"Superintendents are Failing America’s Schools!" A Radically Empathetic Response from Educators!

In today’s PreK-12 arena in the United States, teachers, staff, principals, superintendents, and school boards have the noble task of ensuring more than 51.5 million children are adequately prepared for success and excellence. As the Bible teaches in Matthew 25:21, "Well done, thou good and faithful servant: thou hast been faithful over a few things, I will make thee ruler over many things." Educators, particularly superintendents, have led with faith, humility, and dedication, often resulting in measurable success, with their responsibilities and impact continuously expanding. Despite this, our communities, society, and country often fail to recognize that this noble pursuit cannot be done in isolation but requires partnership to succeed

Recently, a community member asserted that “superintendents and schools are failing our children!”? One would think that somewhere along the line, our communities, society, and country would acknowledge that the challenges facing school systems are multi-faceted, multilayered, multigenerational, but all isn’t lost.? We can benefit from a multi-sector/agency response.? Instead of audaciously asserting blame and attributing failure of one of the most valued institutions (education) to a single person or position, there should be a recognition that this noble pursuit cannot be done in isolation but needs partnership and community investment to succeed.?

During the past four years, we have experienced unrelenting attacks on our efforts and work that could make an ordinary person make one cringe. These attacks, if levied at other professionals, would likely result in retaliation, resignation, or a complete departure from their industry.

The vitriol experienced by public school educators has recently expanded beyond verbal diatribes and crossed the line to include threats to our professional reputation and, more alarmingly, our physical safety. During the COVID-19 pandemic, as we followed CDC mandates to ensure the safety of students through mask-wearing and social distancing, I experienced death threats. One particularly frightening incident occurred around 2:00 AM when someone attempted to kick in the door of my personal residence after weeks of public disagreements about school safety decisions. This incident led to a positive response from my board and law enforcement, demonstrating a willingness to provide protection. While we are no longer in the throes of the pandemic, school superintendents, principals, and boards still face attacks disguised as constructive criticism and the invoking of First Amendment rights. There are no other professions where the perpetrators of such attacks feel emboldened to indulge in vitriolic utterances. They are not telling pilots how to fly, chefs how to cook, or faith-based leaders how to preach, but there is an audacity to tell highly qualified educators how to serve, teach, and lead.

The truth is, many superintendents and principals are trained and highly qualified school executives and CEOs, are willing to share and be held accountable for results, and in many instances, have demonstrated competence in leading through crisis, chaos, and challenges; often doing so with a healthy appetite to continuously engage our community partners and parents.? The good faith effort of school and district leaders are often not reciprocated but this has not hampered the spirit of collaboration that we put forward.? Yes, our current reality around the superintendency retention should inspire our school boards and communities to analyze the real reasons the average tenure of a school superintendent is 2.8 years.? Can you imagine the impact on any other industry whose leadership changes every three years???

Having spoken with many colleagues from around the country, two things are pellucidly clear to me:

1. We recognize that this work is important enough for us to remain steadfast in ensuring that America's future—our childr1. We recognize that this work is important enough for us to remain steadfast in ensuring that America's future—our children in the PreK-12 education arena—receive a quality and continuously improving education model to ensure the desired outcomes of success and excellence regardless of the external distractions.

2. This group of educators has a healthy appetite to engage in partnerships with viable community members, is willing to continue growing their empathy muscles, but will do so under the auspices of radical empathy. This means that although we acknowledge our fiduciary responsibility to our students, communities, and country, we are not willing to turn the other cheek when physically threatened and attacked. Our skill sets aren't limited to ensuring academic and instructional excellence.en in the PreK-12 education arena—receive a quality and continuously improving education model to ensure the desired outcomes of success and excellence regardless of the external distractions.

Our commitment to such excellence will not overshadow our desire to live and lead lives characterized by longevity, continued community service, and time spent with our children and grandchildren after retirement. For many of us who have been turning the other cheek for years amidst unwarranted attacks, we are running out of cheeks to turn.

Radical Empathy Quote:

“I have never encountered a person who did not improve or GET it RIGHT when given 7 Second Chances to do so.”