Superintendents’ Strategic Leadership for Just and Equitable Systemic Change

• In Event: School Districts in Precarious Times: The Extreme Politicization of School Board Governance and the Superintendency

Abstract

Background
After leading their school systems through contentious COVID-era changes, the most vocal social justice-oriented superintendents found themselves pushed out of the superintendency (Lopez & Cobb, 2022). This begs the question of how current superintendents can lead and sustain just and equitable systemic change without losing their jobs.

Purpose
Aligned with the 2024 AERA Convention theme, Dismantling Racial Injustice and Constructing Educational Possibilities, this study seeks to understand how current superintendents can lead and accomplish just and equitable systemic change in conflict-charged environments. This study contributes to the slowly burgeoning research base on how superintendents can be transformative racial justice leaders (DeMatthews et al., 2017; Nash & Grogan, 2022).

Theoretical Framework
Transformative leadership theory centers the transformation of systems to be more just, democratic, and equitable (Shields, 2016, 2020). We leverage transformative leadership theory to answer the question: How do superintendents lead just and equitable systemic change in their school systems given their current precarious political environments?

Methods
Data Collection: We interviewed 20 superintendents in a major metropolitan area. Each interview lasted approximately one hour and was conducted in person or via Zoom. We asked each participant about the current state of the superintendency, their challenges, and strategies to lead equity initiatives.

Data analysis: First, we open-coded interview transcripts and developed a codebook. Then, using those codes, while remaining open to new ones, we deductively coded the transcripts in NVivo. Next, we created analytic memos to arrive at themes that describe superintendents’ challenges and their strategies for addressing systemic inequities.

Findings
Superintendents have to be more strategic than ever to lead just and equitable systemic change. This calls for less noticeable structural changes - specifically, looking at hiring practices and centering students without using triggering terms - while also making more noticeable changes - specifically, involving multiple stakeholders and strategically communicating with board members.

When looking at hiring practices, superintendents showed intentionality about hiring high-quality leaders and teachers of color. Some superintendents noted that this led to an overall higher number of diverse leadership and staff members in schools. Second, superintendents discussed carefully choosing the words used within equity initiatives, realizing that certain trigger words may derail their efforts.

As for involving multiple stakeholders, superintendents conducted multiple conversations with various stakeholders, collected their feedback, involved them in district-run projects, and built alliances with community power players to gain their support. Finally, superintendents emphasized the importance of continually and strategically communicating with their board members to both maintain their relationships with them and educate them about the work of the school district. In addition, superintendents described how they rethink their written communications to their boards for fear of confidential information becoming public.

Significance
This study demonstrates how superintendents can lead and accomplish just and equitable systemic change within their current tense political environments. The findings can serve as a resource for other superintendents as they seek to address their own challenges and for preparation programs in designing curriculum to prepare future superintendents.

Authors

• Lok-Sze Wong, University of North Texas

• Stephen Waddell, University of North Texas

• Tatiana Kurochkina, University of North Texas