Superintendent Interview
Recommended Interview Questions:
1.
What
is your definition of leadership?
Everyone has their own unique definition of leadership. Ultimately,
I believe that leadership is getting a group of people to move in a direction
(toward a vision) because they think they want to on their own.
2.
What
are the positive aspects of being in a leadership position, like
Superintendent?
Seeing student successes and viewing the variety of successful
leadership styles used by campus leaders to make a difference and strive
towards the vision. Different leadership styles are adaptations based on the
given circumstance.
3.
What
are the negative or difficult aspects of being in a leadership position?
Relationships. As a Superintendent, I can’t please everyone all of
the time. People do not like change or being told no. The decisions that I make
are done with the best information that I can access and ultimately made with
the best interest of students in mind.
4.
What
do you believe are the attributes of a good Superintendent?
A Superintendent must be a relationship builder, have knowledge of
laws and policies, be able to work for seven bosses, be able to deal with the
ups and downs and be able to handle negative criticism.
5.
Superintendent Competency 1 emphasizes
the importance of integrity, fairness and ethical behavior. What does
ethical leadership look like?
Like it or not,
you must always be a role model. People are always watching and if a leader is
not willing to be a walking model they can’t lead. Also, each community defines
ethical behaviors and standards that are to be exhibited by their leaders in
their community.
6. Competency 2
discuss the role of the superintendent in shaping campus culture by
facilitating the development, articulation, implementation, and stewardship of
a vision of learning that is shared and supported by the educational community.
How do you work to develop a shared vision?
The school board develops the mission, vision, and goals and then
the Superintendent is tasked with moving the district towards achieving them.
The Superintendent must model and provide for the framework for the campuses to
use in the creation of their own missions, visions, and goals so long as they
stay within the confines of the district’s mission, vision and goals. She
mentioned that it is not a district of independent schools, rather it is an
independent school district and while each school is unique they are not to be
operating in isolation from the district. Their missions, visions, and goals
should parallel the district’s mission, vision, and goals.
7.
Competency
3 discusses the importance of the Superintendent to communicate and collaborate
with families and community members, respond to diverse community interests and
needs, and mobilize community resources to ensure educational success for all
students. How should a superintendent evaluate the effectiveness of
communication strategies in the school district and encourage the engagement of
the community to benefit all students?
This is tough. Surveys can be administered but they do not hit
everyone and usually have small numbers. If they are not anonymous, then people
hold back with feedback. Ultimately, you need to build or have established
relationships in order to evaluate effectiveness of communication efforts. You
need to listen and be around so people can be heard. The feedback that is
received should be used the best way possible.
8.
Competency
4 focuses on the importance of the Superintendent responding to and influencing
the larger political, social, economic, legal and cultural context, including
working with the Board of Trustees, to achieve the district’s educational
vision. How does the Superintendent build a good working relationship
with the Board?
Again it is
relationships. Board members are people and the Superintendent must build
relationships with each of the seven board members individually and then it is
easier to have a relationship to interact with the larger body. While building
these relationships always keep in mind the district mission, vision and goals
with students always at the forefront.
The first 4 competencies looked at the
Superintendent as Leader of the Educational Community. Competencies 5 – 7
examine the Superintendent as Instructional Leader.
9.
Competency
5 examines the importance of the Superintendent planning and implanting
strategic planning that enhances the teaching and learning, ensures alignment
of the curriculum, curriculum resources and assessment; uses the current
accountability system; and promotes the use of varied assessments to measure
student performance. How does the Superintendent accomplish such wide
ranging strategic planning?
First, the
board needs to provide the direction and then the Superintendent must use the
personnel that are on staff. Regardless of the content, curriculum, budget,
student services, human resources or transportation, the district’s mission,
vision and goals and the students’ best interest need to be the driving force.
10.
Competency
6 emphasizes how Superintendents must advocate, promote, and sustain an
instructional program and a district culture that are conducive to student
learning and staff professional growth. How does a Superintendent promote
and sustain a district culture that emphasizes student learning and
professional development?
Model it, talk it. In dealing with the current financial crisis,
priorities have to be determined keeping in mind the district mission, vision
and goals before a decision can be made regarding safety and technology. It is
always wise to have as much data available when making any decision, especially
when they impact students.
11.
Competency
7 discusses the importance of the Superintendent implementing a staff
evaluation and development system, and selecting appropriate models for
supervision and staff development to improve the performance of all staff
members. How do Superintendents address these issues aimed at improving
the performance of all staff members?
Education is a people development business at all levels. Not all
people are at the same developmental level. We must identify where they are and
do the best we can to help them develop further. Encourage different methods
and provide opportunities to demonstrate improvement while providing guidance
and encouragement. It should not be a gotcha relationship.
Competencies
8 – 10 focus on the Superintendent as Administrative Leader.
12.
Competency
8 examines the importance of Superintendents knowing how to apply the
principles of effective leadership and management in relation to district
budgeting, personnel, resource utilization, financial management, and
technology application. More or less, the Superintendent has an immense
responsibility in carrying out these tasks. How should Superintendents
approach the management of everything from budgets to technology applications?
Rely on your experts in the field. The Superintendent must have
oversight without having to touch everything. Empower your people within their
content area. Keeping this in mind, everything that happens is ultimately the
responsibility of the Superintendent.
13.
Competency
9 states that Superintendents must know how to apply principles of leadership
and management to the district’s physical plant and support systems to ensure a
safe and effective learning environment. What leadership and management
principles help Superintendents supervise the physical plants and support
systems to ensure a safe and effective learning environment? And please
talk to us about developing organizational leadership skills.
Collaborative efforts, allow principals to govern their own
campuses. Provide support and resources they need to get the job done. Develop
young principals and assist them with the different facets involved with
actually managing a safe physical plant and effective learning environment.
14.
Competency
10 addresses how Superintendents apply organizational, decision-making and
problem-solving skills to comply with federal and state regulations and
facilitate positive change in varied contexts. Please discuss the
importance of organizational leadership, as well as decision-making and
problem-solving skills in addressing these compliance areas and maintaining
positive change.
The Superintendent must have a general knowledge base of laws and
policies (compensatory education, NCLB, impact aid). The Superintendent should
know about all of these things and be able to inform the community how they
impact the district. Input should be sought out and also be prepared to explain
all the laws and regulations to the board. This requires constant monitoring.
15.
What
additional experience, learning, or advice can you share to help me (our student’s)
develop an effective internship?
I have been an Assistant Superintendent for 5 years, a Deputy Superintendent
for two years and I was still not completely prepared for everything that hit
me as “the person”. I would find an acting Superintendent and pick his or her
brain. The real weight assumed is not really felt until you are in the seat.
The assumed amount of responsibility is the greatest change, exponentially. You
are responsible for all and everything. Over-communicate with the school board.
Reflection
Dr. Rose Cameron is the Superintendent
of Copperas Cove ISD. She will retire this June with twenty-four years in
education. She has served in many capacities during her career. On one of her
free nights (she tries to attend every event in the district from concerts to
athletic events) she agreed to let me interview her.
1. One of the first things that jumped out
at me was the number of times she referred to relationships. She mentioned that
we are in the people development business. This is so very true. Teacher to
student, administrator to teacher, educator to parent, they all involve people.
Superintendents must have people skills as well. As the face of the district,
the Superintendent must interact with every constituent within the community.
The Superintendent is also responsible for developing people, students and
staff alike.
2. Dr. Cameron mentioned that an attribute of a good Superintendent
was to know all seven of your bosses. She sees the board members as individuals
first that make up the school board entity. She does not seem to fear the
school board. She recognizes that they have a job to do and that she can best
work with them if she first gets to know them as people first. I think the
opposite is also true. The board benefits from knowing who their Superintendent
is as well.
3. The mission, vision and goals of the district came
up frequently in the interview. They were referenced multiple times, as they
should. She is the person ultimately responsible for carrying out the board
approved mission, vision and goal. These items were very recently reviewed by
the board and are at the forefront of all conversations that have to do with
future planning or decision making.
4. It is unfortunate but in the position of Superintendent
it is impossible to please everyone. She mentioned that this is part of the
job. Dr. Cameron mentioned that the best way to operate is not in fear of
negativity and criticism as it will always be there, but to do what is legal
and in the best interest of students. She also stated to be present and
available. She was referring to being around for the good times and he bad
times. It is tough to make a decision that will negatively impact people’s
lives and when unpopular decisions have to be made own it and be ready for the
negative criticism.
5. Dr. Cameron mentioned that the superintendent is the
final resting place for feedback. The Superintendent assumes ultimate
responsibility for district affairs. She mentioned that as she moved up in
administration the one thing she noticed and felt was the increased amount of
responsibility that came with each position and none carry more than that of
the Superintendent. She did also admit that the single greatest job/position
that she held in education was in being the superintendent. As Superintendent
she was invited to all of the student success events such as recognition
ceremonies, banquets, eagle scout ceremonies, various awards nights,
performances and athletics events just to name a few. Her favorite event is
graduation, the summative evaluation of what we do as public educators. That is
it!
The
interview with Dr. Cameron allowed me a glimpse into the mind of a school Superintendent.
The job is not for the weak. She was very honest and has been a great model of
the three domains and ten competencies that I have begun to investigate. I was
very appreciative of her time and only wish that we could have had more time to
discuss even further the position of superintendent. Dr. Cameron did tell me
that you can prepare as much as you want but you will never be completely
prepared for what you will be dealt. She mentioned drawing on prior experiences
and knowin
