Superintendent applicants can’t just agree with learning goals — they must have a plan to meet them | Opinion
A former principal lists key questions to ask candidates about how they plan to double literacy among third graders in five years, among other objectives.
Superintendent William R. Hite Jr. has announced that he won’t renew his contract with the School District of Philadelphia when it expires in August 2022. His decade of leading this district of 200,000 students and more than 300 schools will make him one of the longest-tenured big-city superintendents. This is particularly remarkable given that superintendents tend to exhibit quicker turnover in districts with higher percentages of low-income students and students of color.
As we reflect on the past decade, it’s essential that we get clear on the terrain his successor will inherit, and weigh in on what he or she should prioritize moving forward. Whoever takes over leadership of the district faces an array of challenges that impact academic achievement.
Funding, which directly impacts all aspects of schooling, remains inadequate. The systems designed to attract, maintain, and develop high-quality teachers and teaching have proved substandard. The district needs the capacity to utilize and develop internal talent. A new superintendent must be prepared to embrace these challenges and partner with the community to address district needs.
A critical area to prioritize is third-grade literacy, which was presented as a priority during the Hite administration; Anchor Goal 2 of the district’s Action Plan is that 100% of 8-year-olds will read on or above grade level. However, a 2021 report revealed that only 38.4% of kindergarten to third graders in Philadelphia are proficient on the state assessment as of spring 2021, so Hite’s successor must be ready to address this ongoing deficiency. The picture is even more dire when you look at a breakdown based on race and socioeconomic status, with only 32.4% of African American students, 26.5% of Hispanic students, 19.8% of special education students, and 32.7% of economically disadvantaged students meeting that proficiency level.
If the applicants to become the new superintendent expect to meet Anchor Goal’s current five-year target of 66% third-grade literacy proficiency by August 2026, they must explain their strategies, philosophies, and ideas about how they plan to accomplish that ambitious goal. Simply agreeing with the goal is not sufficient. Will they continue existing programs, such as the Literacy and Learning Centers, which include workstations for writing and math, or the Book Trust partnership to distribute free books to students? What innovative ideas do they have to meet this challenge? What experiences do they bring to the table, in terms of teaching or developing and overseeing literacy programs? How will they monitor and manage student performance? How will they support principals and teachers in efforts to increase student academic achievement, such as literacy, while increasing staff’s knowledge and capacity to serve students?
“What experiences do they bring to the table, in terms of teaching or developing and overseeing literacy programs? How will they monitor and manage student performance?”
I believe it’s important to ask applicants about what’s working well in their current position, but also what isn’t working well and how they are addressing, or plan to address, those weak areas.
The district reports that it will release a job description in November, followed by a local/national search and interviews in December. Community listening sessions are already in progress, with virtual and in-person options, including for Spanish speakers and young people. In addition, there is a survey for those unable to attend.
Superintendents must be agents of change who can operate in turbulent and uncertain environments, a concept that was driven home during the pandemic. The winds of change will always be present, necessitating leaders who can effectively mobilize resources, gather opinions, promote debate, build consensus, and generate real learning so that change can move toward meaningful purposes and on-the-ground benefits for students and their families.
It’s time to look forward to the next chapter in the School District of Philadelphia. So much remains to be done to help all our students reach their full potential. It’s essential that parents and other community members get involved in the search process to make sure their voices, and the voices and needs of their children, are represented and heard loud and clear. Please consider attending a listening session or completing a survey.
Deanna Burney has served as a principal at the elementary, middle, and high school levels in the School District of Philadelphia and is CEO of Leading by Learning.