Applying Your Own Criteria in a Job Search

I believe that quality leaders can influence communities and their decisions can change lives. Unfortunately, lack of consistent leadership and the constant turnover of superintendents is a pervasive problem in public education, especially in large, metropolitan areas.

Superintendents and school boards can become susceptible to a “grass is always greener on the other side” mentality. Many exit or are asked to exit a school system in search of something “better.” This results in a revolving door at the highest level, and I am convinced this lack of continuity negatively impacts students’ educational outcomes.

I am in my third superintendent’s position, and I like to think of it as my last. True, I have committed to schools and districts in the past and yet transitioned to other places. Previously, I have worked as an instructional assistant, classroom teacher, principal and director of instruction and curriculum. 

As I began my career, I had no intention of becoming an administrator. I simply wanted to teach. One thing I have learned in my 20-plus years in this business is that sometimes positions choose you.

Consultant Contact

My first superintendent position was the only one of my three whose pursuit I initiated. It was a small district in Oregon with 5,000 students and nine schools. I started the job at the Canby School District without knowing quite what to expect. It did not cross my mind at the time to look for specific attributes of a school district or board of education when pursuing this first opportunity. Our leadership team grew proud of our accomplishments and the trajectory we set.

I moved my family to the small, quaint town of Canby, located 20 miles outside Portland. My kids attended school in the district, and I assumed we would be there for a long time, maybe forever.

During my third year, a search consultant assisting Beaverton, Ore., with its superintendent search approached me. This district was much larger and more diverse with more than 40,000 students and 56 schools. While content in the job I had, I felt compelled to at least explore this potential new opportunity. Also, the intimate and confidential approach to their hiring process enabled me to reflect and analyze the most critical factor of such a change — the fit.

Wrestling Personally

This time around, I knew to assess the district — what seemed to work well and the rapport between the superintendent and board members. The culture and climate of a board speaks volumes, and this is an area I discovered needs serious evaluation when considering a move to a new district. I had to determine whether the areas of weakness I found were ones that I was equipped to overcome. I had to determine whether my leadership approach would be a good fit, not just for me but for the school system.

I accepted the job and am happy that I did. I immersed myself into leading Beaverton for five years and had no interest in leaving. I thought we accomplished a lot, but there is always more to do and improvements to make. Even as larger, well-established districts reached out and asked me to consider a move, I did not engage. I knew I was in a good place. For me, bigger did not mean better.

However, when I received a call from Fulton County Schools in Georgia, a district surrounding Atlanta with 96,000 students and 105 schools, I answered for some reason. I was familiar with the district, and while not necessarily interested, I was a bit curious. This led to months of intrigue, turmoil and, to be candid, prayer. My wife and I faced a challenging decision. I had spent most of my life on the West Coast, with 20-plus years in Oregon. It was home, and I had a 13-year-old daughter and a 10-year-old son.

More Than Data

By then, I had discovered it is easy to review data and statistical results, but mere numbers don’t give you the whole back story of a district. I knew I wanted to work with a unified school board focused on a mission and demonstrating a sense of urgency to grow and improve. I wanted to be a part of a supportive community committed to public education.

The district needed quality infrastructure and operations. I also preferred a place with a history of financial stability and fiscal responsibility. I wanted a board and community with a strategic plan and interest in honing the vision for their schools and supporting a trajectory of student achievement over time. I craved a diverse school community with room for growth on both ends of the academic spectrum.

Because Fulton County Schools met all criteria, I sensed a fit, and my wife and I felt a calling. I packed up my family and we headed cross-country to Georgia. I am a year and a half into this position and plan to be here for many years. Our family is my No. 1 priority, and we want to raise our kids here and have both graduate from Fulton County.

The grass under my feet has always been and forever will be green. I’m right where I’m supposed to be and I feel incredibly fortunate to have the job that I do — one that is a huge responsibility and an enormous gift.