A Sept. 17 webinar, “Support Strategies for the Superintendent-Principal,” provided real-world examples that brought to life CSBA’s May report Two Jobs, One Person: Supporting the Superintendent-Principal, which spotlights the dual-role administrator and is proving to be a vital resource for those in the field.
The report, informed by CSBA’s Small School District Advisory Workgroup, is based on a survey of dozens of dual-role administrators regarding challenges and opportunities for support related to the position.
About the report
The publication delves into the intricacies of balancing the responsibilities of multiple, distinct jobs with time constraints and limited resources, and highlights how support from the school board, community and external relationships are vital for success.
Among those in the occupation, CSBA Principal Research Manager and event moderator Angela Asch shared that “some key issues they are struggling with are a high-stress environment and a large workload” that can lead to burnout. “So, it’s very important that they have the supports they need to do their job well and those include obviously more funding but also staff,” Asch said. Additionally, trustees making the effort to understand the complex and demanding nature of the role goes a long way.
Common needs identified via the survey included funding to implement district goals, staff trust and buy-in, and more time. Preparing mandated state and federal reports and board reports as well as managing facilities or equipment outages or malfunctions are tasks that divert precious time away from instructional leadership.
The most impactful actions school board members can take to aid superintendent-principals in their duties, according to the survey, are having open and regular communication; engaging with the community to build trust and support for the district; and setting clear goals and expectations for the job.
Trustees approaching interactions with trust, preparation and a willingness to listen are also meaningful. “Trust to do their job, to manage their staff, to lead; and trusting their recommendations, ideas and decisions,” Asch explained. Preparation can look like “school board members reading documents in advance of the meeting, asking questions before the meeting or scheduling a time to meet and discuss an issue,” Asch continued. Listening encompasses hearing a superintendent-principal’s “vision or problem-solving ideas and supporting their decision-making,” she added.
Panel discussion
During the panel discussion, Catherine Reimer, who serves as a superintendent-principal in both San Lucas Union Elementary School District and San Ardo Union ESD, detailed how on a daily basis the role “requires flexibility, resourcefulness and a willingness to move quickly between long-term leadership and immediate needs.”
She added that it is deeply personal as “we know our students, families, staff members and communities. The work is demanding, but it’s also incredibly meaningful because the decisions we make have an immediate and lasting impact on the children and the communities we serve.”
Gina Murphy, Happy Valley Union ESD’s superintendent-principal, spoke to the learning curve that comes with taking on a dual role and how essential having a mentor is. “In reality, this position encompasses two full-time jobs, particularly when you consider the extensive state reporting, compliance requirements, personnel responsibilities, instructional leadership, special education and day-to-day operations that are involved,” she explained.
Advocacy was another topic that demands the leaders’ attention.
“I would like legislators to reconsider the formula that limits the percentage that districts can allocate toward administrative support. Small districts should have the flexibility to determine the level of administrative support that’s necessary to effectively operate their schools and meet state requirements,” Murphy said. “Ironically, it’s often the smallest districts that rely on a combined superintendent-principal position. Yet, these are also the districts that most need a voice and representation at the state level. And while we have made some ground, there’s still a way to go.”
Pat Kernan, a trustee in Camino Union ESD and participant in CSBA’s Small School District Advisory Workgroup, said that as part of governance teams, board members “should do everything we can to help you. That includes advocacy work.”
He underscored the significance of board members reviewing CSBA’s Two Jobs, One Person report to know more about what superintendent-principals endure for the sake of their school/s and how to champion them.
Above all, students remain the focus for governance teams regardless of roles. “Small rural districts face unique challenges, but we are resourceful, resilient and deeply committed to ensuring that our students receive the opportunities, support and educational environment they deserve,” Reimer said.
A recording of the webinar and the presentation slides are available.
