Responses to Five Selected Questions
6. How do you work to develop a shared vision?
Dr. Hargrove: Be what you want. Model hard work, excellence, care, love, work ethic. Facilitate others in reaching their potential. Give everybody recognition of the importance of their job. Be purpose driven with clear expectations, and continuously articulate those expectations in a fun, meaningful way. Be accessible, approachable, non-threatening. Look for total alignment with expectations, including treatment of all people, policy, procedures.
8. How does the Superintendent build a good working relationship with the Board?
Dr. Hargrove: Recognize how important that relationship is. Show respect and appreciation for the Board and the individual members. Get to know each member and their family. Know their interests and pet peeves. Know whether there are any hidden agendas. Whatever is done for one board member must be done for all – no one should ever appear to be favored over another. Keep them informed, and be available to them 24/7. Make sure that any recommendations brought to them are vetted and are clearly in line with what they can support. Always cast them in a positive light – never use them to place blame. Provide for them training and other appropriate resources.
9. How does the Superintendent accomplish such wide ranging strategic planning?
Dr. Hargrove: Set clear goals and expectations, and develop a clear action plan. The plan is presented to the Board for approval. Once the district plan is approved, campus plans are developed to align with the district plan. The plan is reviewed and compared to benchmarks throughout the year and revised as needed. Data is continuously disaggregated and analyzed. Student improvement is the primary focus. Attend conferences that deal with curriculum and instruction. Have open ongoing communication, such as regularly scheduled meetings and informal conversations with C and I directors, principals, etc., who in turn communicate with faculty.
11. How do Superintendents address these issues aimed at improving the performance of all staff members?
Dr. Hargrove: Try to hire the best and place them in the best fit. It is the leader’s responsibility to help individuals by providing adequate time, resources, mentorship, and feedback. Be honest – state the brutal facts with a loving spirit. Promote self-assessment and reflection. Be willing to re-assign or let staff go when it is the best action to take.
12. How should Superintendents approach the management of everything from budgets to technology applications?
Dr. Hargrove: Place the right people in the right positions. Be diligent in pursuing the right resources for those people. Facilitate them by asking the right questions. Use the “team approach” to help them to think broadly and deeply. The superintendent’s role is to lead without micromanaging. Utilize good time management practices.
Reflection
The interview with my superintendent, Dr. Pauline Hargrove, brought to light a several recurring themes. The most prevalent was the importance of communication. For practically every answer to the interview questions, communication and affirmation were overarching components.
In regard to directives, goals, expectations, etc., Dr. Hargrove emphasized that communication must be clear and precise. Expectations must also be articulated frequently in a positive manner: it should become part of the school community’s vernacular. For example, Dr. Hargrove includes the words “equity and excellence for all” in most of her communications with staff. She also launches a theme at the beginning of the school year convocation. The theme is reinforced throughout the year by creating a slogan with a graphic design that is displayed on school shirts, on all communications (letterhead on stationary, email, etc.), and is also frequently, stated in conversations and presentations. This year the theme was “Purpose Driven.”
Dr. Hargrove repeatedly expressed the importance of being accessible and approachable. She understands that a good communicator is a good listener. By graciously listening to staff, parents, community leaders, board members, etc., school leaders are given the opportunity to build relationships and trust. By developing a strong rapport, a superintendent acquires capital among the school community and the community at large.
According to Dr. Hargrove, a leader is by definition a person who is able to influence others to do something that they would not otherwise do without the leader. The role of the superintendent is to lead the entire district. It is unrealistic for the superintendent to be directly involved in all decision-making; therefore, a superintendent must be able to place the right people in the subsequent lower leadership positions, such as district directors, principals and campus administrators, teacher-leaders, etc.
A superintendent must also model the behavior and culture he/she desires from the staff. Dr. Hargrove stated, “Be what you want.” She emphasized that the superintendent must first have a clear understanding of his/her value system, and then have the integrity not to compromise his/her values. Dr. Hargrove’s believes the superintendent should take every opportunity to show respect and appreciation for all persons. This includes everyone from custodians to board members. She schedules time to visit every campus at least once a week, and make a point to visit with staff (such as cafeteria workers) that she would otherwise not have an opportunity.
I am continuously amazed at the energy that Dr. Hargrove expends on building relationships within literally all stakeholders. She is always gracious and positive, while maintaining clear goals and high standards throughout the district. She is certainly an ideal mentor and role model.
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