Superintendent as a Verb


Superintendent may be your title, but hear me out: what if we treated superintendent as a verb, instead?

Before I came to KnowledgeWorks, I was superintendent at RSU2 in Maine. I’ve realized in my time in education that as superintendents, we serve in a profession that has largely gone unchanged. We have been inundated with additional unfunded mandates and pushback from unintentionally diminishing policies all while trying to provide our kids, communities and educators what they need. The world is changing, and we need the flexibility to innovate and change, too.

So, how can we make those changes? How can we make superintendent something more than a title, but a verb, defined by our actions and core beliefs that we consider when we serve our learners? Ask yourself:

  • How do we model equity as our driver of pedagogy?
  • What opportunities do we pursue to learn from others?
  • How do we invite our communities into conversation, and act on what we hear from them?
  • How can we support innovation within our learning communities?
  • What could school look like if we focused on why we do the work, in addition to how we do the work?

In 2040, today’s babies will be 22-years-old, and they’re counting on us to provide them the kinds of learning experiences that will equip them with the tools, knowledge and resources that will ensure their success no matter how the world turns.

Strong school district leadership requites a certain set of skills. We believe these seven competencies are critical for a school superintendent to possess.