Professional Documents
Culture Documents
By Becky Gerdes
School District and the Dover-Eyota School Districts, as well as from my 20 years of personal
experience as a public-school educator and administrator, I believe that the foundation of the
superintendency in the 21st century is tied to the working relationships with the school board,
community groups, teachers, parents and students. The superintendents with whom I worked
displayed excellent communication skills, understood the instructional process and worked to
create functioning, efficient and effective systems to build the financial and educational
use of social media for communication purposes. For example, I have had experiences blogging
and have worked with a team to maintain our facebook and twitter sites for communication
purposes. During my internship, I realized that communication is 115% of the job, whether it is
working with teachers, principals, the public or individual stakeholders. Sometimes the
communication is very public and sometimes it is behind the scenes. Spending time
communicating in a real and authentic way, as well as listening and sharing information, are
board and various community groups; this aligns with the competency focused on policy and
law. The Burnsville-Eagan-Savage School District has been working intensely with local
realtors. They found out that when they were facing significant budget reductions, the
community and realtors were out in force supporting the school. These are the kind of
relationships that make a critical difference. The job of the superintendent, through a policy and
law lens, is to teach the community why they should value the school, what the school has to
offer and how the school makes a difference for the community, for the state, for the nation and
Through my conversations with Superintendent Amoroso, I have learned that she focuses
on differentiating resources and staffing based on building needs, rather than on assigning
resources and staff equally for each school. As educators, we have a moral responsibility to level
the playing field and make sure all of the students are getting what they need. That is a big part
commodity for anybody who is working in the public government sector, but especially for a
superintendent. One example is the school district’s budget. As transparent as districts have
become in publically sharing the budget, there are always changes and new updates. However,
for me, transparency is about being able to connect and relate to people from any walk of life.
Both districts continue to focus on why students need the new technologies that are
offered in schools today. This topic aligns with the competency of judgement and problem
analysis. When we talk about students using iPods, smartboards, ipads or tablet PCs, some
members of the community don’t understand why students need these technology items in the
classroom. These individuals don’t understand the relationship between new technology and
learning. I believe that we need to become more authentic, transparent and educational in
sharing how these new technologies support learning and reach beyond what we’ve been able to
previously accomplish.
The national media has tarnished peoples’ sense of what is happening in the schools
across the country. One way to combat this concern is by being actively involved in
conversation with local, state and nationally-elected officials. This area aligns with the political
influence and governance competency. As a superintendent, one needs to actively engage with
its community members. Both of the superintendents I shadowed seek opportunities to engage
with parents, community members, and elected officials - particularly groups that represent the
Superintendents should be lifelong learners. For example, it is important that they stay
connected with the learning work that teachers are trying to accomplish on a day-by-day basis.
In addition, superintendents must develop teams of diverse individuals who bring different skills
and ideas to the table. Although diverse teams may initially struggle to build a sense of
teamwork, in the long run, the collective intelligence and innovation that is produced by diverse
teams is far superior than what most homogeneous teams accomplish. I appreciate people who
challenge me, who propose innovative ideas, and who offer different perspectives about school
The job of a superintendent is to support, facilitate, model and to ensure that learning is at
the center of all decisions and behaviors; I will strive to do this every day as superintendent.
First and foremost, great leaders have a sense of intuition of how to connect with people in such
a way that they can lead from their heart, soul and mind. Superintendents help educate our
young people so that they can lead as they grow into adulthood and eventually become the
addition to the cognitive, critical thinking, and social-emotional skills they gain at school.
It is really that passion-driven leadership that brings people together and causes them to
feel like they are part of a collaborative project and decision. To me, great leadership is about
finding that passion and transferring it to others in the organization as they carry out their work
as well. Working as change agents, superintendents can strengthen school districts through their