A Mentor's Perspective: An Obligation to Share Tactics and Tools

In a profession where 72 percent of classroom teachers are women, according to AASA’s latest study of the nation’s 13,700 superintendents, 1,948 are women.

Studies cite various reasons why disparities exist in these leadership positions. According to one gender-focused study, when men interview for leadership posts across many professions, they instill a greater level of confidence based on faulty perceptions that men can do a better job than women.

A closer examination of the facts in K-12 education would suggest the most effective superintendents are instructional leaders so, on this basis, the numbers would indicate many more women ought to be reaching the superintendency.

Two Advisees

As a female superintendent, I know I bring a much-needed perspective in my role as an instructional leader. But I am also a role model for our future female engineers, business managers, doctors, teachers and all of the professions where our nation can benefit from qualified women. As a minority who had to learn English as a young student, I also am a role model for those pursuing the American dream. The recent movie “Hidden Figures” wonderfully illustrates the massive impact women can have on critical fields, yet they must struggle to be recognized for their efforts.

How do we break this cycle, to see women represented more equitably in leadership roles? Could lack of inspiration and role models be among the major obstacles?

As educators, we owe it to help women climb the career path. Those of us who have “cracked that invisible code” can use our experiences to see our female friends make a significant dent in these numbers.

AASA’s Women in School Leadership Initiative, supported by the Bill & Melinda Gates Foundation, is designed to mitigate the impact of social barriers women face in ascending to the top leadership positions in our school systems. The program raises consciousness by exploring what a mentor/mentee relationship can provide.

Through this initiative, I met two outstanding female educators, one a high school principal and the other a chief academic officer in a mid-sized school district. Both are successful and aspire to move ahead in their careers. They want to reach their own potential and positively affect even more students. I am serving as their mentor.

With each conversation I have with my mentees, I am reminded of how the early-career struggles and intensity of our workplace issues can shake our confidence levels when handling complex matters. Every conversation has led to self-reflection of my own experiences.

Talking Strategy

Coaching and mentoring are different, and some confuse the two, leading to reluctance to reach out. Coaching is skill building, and it takes extensive time. Mentoring is about having someone to connect with, to talk to, to help you navigate through the numerous situations that call for insight and experience. Most of my conversations with my two mentees have taken place while in my car on the long drive home. I’ve been able to equip them with the tools and tactics to get to the next level of their careers. We’ve talked strategy, confidence, human relations and professional connections. We didn’t do this on a golf course, but on the highways and freeways we have been able to share and support one another.

As a superintendent for seven years, I myself have been blessed with four extraordinary women mentors — all retired from successful superintendent positions. As I reflect on what these women bring to my life, I must admit the phone calls and occasional meetings over a glass of wine have been heartwarming and helpful.

But, overall, what has been most impactful for me is just knowing of their existence, that other women have performed this job, walked in my shoes and did so successfully. This is what motivates and inspires me to stay the course. The least I can do is reciprocate and share my success with others.