You can't please everyone.

Once upon a time there was a school superintendent who was beloved by the entire staff. Every administrator, teacher and support staff member in the school district pursued professional growth and willingly implemented new research-based instructional strategies. Every student came to school enthusiastic and willing to learn. Every parent encouraged respect for the schools and supported the district's efforts. The community valued its schools to the extent that it provided sufficient resources.

And to top it all off, when outsiders asked why the school system seemed to run so smoothly, the most common refrain was: "We have a great superintendent."

A Common Disconnect

Sounds like a fairy tale, doesn't it? Maybe it is because of the disconnect that exists between the idealized superintendent and the realities of effective leadership. Is it possible to be beloved by all and still be an effective leader? Experience says no.

Educational leadership is primarily about relationships. The nitty-gritty of a superintendent's role includes budget, policy and contracts. However, if the real work of a superintendent is to be accomplished with the greatest ease and efficiency, there must be an investment in forming relationships with key personnel. At the same time, while these relationships not only can facilitate desirable results, they also have the potential of undermining the superintendent's effectiveness.

One of the most important lessons for a new superintendent to learn is that no one can please everyone. In its simplest form, if two parties present conflicting sides of an issue, the best one can hope for is a resolution that makes everyone a little happy and everyone a little unhappy. In the event that a compromise is not appropriate, someone is likely to be very unhappy. The effective leader understands this concept, bites the bullet and moves forward as kindly as possible.

This scenario plays itself out constantly in school leadership. Over time, all administrators acquire reputations that are based on their responses to this scenario. Several factors consistently enter into such conflicts and, as time passes, those in the schools and the community begin to recognize patterns that affect their perception of the superintendent and may influence their level of confidence in his or her leadership.

Is a decision the result of political pressure? All superintendents are likely to have to engage at some time with political figures or others with influence who may try to use their positions in the community to manipulate an outcome. Count yourself lucky if the members of your school board serve with only the best interests of the school district in mind. A member who seeks residency status for an out-of-town relative to avoid paying tuition or another who advocates for an unearned salary increment for a popular coach will not look kindly on a superintendent who thwarts his or her efforts.

Other sensitive issues might relate to the filling of a position (the proposed hiring of a son or daughter or a friend); requested intercession on behalf of the offspring of a golfing partner or a prominent neighbor; or even an impending election (attempted intimidation by candidates or incumbents). But capitulation to political pressure is always recognized by those who see it for what it is.

To Act or Not?

Is a decision the result of preferential treatment? Does the superintendent turn a blind eye to an administrator's inadequacies? It is always easier to try to ignore long-standing issues rather than to invite criticism. Parents and staff may complain bitterly for years about an unresponsive or dictatorial administrator, but seeking the staff member's dismissal is apt to factionalize the school and community. The superintendent is likely to be damned if he does and damned if he doesn't. Nevertheless, both action and inaction are still decisions that will be attributed to the superintendent.

Has the superintendent risen to the top through the ranks of the system of professional friendships and loyalties? There may be a reluctance to speak candidly with a former colleague whose lukewarm efforts at implementing school district goals are not meeting administrative expectations. Staff members are always sensitive to what is regarded as favoritism, and the performance of some colleagues may eventually be affected as they ask themselves why they should go the extra mile when leadership is absent or lacking.

Is a decision the result of a dislike of unpleasantness? If a situation becomes confrontational, does the superintendent resort to appeasement rather than address the issue firmly and fairly? Parents who excuse their children for undisciplined behavior often reflect those same characteristics by attempting to bully the administration into submission.

Staff members who may resent authority and refuse to cooperate often try to rally support for their personal agendas from other malcontents. However, if conciliation becomes the standard, the word will get out in the school and the community that all one has to do to win a point is to be demanding or difficult.

A Resolute Stance

It is hard to be strong in the face of a challenging situation. Superintendents would like nothing better than to resolve issues in a fair, civil and mutually respectful manner. Unfortunately, not everyone responds accordingly, and a superintendent's long-term reputation may depend on the ability to stand firm with integrity.

Effective leadership requires a strong ethical foundation. First, seek cooperation--a joint decision is always better than a directive. However, in the face of recalcitrance, do the research, and separate the issue from self-interest. Make a decision based on principle. It may not help you to become beloved, but it will ensure you are respected.

Barbara VonVillas is a retired superintendent in Rhode Island. She can be reached at 4 Ruth St., Middletown, RI 02842. E-mail: [e-mail]