Back to the trenches

School Administrator, Oct, 2002 by Susan C. Garton

July 2001: I'm in my first month as superintendent of the Southeast Warren Community School District, a small rural district about 45 minutes from Des Moines. I've left my life as a professor at Western Illinois University, where I've taught educational administration for five years, to return to the trenches and be closer to family. I'm so new to the district that I haven't found housing yet. My husband has remained behind in Davenport, Iowa, until we sell our house, and I'm staying with my son in Anken.

It's an exciting time in Southeast Warren, a time of optimism for the district and for me. A new primary center is nearly complete and a new intermediate school is in place. The high school is 30 years old but is spacious and modern nonetheless. This district has everything I had hoped to find: excellent facilities, strong community support for student activities, a board committed to improving learning, a sound budget, and a rural setting close to family and to the conveniences of Des Moines. The business manager is experienced and highly skilled, and at just under 600 students, the district is small enough for me to know every family.

Most of all, the district offers small-town living and a more relaxed pace than I've found in big cities or at the university. I look forward to living here and contributing to the community. This district is the place for me.

Cheerleading for Rural Life

The transition goes smoothly if quickly. During my first week on the job, I meet with each board member for an hour, and I realize the board expects change now. The first year isn't going to be a year to sit back and observe. Board members tell me, though, that I'm the person to address the changes, and they give me 100 percent support.

Even though I'm new to the job, I quickly develop a strong sense of who I need to be. I'm an advocate for small rural schools, and given Iowa's open enrollment system in which students can choose the district they attend, I constantly remind people that Southeast Warren's schools are a best choice for parents.

Early in the summer, I write a letter to the editor listing the advantages our schools offer. Our small class size means more individual attention and many opportunities to integrate character education into everyday lessons. Our all-day kindergarten helps students become ready to read. Before- and after-school day care is available, and a full-time elementary counselor works with a team of support staff to ensure the success of all students. The district is opening its second new building, giving students the luxury of spacious new classrooms and state-of-the-art media centers. Neither private schools nor large school districts offer all these advantages. That's my message, and I deliver it every chance I get.

I send similar letters to parents who have opted to have their children attend another district, introducing myself and encouraging them to take a second look at our schools. I offer to visit with them in my

office or in their home, and I tell them I'll provide them with a personal tour of the district s two new schools.

Buses and Staff Training

As a former principal and central-office administrator, my strength has always been instruction, and I'm eager to work on I these issues in Southeast Warren. But instruction has to wait as I put budget procedures in place across the district.

Transportation becomes an issue, too. Early in the summer, the director of transportation tells me he's unable to do the job because of his health. Then about a month before school begins, I find that only one of our buses passes state inspection. It's a scramble to have a fleet of buses ready when school opens in August.

My transportation duties don't end in August, though. For most of this first year, a wonderful crew of bus drivers reports to me directly. I hold monthly drivers' meetings, oversee route changes and set expectations for all drivers. My secretary and I get chauffeurs' licenses so that we can drive the school van, and I attend training to get my bus driver's license.

It's the same for food service. The board had decided not to continue the food service director's position, so I end up taking over that responsibility as well. (In a small district people sometimes just have to do what needs doing.) By the end of the year, new systems will be in place for both operations, but in the meantime, peanut butter and bus routes are on my daily schedule--something I never anticipated.

Soon, though, changes in teaching and learning become possible. Last year students sold everything from magazines to chocolate bars to raise funds for the prom and other activities. In fact, there were 28 fund-raisers at the junior and senior high school. Concerned about the time taken away from instruction, I announce plans to eliminate all but two fund-raisers as a way to increase learning time for students.

To make up for the shortfall, I appeal to parents and community members, telling them that if they want to support activities without buying something they don't really want, then they can take out their checkbooks and mail one contribution to the schools instead. By October, we've raised $2,360, and by the end of the school year, we'll, collect $10,000.