Building The Superintendent Pipeline: Advice From 3 District Leaders

Over the past few years, there has been an increase in turnover among superintendents, particularly in large urban districts. This raises questions about what happens when these positions open up and who takes on the role. At the SXSW EDU conference in Austin this week, superintendents discussed how their districts have prepared to fill these vacancies by developing a strong leadership pipeline.

Recruiting internally provides school boards with a greater sense of certainty about a candidate compared to external applicants, according to Alicia Noyola, superintendent of the Harlingen school district in Texas. Noyola herself was the district’s chief academic officer before becoming superintendent. She emphasized that in this case, "the future superintendent has been involved in a comprehensive interview process spanning several years."

Noyola, along with two other leaders, spoke on a panel titled "The Trouble With the Superintendency," where they shared insights on cultivating and preparing leaders within the district. Here are three key takeaways:

1. Create opportunities for leaders to develop their skills and showcase their abilities.

Ángel Rivera, superintendent of schools in the Mesquite schools in Texas, revealed that his predecessor had been strategically preparing him for the role without his knowledge. In his first year as an assistant superintendent, Rivera was involved in school board relations, a responsibility that couldn’t be learned through a simple superintendent test. Art Cavazos, the former superintendent in Harlingen, also encouraged Noyola to take on new responsibilities, such as overseeing the district’s curbside food service during the pandemic. Cavazos commended Noyola for her skillful management of the program, stating that she had earned the trust of the system over the years.

2. Focus on promoting diversity.

The superintendency remains predominantly occupied by white males, despite the fact that the teaching profession is predominantly female. Noyola pointed out that the traditional pathway to school leadership, starting from a teacher to a teacher-leader to a campus leader and finally to central administration, sees women dropping out along the way. Districts need to prioritize the development of women leaders, beginning at the teacher level, to address this disparity.

3. Prepare career educators for the significant shift in job responsibilities.

District leaders, such as assistant superintendents and chief academic officers, are just one step away from assuming the superintendent role. However, there are significant differences in the duties of these positions, as highlighted by Rivera. He explained that one goes from being the one who carries out tasks to ensuring that tasks are completed. This transition can be challenging for internal hires who are still attached to the departments and the organization’s functions. Noyola stressed the importance of empowering the district leadership team and learning to delegate responsibilities. She acknowledged that initially, she was heavily involved at all times but has since learned to rely on her team’s abilities.