Following in a mentor's footsteps

School Administrator, Oct, 2002 by Elaine C. Cash

I didn't aspire to become a superintendent. When I look back over my career in education, every move I've made has seemed a natural progression from the one that preceded it and not part of some grand plan.

I also know that I'm fortunate: For much of my career, I have had the support, the confidence and the guidance of a wonderful mentor whom I've succeeded in this position.

Now my challenge is twofold. First, I have a legacy to live up to and a promise to keep. I feel a commitment to my mentor, a loyalty to his vision and to this district that has been home for so much of my personal and professional life. Second, like any first-year superintendent, I have to make this job my own.

A Homegrown Superintendent

July 2001: A large rural district in California's fertile Central Valley, Riverdale is a farming community with hard-working parents who trust us to make the right decisions for their children. Nearly 75 percent of our children qualify for a free or reduced-price lunch. Almost three-quarters of our enrollment is Hispanic, and among them, 35 percent are just learning English.

The district is also the largest employer in town and the hub of the community. Without movie theaters or a McDonald's, people look to us for a sense of belonging. On Friday night, the high school football game is the place to be.

I know Riverdale well. Not only did I grow up and go to school here, but I've spent most of my professional life in its schools. Still I find there's a transition that needs to be made as I move into the superintendency. And I'm not the only one who's feeling awkward making that transition.

That's clear in early July. Things seem to be going smoothly, but I can sense a tentativeness among staff members, some of whom worked with the former superintendent for more than 20 years. When I ask one employee about the precedent for an issue that's arisen, she wants to know if I'd like to call the former superintendent and ask his opinion.

At the same time, I also sense patience and a willingness to work things the way I choose. I must admit, though, in these early days on the job, I often wonder what my mentor would do in certain situations, even the simple ones.

Establishing a relationship with the school board is also new to me. Even though I've worked in the district for most of my professional life, I have had very little interaction with board members and have really only known them as parents. I recognize, too, that I need to be less guarded in my new relationship with the board and that I have to begin to think from the board's perspective much more than I did when I was a principal.

Another interesting observation I have made this month comes from the daily check of all invoices and purchase orders that come into the district. I'm overwhelmed by how much money we spend daily. I had no idea.

A District of Choice

August 2001: I'm feeling organized, but already I can sense that my time is being spent in areas that have little to do with student learning. While I want to focus my time on student achievement, I find myself working instead on building projects, budget issues, legislation and personnel. The principal and assistant superintendent in me say these are not what make a difference, but I recognize the need to manage resources efficiently so that staff members can get to the work that must be done. As a superintendent, I tell myself, I am solving different problems now.

On the first day of school for teachers and certificated staff, I continue the tradition of a luncheon for all and a presentation of the "State of the District." Cognizant of the past, I also work hard to make the presentation purely "me." Standing in front of a sea of former peers, I emphasize how humbling it is to be leading the district. I also note how much we have accomplished. Two of our three schools have received the highest statewide rankings possible for schools with similar demographics.

At the same time, though, I tell those who've assembled that all our schools need to be the best in the state, period, and not just the best when adjusted for income, race or ethnicity. After all, employers who will someday hire our students won't really care that they came from a low socioeconomic community with a large number of students with limited English proficiency. They'll just care whether the students can do the job. Unless we give our children an education that's comparable to the best in the state, we have failed. Though we've done so much already, I tell them that we must look at every child who isn't achieving and find strategies to bring that child to state standards.

I also present my personal goals for the year:

* Achieving the district mission of having 80 percent of students at grade level;

* Remaining fiscally solid and beginning the 2002-2003 year with an equal or improved financial profile; and

* Establishing Riverdale as a district of high quality and high standards--a district of choice rather than necessity.

I'm pleased that the luncheon is upbeat. The staff is warm, and many board members attend. During the luncheon, a teacher who has been in the district more than 30 years (and with whom I taught in the elementary school), tells me she thought I was really honest and hit the mark. Of all the positive remarks I receive that day, I value hers the most.