performers and acts--show after show after show.

Judith Ferguson is consulting manager of Centennium Consultants, 11 Hendrickson Drive, Belle Mead, N.J. 08502. E-mail: [e-mail]. She previously spent 10 years as a superintendent in New Jersey.