I will admit it, I love a good back-to-school moment. The night before school starts, my four children still line up their backpacks by the door, zippers checked, pencils packed, excitement and nerves neatly tucked inside. That quiet ritual never fails to get me all the feels.
As my years in leadership pass, I will also confess to a small, secret worry. What if one year, the butterflies do not come? That nervous and excited flutter in my stomach has always been my personal barometer, a sign that I am still fully invested in this work for our students, faculty, and the communities we serve. Thankfully, they always show up. And with them comes that same sense of anticipation and hope that first drew me to public education.
There is something about this time of year, hopeful, charming, and full of promise, that still gets me, no matter how long I have been at it. For those of us in public education, whether in a classroom, a boardroom, or somewhere in between, this season is more than a restart. It is a recommitment. To learning. To growing. To one another.
For six hours a day, we have the privilege of educating students. For the other eighteen, families and community members continue that work in different, equally meaningful ways. That is what makes public education so unique. We do not just share buildings, we share responsibility.
Education That’s Academic and Human
In every district I’ve served, and in conversations with fellow educators, one theme always rises to the top: student outcomes matter. We care deeply about academic success, strong fundamentals, and preparing students for their next steps.
But we also know success doesn’t stop at academic metrics. It includes whether students feel connected, supported, and confident in themselves and their future.
At Lake Forest, we’re proud to model that balance through programs like personalized ACT prep at LFHS, where staff-developed resources are tailored to student needs. In District 67, our CHAMPS behavioral expectations and house families promote a sense of belonging and foster strong relationships, ensuring that students are emotionally supported while growing intellectually. These aren’t extras. They’re essential to helping students succeed as whole people.
A Culture of Collective Leadership
The work of public education is too complex to be led by one voice alone. Whether you’re a superintendent, principal, department chair, or classroom teacher, your perspective matters. Equally, our students, parents/guardians, and local residents have perspectives that matter.
In Lake Forest, we operate with a deeply ingrained culture of collective leadership, where expertise is trusted and ideas flow from the people closest to the work. That’s not just an internal leadership style. It’s a belief about how our public school system should work: that the best ideas often come from those who work (and live) with students every day. It’s what allows us to respond with courage, innovate with clarity, and serve with purpose.
This shows up in ways big and small, such as when building leaders shape school culture, when teachers pilot new instructional strategies, or when families weigh in on decisions that impact their students’ experience.
What the New School Year Asks of All of Us
Families and educators everywhere are navigating big questions about expectations, balance, belonging, and readiness. Everyone is returning with a mix of hope and uncertainty. That’s natural. But it also presents us with an opportunity.
This year, let’s remember that no one carries the full weight of student success alone. Our greatest impact comes when we work together, assuming positive intent, engaging with respect, and keeping the focus on what matters most: our students.
This is a year of possibility. A year to come together with fresh eyes and renewed energy, even amid uncertainty. Because our students are watching—not just what we teach, but how we work together.
A 2025-2026 Challenge to Be Present
Let’s be present at the table, not just when things go wrong, but when things go right. Let’s provide feedback, ask questions, and engage openly, while also acknowledging the dedication of the individuals who do the work every day. When we lead with integrity and stay focused on the outcome, students benefit the most.
And may we each find our own version of those first-day butterflies. The ones that remind educators we are still called to this work, and parents of the hope and anticipation that comes with the unknown future and growth ahead. The ones that tell us we are ready to show up, give our best, and believe in what is possible. If we can keep that feeling alive, then no matter how many years we have been in this profession or in parenthood, the first day of school will always hold the same promise it did when we first began.
I often joke that someday, I’ll retire to a beach and open an ice cream shop that serves just three flavors. And if you don’t like them, there’s another shop down the road. Simple, right?
There’s something appealing about that fantasy. It’s tidy, it’s contained, and it’s entirely optional. If someone isn’t happy, they walk away. No harm done.
But in public education, it’s not like that. In fact, it’s the opposite. You can’t please everyone, but you still serve everyone.
Every child in our community walks through our doors expecting a high-quality education tailored to their needs, and every family expects that to be delivered with care, clarity, and value. We are not selling a product. We’re delivering something far more complex: a public promise and a public good, one that serves everyone in our community, whether or not their children attend our schools, because an educated community benefits us all.
We Serve Everyone
In an ice cream shop, the consequences of disagreement are small: pick another cone, or leave altogether. In education, disagreement isn’t a choice; it’s a given. And still, we move forward.
We serve every student. Regardless of learning style, background, support system, or personal needs. And we do it with the understanding that what one child needs isn’t what the next one needs, and that personalization isn’t just a luxury, it’s an expectation.
At the same time, we are stewards of public trust. Our community expects transparency, efficiency, and visible value. And they should. We’re not just delivering results. We’re helping our community see that public education can work for all.
Personalization That Reflects Real Life
Serving everyone well means listening closely, then responding with care. It’s not about offering endless choices. It’s about making sure what we offer actually works for the people we serve.
In District 67, our technology workgroup is a great example of this mindset. Families, educators, and leaders are collaborating to reevaluate the use of classroom technology, not just to keep pace with innovation, but to help students and parents strike a balance between digital tools and real-world learning. It’s thoughtful, collaborative, and grounded in the idea that what we offer should meet students where they are.
In District 115, students regularly tell me how much they value Personal Learning Time (PLT), which is a flexible time built into their schedules to connect with teachers, catch up on work, or simply move at their own pace. PLT has become one of the most cherished aspects of the school day because it embodies the idea that learning is a personal experience. When students feel trusted and supported, they make academic progress and develop stronger relationships with staff and peers.
These are just two examples, but they reflect a larger truth: value isn’t about pleasing everyone. It’s about listening well, designing with intention, and delivering experiences that matter.
The Secret Ingredient Is Trust
You can’t build community just by showing up when you need something. That’s true in leadership, and it’s true in life.
When our districts prepared to place a bond issue on the ballot, we didn’t start by telling people what we wanted. We started by asking questions. We listened. We created space for advisory groups, coffees, strategic planning sessions, and facility tours, not as a one-time tactic, but as an ongoing commitment.
And that commitment has continued long after the vote. In September, at LFHS’s 90th anniversary Homecoming, we will open our doors to the community and alumni to see, react to, and share in the progress of the referendum. That’s the point. Trust is built between the meetings. It’s earned over coffee, at advisory tables, and in honest conversations with students and families about what’s working and what’s not.
We don’t get to scoop the same thing for everyone and call it a day. We have to keep asking, keep adjusting, and keep showing up.
The Work Is Messy, But Meaningful
I still like the idea of that beach shop. Of scooping three neat flavors and letting people pick what works for them. But this work—this messy, demanding, beautiful work—is so much more meaningful.
Every day, we aim to deliver something that reflects the full complexity of our students, our staff, and our community. We’re not offering a menu. We’re building a system that listens, evolves, and serves with purpose.
It’s not always sweet. It’s not always simple. But it’s still what I’m proud to serve.
In our final summer post, a sharpened-pencil kind of approach on the year ahead and why the start of school still inspires hope, and how families, educators, and communities can partner for what matters most.
Each summer, as school buildings settle into a slower rhythm and classrooms fall quiet, I find myself reflecting, not just on the year behind us, but on the road ahead. These so-called dog days of summer might suggest rest, but for those of us in education, they offer something more vital: renewal.
Twelve years ago, I stepped into the superintendency for the first time. Someone once told me (only half-joking) that each year in this role is like aging in dog years. I can confirm there’s wisdom in that math.
The Pace and Pressure of the Role
Leadership in education is more than a title. It is a balance of vision, crisis response, community building, and stewardship. While the school year may end in June, the work doesn’t pause. Summer is when much of the strategic work happens, including hiring, construction, planning, and budgeting.
Here in Lake Forest, I serve two distinct districts, each with its own board, identity, and expectations. We operate with four collective bargaining agreements and two independent systems, supported by a shared team of about 40 staff members.
Yes, it is complex. But it is also deeply rewarding.
The moments that sustain me are not always public milestones. More often, they are the quiet ones; when students feel seen, staff feel heard, and a plan set in motion months or years ago finally becomes a reality.
Leading Through Stress and Scrutiny
A recent RAND study named the superintendency one of the most stressful roles in America. I don’t disagree. Leadership today is more stressful and more constant than ever before.
Many of us who have stayed in these roles have become experts in stress management, whether we meant to or not. But strategy and stamina can only go so far. What sustains this work is remembering the human side of the role, starting with our own.
The scrutiny that once came in cycles now lives online, 24/7. Community conversations are often replaced by comment threads. It can be difficult to stay focused when noise tries to drown out purpose.
I often say (only half-joking) that I dream of retiring to a beach, selling ice cream with just three flavors. If you don’t like them, there’s another shop down the road. Simple, right? But for now, I have chosen this — the imperfect, complicated, deeply human work of public education.
What Keeps Me Connected
In the dog days of summer, when the pace slows just enough to reflect, I find myself asking: What keeps us going?
For me, the answer is presence — real, imperfect, human presence.
Each year, I shadow students in both districts, joining them in classes, walking hallways, sharing lunch, and listening during those quiet, in-between moments. I ask our graduating 8th graders and high school seniors what we got right, where we can grow, and what they hope we carry forward.
And those conversations don’t stop in summer. I run into many of our students and their families when I’m out with my own children at restaurants, the pool, or the park. The line between superintendent and neighbor disappears. I am just another parent trying to raise strong, kind, resilient kids in a challenging world.
Raising my family here has given me a front-row seat to the hopes and struggles of the families we serve. It has deepened my empathy and reminded me that our work is not about systems, it is about people.
That is why we have created opportunities for student and family voices to be heard, including directly with our Boards of Education and through our Superintendent Advisory Council. These perspectives sharpen our focus and make our decisions more honest, responsive, and relevant. Because if we are not listening to those we serve, we are missing the point.
These are the moments that renew me. They remind me that leadership, especially in public education, is not about perfection. It’s about showing up with clarity, compassion, and a willingness to walk alongside others, even when the path is challenging.
A Season for Reflection and Renewal
As we move through summer, I invite students, families, and educators to reflect with me.
Let’s enter this quieter season not with complacency, but with clarity. Let’s choose grace in our assumptions. Let’s assume positive intent in our conversations between schools and families, leaders and communities, neighbors and friends.
This work is not perfect. Some days, it is just hard. But even then, I am reminded: public education remains one of the greatest levers for change we have. And our children deserve our very best.
In my next post, we’ll cool off with something a little sweeter — exploring what leadership and ice cream have in common: three flavors, no beach, and a lot of heart.
Do you ever feel like your usual approach to leadership isn’t cutting it anymore? This may be because not all leadership challenges are the same, and the educational landscape is shifting faster than ever. Some problems need expertise and efficiency, while others demand innovation and a fresh perspective. The ability to switch between technical leadership and adaptive leadership is what sets great leaders apart. Drawing from my experience as a superintendent, here are five practical tips to help you navigate both styles effectively.
1. Know When to Switch Gears
Not all problems are alike. Technical leadership is perfect when the solution is clear, and you can apply established methods. For example, if your team needs to implement a known process, rely on your expertise to guide them. But when you’re facing a problem that isn’t well-defined or has no obvious solution, you need to shift to adaptive leadership. Adaptive challenges require you to step outside of what’s familiar and encourage your team to experiment.
Practitioner’s tip: Ask yourself, “Do I already know how to approach this problem, or do we need to think differently here?” This simple question can help you determine which leadership style to use.
2. Step Back and See the Bigger Picture (Get on the Balcony)
When leading through change, one of the most important things you can do is step back and look at the bigger picture—what adaptive leaders call “getting on the balcony.” When I first started managing my team in Lake Forest Districts 67 and 115, I noticed that most of the team was focused on the day-to-day tasks, which led to missing signals that the districts needed a strategic shift. Once we collectively stepped back, it became clear where we could improve and that we needed to build consensus. This led us to a community-driven Portrait of a Learner and strategic planning process. The broader view that came with being new now requires deliberate effort to step out to see the larger picture. Regardless of how you get to the balcony, the view allows leaders to anticipate challenges, recognize opportunities, and navigate uncertainty.
Practitioner’s tip: Ask your team to set aside time weekly to pause and assess the bigger picture. What’s changing around you that could impact the organization?”
3. Lead Through Influence, Not Just Authority
Great leadership isn’t about holding a title—it’s about mobilizing people to tackle tough problems. Adaptive leadership requires building trust, influencing your team, and guiding them through uncertainty. I once worked with a supervisor who led by influence rather than authority. Even without a formal title, they inspired everyone to step up during a crisis. That’s the power of adaptive leadership: it encourages buy-in and ownership from your team.
Practitioner’s tip: Next time you’re dealing with a complex problem, focus on empowering your team. Ask for their ideas, and let them take ownership of solutions.
4. Ditch the Old Playbook When It’s Not Working
Sometimes, old methods no longer serve you or your team. Adaptive leadership is about recognizing when it’s time to let go of antiquated strategies. I’ve seen this firsthand when my team clung to approaches that were no longer effective as we transitioned to remote work. It wasn’t until we let go of those habits that we found better ways to collaborate and communicate.
In District 67, the English Language Arts curriculum was proving ineffective for many of our students. Our data showed little growth and low proficiency numbers compared to other districts. As a superintendent new to the district, it was important to engage stakeholder feedback in order to effect buy-in among our teachers, students, and community. In working alongside teachers and administrators, we piloted and adopted a program that has, in its first year of implementation, paid dividends in the growth and achievement of our students.
In District 115, we gathered feedback from teachers and staff indicating that previous professional learning wasn’t aligned with the needs of students. Instead of bringing in a new outside consultant, we empowered teams of administrators, teachers, and staff to work together to find a solution. This resulted in an educator-driven professional development model granting teachers greater ownership of their professional development and influence on our strategic planning.
Practitioner’s tip: If something isn’t working, don’t be afraid to ditch it. Encourage your team to experiment with new ideas, even if it means taking risks.
5. Find Your Balance Between Both Leadership Styles
The most successful leaders bundle technical and adaptive leadership. Use technical leadership when you need to focus on efficiency and processes in stable environments. But when change hits—whether it’s a new project, a crisis, or a market shift—lean into adaptive leadership to guide your team through the unknown.
Practitioner’s tip: Think of leadership like a balancing act. When things are predictable, rely on technical skills. When the path is unclear, embrace flexibility and adaptive thinking.
Are You Ready to Adapt?
The ability to blend technical and adaptive leadership is what makes leaders versatile and effective. Next time you face a challenge, ask yourself: Is this a routine problem I can solve with my expertise, or do I need to guide my team through uncertainty? By mastering both styles, you’ll be primed to tackle whatever comes your way.
Martin, E. (2023). The Adaptive Leadership Facilitator’s Guide. Democratizing Leadership Press.
Educational leaders from diverse backgrounds recently converged at the Harvard Institute for Superintendents and District Leaders, embarking on a journey of discovery and transformation. Over two dynamic days of discussions, participants explored strategies to tackle pressing challenges and foster positive change within their educational communities.
Transformative Leadership and Sup(t)erpowers
The inaugural day of the institute delved deep into the essence of transformational leadership and the superpowers essential for navigating today’s complex educational landscape. We, as participants, grappled with the sobering reality of hiring difficulties, with a staggering 83 percent of the participants reporting challenges in this area. As discussions unfolded, a pivotal distinction emerged between technical challenges with clear-cut solutions and adaptive challenges necessitating broader stakeholder involvement in problem-solving processes.
We engaged in several activities to underscore the importance of communication, but the Human Tower exercise resonated with me, beautifully illustrating the essential support of collaboration, the strategic agility of critical thinking, and the empathetic bond that holds it all together.
As superintendents, we frequently preach and practice collaboration, but this activity encouraged us to introspect and identify the factors that unleash our inner sup(t)erpowers. It also served as a welcome reminder of the intrinsic motivation and unwavering commitment that drives us to build resilient teams capable of tackling multifaceted challenges.
The conversation also delved into the instructional core, highlighting the critical nexus between instructional tasks and student outcomes. Strategies for fostering innovation, embracing constructive disruption, and harnessing emerging technologies like AI were highlighted as imperative for effecting meaningful change in educational practice.
Navigating Difficult Conversations and Building Resilience
The second day of the institute pivoted toward exploring strategies for navigating difficult conversations, fostering robust family engagement, refining communication strategies, and cultivating mental health resilience among educational leaders. We engaged in nuanced discussions on the dynamics of difficult conversations, emphasizing the transformative power of shifting from a stance of certainty to one of curiosity.
Conversations centered on building trust, embracing cultural responsiveness, and forging collaborative partnerships with students and families to co-create meaningful learning experiences.
Family Engagement as a Strategy, Not a Goal
A paradigm shift was proposed, reframing family engagement not merely as a lofty goal but as a comprehensive strategy integral to fostering thriving educational communities. An emphasis on reframing family engagement resonated deeply with attendees, with the quote “Demography isn’t Destiny” echoing in many discussions. Conversations centered on building trust, embracing cultural responsiveness, and forging collaborative partnerships with students and families to co-create meaningful learning experiences.
Communication strategies took center stage, with participants delving into the art of simplicity, clarity, and narrative storytelling. The synergy of statistics and compelling narratives emerged as a potent tool for engaging stakeholders and driving meaningful change. Discussions also revolved around strategies for strengthening board relations, amplifying authentic student voices, and nurturing participatory decision-making processes within educational governance structures.
The day culminated in reflections on mental health resilience, underscoring the imperative of promoting mental health hygiene, fostering authenticity, and cultivating a work culture that destigmatizes discussions surrounding mental health.
Final Reflections
The interactive nature of the program, coupled with the diversity of perspectives among speakers and participants, set this institute apart from others, fostering rich discussions and meaningful connections.
We all cherished the opportunity to connect with colleagues from varying backgrounds, exchanging ideas and strategies for overcoming shared challenges.
A few takeaways to highlight:
Most Valuable Insight: The distinction between technical and adaptive challenges was particularly enlightening, realizing the importance of involving stakeholders in problem-solving processes.
What I’ll Bring Back to My District: Many attendees, myself included, expressed their intention to implement the “Human Tower” activity and other engagement strategies in their own leadership contexts.
Favorite “Aha” Moment: The realization that family engagement should be viewed as a strategy rather than a goal sparked numerous “aha” moments among participants, reshaping their approach to community involvement.
As educational leaders continue to navigate the complex terrain of their roles, the insights gleaned from the Harvard Institute serve as guiding beacons, illuminating pathways towards fostering constructive dialogue, nurturing inclusive communities, and prioritizing holistic well-being in educational practice.
Originally published as “Comfortable Tension” in the Winter 2023 edition of SchoolCEO Magazine.
A school board can make or break a district—or a superintendency. Tension between boards and their superintendents has caused too many highly adept leaders to exit the industry. The effects of the pandemic only amplified this reality. And unfortunately, educators who have what it takes to lead are actively choosing not to pursue superintendencies simply due to the pressure of working directly with—and for—a board.
But school boards aren’t always the problem. Sometimes, it’s the superintendent. A leader’s fear of failure or discomfort can widen divides in a community, preventing all parties from doing what they came to do: educate students and impact the next generation of world shapers.
We as school leaders can take initiative to make our boards healthier by establishing a baseline of boundaries and understanding around the roles we each play. Healthy boards serve by setting the direction for a school district, providing educational oversight, and exercising fiscal responsibility on behalf of our taxpayers. As a superintendent with two separate boards, each made up of seven members, I can confidently say that effective school boards can be the conduit to better serving students and staff.
So what about us? As school leaders, our role is to expertly structure a system whereby individual board members can serve in a complete and future-focused way. Tension is part of that work, and disagreement is inevitable—but it’s our job to build and maintain relationships strong enough to withstand any conflict. Before we can lead with resolve, we must first get comfortable with discomfort.
Invest in personal and professional relationships.
In my experience, the primary non-negotiable for fostering an effective and focused board is investing in relationships with each board member. As a superintendent with 14 of these relationships to maintain, I understand the time commitment this requires—but the return on investment is immeasurable.
The more time we invest in these relationships, the easier it will be to overcome the barriers we face in our work together. These barriers can range from disagreements on how to meet student needs, to debates over polarizing curriculum, to discussions about our hiring practices. No matter where those pain points lie, the closer our relationships are, the more likely we are to assume mutual goodwill and trust. The relationship between a superintendent and their board needs to be symbiotic, whether that means agreeing to disagree or—more ideally—finding mutually beneficial solutions.
When it comes to building healthy board relationships, authenticity is paramount. You should connect with board members and genuinely seek to understand who they are, why they are driven to serve their community in this capacity, and what they want to achieve. Discovering each board member’s niche area of expertise (finance, construction, law, etc.) and exploring connections to their work with schools can strengthen both the board and the district. Honing in on board members’ biggest strengths will only elevate their value in your school system.
In working with a school board, it’s safe to assume that disagreements will happen. And in today’s climate, we can be quick to lean away from contentious relationships, especially if there are political differences. But bowing out of these relationships is not an option—that will only widen the gap between you and a board member. Remember: Your understanding of each member is critical. It will help you foresee and mitigate issues both preemptively and in the moment. But both the superintendent and their board members will have to invest time and patience into these relationships—phone calls, standing meetings, and any other opportunities for further connection.
Montgomery with LFCHSD 115 school board
Communicate with consistency and respect.
As with any productive professional relationship, there should also be a high level of trust between you and your board members. Openness can certainly cultivate trust, but so can consistency. Be sure your board members know when you will regularly connect. I meet quarterly with each of my members, for example, but you’ll have to find the rhythm that works best for you and your board. And when the rubber meets the road, this investment in trust can expedite solutions even where there’s tension. This foundation of mutual respect and understanding will allow for more authentic and fruitful conversations.
Practically speaking, the frequency and general flow of regular meetings, retreats, and other connections between board and leadership should be built on mutual respect for everyone’s time, energy, and input. More is not always better. Systems and structures are necessary to ensure that your time with your board is strategic and purposeful.
Being consistent with your school board members will help you build an even stronger culture of productivity and respect. It goes without saying that transparency matters—leaders and their boards must always remain respectful of their communities by conducting business in the sunshine. Legally speaking, most states require school board meetings to be public. You can, however, help prepare your board members for these meetings by consistently informing them of any relevant issues.
Consider sending weekly updates on the district, individual school buildings, and even department-level information that is pertinent to the board. Providing these updates also demonstrates respect for your board members’ time and efforts by requiring less heavy lifting of them on the front end. And when your board is better prepared, they are able to ask more productive questions and engage in more impactful decision making.
Another reason to systematize your board communications is member turnover. School boards are designed to shift regularly in order to best serve our communities. Change isn’t a flaw of school boards—it’s a feature. In my two districts, for example, the community has an unofficial rule that most members only serve two terms. And as a way to make sure that these positions are being filled by the best candidates, we have a caucus system that identifies, vets, and endorses new members.
But if you have systems in place and you consistently communicate your expectations and norms, turnover on your board won’t derail important work. In my districts, we provide board members with a list of “Board Commitments,” ranging from “Demonstrate mutual trust and respect for each other while accepting outcomes,” to “Assume positive intent,” to “Be solution-oriented.” These mutually agreed-upon norms help keep our board members on the same page and ensure our work together stays efficient and productive, even as members come and go.
Orientation sessions, regular board meetings, and communication provide new board members with the tools they need for progress, while also offering consistency for remaining members in the midst of change. Your board’s culture may shift slightly when old members leave and new ones start, but implementing strong systems of communication allows you to focus on fostering those important relationships.
Establish a shared vision.
Disagreements with and within your board will arise from time to time. That’s a given. But having a shared vision for your schools establishes common ground, giving you the ability to cut through tension, refocus conversations, and lead forward with an end goal in mind.
It’s not just about sharing a vision with your board, either.Along with an additional elementary district in the area, the two districts I lead brought together over 150 stakeholders—staff, administrators, community leaders, parents, and students—to create one unifying Portrait of a Learner. This work, completed over the course of half a school year, determined our community’s collective vision for what we want to provide our kids beyond academic excellence. Now, the Portrait serves as our North Star, guiding the work we do and the decisions we make. We align both the work of our school boards and our strategic plans to the Portrait’s six major competencies.
The Portrait we’ve created together not only leads our work internally with our boards, but also guides conversations with our wider community. This keeps students at the center of our work. While academic excellence is the foundation of everything we do, this shared vision allows us to interweave life skills, ensuring our students will be successful outside the classroom and achieve overall well-being regardless of their pathway.
Oftentimes, disagreements distract us from why we’re here in the first place and what we want to accomplish together. It’s my duty as superintendent to re-center those conversations around this shared vision when necessary.
Montgomery with LFESD 67 school board and students
Lean on your team.
Leading and supporting school board members takes a significant amount of your time, energy, and resources as a superintendent. That’s why learning to lean on an internal team of experts is essential to your district’s success. Working with internal teams—from your administrative cabinet to your principals and teachers—ensures that the work you and your board envision is actually carried out in your district’s buildings and classrooms.
It goes without saying that supporting your staff at all levels will multiply your impact in your district. This also works to strengthen the trust you’ve established with your board—they can be assured that you’re translating their work and vision into real-time results. If, for example, your board establishes a new districtwide attendance policy, they need to have faith in your principals and their staffs to implement the policy accordingly.
Having strong internal teams starts with generating a culture of respect and productivity. Just as you do with your school board, you can support this culture by investing in personal and professional relationships, communicating with your teams consistently, and establishing a shared vision to inspire and center your work. This will build the trust necessary to support your board and your entire staff. Without every team’s trust, I’m not going to meet the needs of my board. If my priority is to remove barriers so the board can do their best work, I need to be able to trust that my internal teams are also invested and engaged in this work. Without all our district staff being in sync, the whole system collapses.
You’ll also want to quickly lean into any tension that arises on your internal teams. Engaging with conflict is difficult, but it can also reveal blindspots and areas for growth that need to be addressed. Much like your board relations, the energy and time you’ve put into building relationships and trust with staff members will allow you to navigate sensitive issues and withstand internal conflicts. Your return on this investment is an increased ability to reach and actualize the mission and vision of your schools.
Get comfortable with tension.
At the end of the day, superintendents must find a way to get comfortable with the tension of board relations. Aversion to and fear of inevitable conflicts and disagreements will only hinder effective communication and derail your work together. By maintaining a respectful, inquisitive approach to disagreements, you can turn conflict into professional curiosity, which leads to progress instead of frustration and inaction. Tension, after all, is a necessary ingredient for transformation. Without it, a system cannot significantly change for the better.
Living in the tension all starts with respect—not just for your board members’ work and expertise, but for who they are as people. Fostering these connections can translate into our most important work as school leaders: serving our communities and preparing our students to be our next generation of leaders.
I recently had the opportunity to author a piece for Education Week magazine titled, “The Four Steps to Becoming a ‘Leadership Artist.’” I embarked on the journey at a time when many in educational roles were feeling downtrodden and exhausted by the experiences of the last two years, yet I was observing the educational landscape from a different perspective. Through that article, I sought to provide my colleagues with clear steps to move forward and offered a look inside what we have been doing in Lake Forest Schools over the past year.
As I dug deeper into why I felt optimistic about the future amidst the many hurdles and contentious clashes while others were not, I struggled to put my finger on what made my outlook vastly different from my peers. While attending a conference with EdLeader21 and Battelle for Kids, a partner in the District 65, 67, and 115 Portrait of a Learner work, I found my ah-ha. My “why” was a deep, driving, and enduring sense of Hope.
By definition, Hope is “the feeling that what is wanted can be had or that events will turn out for the best.” And to my core, I felt, and still feel, Hope for the future. I feel it for my own children; I feel it for the students in our districts; and, I feel it for the field of education as a whole. As Frank Sinatra warbles, “the best is yet to come.”
More than a Feeling
At the conference, I was reminded of the science behind Hope. There, Battelle for Kids and EdLeader21 reviewed research findings that indicate Hope is more than a feeling. There are dozens of scientific studies demonstrating why a driving sense of Hope can make all the difference — not only for adults but more importantly for our students.
One study shows Hope is a more robust predictor of future success than the ACT, SAT, and a student’s GPA. Let that sink in — Hope is a better predictor of future success than today’s gold standard measurements of knowledge or academic performance in the collegiate environment.
Going Beyond Success with Hope
We know that academic success is not the only predictor of the well-lived lives that we desire for our students and children. That is where the research shared in Hope Rising: How the Science of Hope Can Change Your Life, by Casey Gwinn, J.D. and Chan Hellman, Ph.D., caught my attention.
In their book, the researchers write, “In every published study of hope, every single one, hope is the single best predictor of well-being compared to any other measures of trauma recovery.”
Pre-pandemic schools saw about one-third of students living with trauma. Today, most in the field believe that number is likely far higher. Each community, including ours, finds itself in the race to ensure our students are and feel safe, secure, and mentally, emotionally, and physically well. That is why, to me, now is the time for us to dig deeper in our understanding of the role of There has never been a more important time for us to understand the role of Hope in student growth.
Nurturing Hope
Hope is more than wishful thinking and, despite what some may believe, it is not a personality trait or genetic predisposition. According to C.R. Snyder’s Hope Theory, there are three components associated with having Hope: 1. Having goal-oriented thoughts, 2. Developing strategies to achieve goals, and 3. Being motivated to expend effort to achieve goals.
Think back to a success you have had in your life. Did the achievement come by way of someone else’s hard work? I am guessing not. It was most likely the result of your goal setting. Your careful planning. And your ability to overcome obstacles — because you believed you could — or that the outcome you desired was still possible, despite the hardship. It’s only through having Hope and working hard for what we have that we can truly appreciate our successes.
Our challenge today is to provide those same opportunities for our students to nurture a sense of Hope in age-appropriate ways. I could (and likely will) write more on the topic of allowing our students to struggle without rescuing them — it is a critical piece of being able to feel, have and grow a driving sense of Hope.
Becoming Cultivators of Hope in Lake Forest, Lake Bluff, and Knollwood Schools
In summary, Hope is a predictor of long- and short-term success for students. Moreover, a sense of Hope is directly linked to the ability to overcome difficulty or trauma, a necessity to continue moving onward and upward. Therefore, we must pursue how we nurture Hope in ourselves and our students — and that is precisely what we intend to do.
In the coming weeks, we will unveil our Portrait of a Learner, which comes after many hours of work and input from parents, staff, and students in Districts 65, 67, and 115. Hope is interwoven throughout. It will be an illustration of what we want and expect our students to learn in our public schools. It is predicated on a belief that our students will be able to overcome barriers and rise to new challenges with the Hope that the best is yet to come — and they can be the ones to lead us there.
After more than two years of leading our districts through the pandemic, many superintendents are faced with the reality that there is no “returning to normal.” Instead, we have a remarkable opportunity to pick up the pieces around us and build something new.
I am feeling optimistic about the future and what could come of rebuilding, but I empathize with how overwhelmed many leaders in education feel about the work ahead. The pieces around us right now can often feel more like sharp, broken shards than neat, stackable building blocks.
Superintendents are still navigating the effects of the pandemic, community division, staff burnout, and a growing talent gap. On top of that, the strategic plans, visions, and goals we once imagined for our schools, agencies, and educational institutions have shifted dramatically. So, now what?
I believe the answer is in an ancient Japanese art form, kintsugi, the art of purposefully reconstructing broken pieces of pottery with gold lacquer to create an even stronger, more beautiful piece of art.
One of the most significant impacts of pursuing the kintsugi art form is the personal journey of the artist. Through the process, artists realize that although cracks can be painful, they provide opportunity for reconstruction and a stronger and more beautiful result. I think the same is true for us; each leader who has served during the pandemic is stronger than when we began.
Each flaw is an opportunity in the art of kintsugi, and every imperfection is embraced for its possible potential to be reimagined. What I believe education needs now are leaders with the fortitude to make something beautiful out of the pieces we are currently holding.
Think of the pieces on your table: curriculum, DEI, remote learning, critical race theory, contentious board elections and meetings, innovation, LGBTQ+ students, COVID-19, social-emotional needs, widening achievement gaps, greater economic disparity.
Yes, many of us are tired beyond imagination, but we have made tough decisions and continued to show up day in and day out. Pandemic superintendents are defined by our resilience. And we must continue to tackle this next season as sage leaders who inspire trust and can proceed forward with clarity and bravery, guided by the keys to kintsugi.
How do we superintendents begin to become leadership artists of kintsugi?
1. Acknowledge it is time to reevaluate our vision and goals.
How, where, and when education happens has been challenged and changed over the past two years. We cannot simply go back to the plans we put on hold in March 2020. The world we are working desperately to prepare our students for has shifted tremendously, and we must respond accordingly.
We can value where we have come from, keep what is working, and look for ways to strengthen the parts of our education system that are broken. As we acknowledge the broken pieces, it is vitally important that we maintain connection to others, emulate a positive mindset, and stay resilient through the changes ahead.
2. Cultivate, connect, and care for internal staff and teams.
Our ability to reenvision the future of our schools relies on the health of our teams. Kintsugi teaches that every piece has value and that there is inherent worth in stopping or slowing a process to show care for others and display gratitude. We cannot afford to skip this step of the reconstruction process.
Building a pipeline of leadership artists within our organizations will also assist in the future stages of the rebuilding process because they will also be poised to ensure the reenvisioned future becomes a reality by taking the helm when it is time. As a profession, we cannot undervalue the expertise and the potential in our buildings today.
3. Engage the community in our reconstruction efforts.
Gone are the days of presenting a packaged visionary plan with a bow on top. Our communities want a seat at the table. Our parents have become partner educators throughout the pandemic. Our stakeholders have new insights to offer. They want, need, and expect us to take them seriously and value their opinions.
We will have to artfully facilitate difficult conversations in which people may have competing views and priorities while maintaining value, caring for others, and having a positive mindset. Our primary goal of this step is to assiduously ensure the best interest of students is at the core of the community discourse.
4. Seize the moment to begin constructing something new.
Teachers and superintendents today are facing the single most transformative time in modern-day educational history. Now is the time to lead truly transformational work in an institution that has long been resistant to change. It is time to make some changes that we know are needed for our students to succeed.
The students I speak to are begging the adults to listen—they want independence in their learning, flexibility to take their learning beyond the traditional classroom environments, and acknowledgement that they are capable thinkers.
As for me and my community, we have chosen not to miss this moment for innovation, working together and reimagining the future of our schools.
In the Lake Forest school district I lead, we have launched new community-engagement opportunities where open discussions focus on the future of our students. Our rebuilding process may take time, but as long as we maintain a positive mindset and remain resilient, we will build a version of K-12 education that is stronger than what existed before.
The last two years have shattered long-held traditions and beliefs in our industry, and education is now uniquely primed for reinvention. Innovation and the beauty of reconstruction will only be possible if you and I can step into our roles as leadership artists and rebuild our broken system into one that is stronger, more beautiful, and more resilient.
July and August are often where the winds of school leadership are in a state of flux. The pandemic weather pattern has meant countless changes in school leadership across the country. There were planned and accelerated retirements, fresh starts, and even some departures for careers outside of education. I am one of the many “pandemic leaders” who is now beginning a new journey in new schools.
Deciding to move was far from easy for me and my family. Some people wondered why we would leave a district when things were going so well on most fronts. As a family, we were “all-in” and cherished established friends and routines. The kids were in activities, clubs, and sports all of which enabled our family to truly be a part of the school community.
This brings me to a viewpoint or philosophy on leadership that is rooted in the belief that each leader plays a role or serves a specific need within an organization. This role is time-sensitive and evolves during one’s tenure. If you are lucky enough, you can have the rare gift of serving your role to completion. Then, you must have the humility to realize another leadership style could better meet the needs of the organization.
While this makes logical sense in my head, it is often far more challenging for my heart to comprehend. Being a leader requires giving your whole self to do it well. In other words, you must lead with your mind and heart. My family and I strive to become interwoven into the fabric of the school community. This makes the decision to seek new challenges exceptionally difficult for my family and can leave some community members wondering why or even feeling betrayed. I am reminded of one of the scenes from Walt Disney’s Mary Poppins (1964), where the children ask how long will their beloved nanny stay with the family. Mary Poppins lovingly responds, “I’ll stay until the wind changes.” I truly believe great leaders come into organizations and stay until they serve their purpose. Hopefully, we create lasting positive changes for the children of the community. When we leave it is often with a smile on our face, but sadness in our hearts.
But remember the rest of Bert’s introduction to Mary Poppins:
Winds in the east, mist coming in,
Like somethin’ is brewin’ and about to begin.
Can’t put me finger on what lies in store,
But I fear what’s to happen all happened before.
While change can be painful for everyone, it also signals a beginning, filled with hope, possibility, and opportunity. I can’t wait to see where the next leader takes my former school and, with the wind in my sails, I’m looking forward to the new challenges in my new schools.
I was humbled to play a small part in this publication with Battelle for Kids regarding our work on the Portrait of a Graduate. The development of a shared vision has never been more important than now.
03/10/2021
by Stephen Fujii, in partnership with Matthew Montgomery, Ph.D., Superintendent of Revere Local Schools
Revere Local School District (Revere) boasts a strong history of academic excellence. With four schools and one preschool, Revere serves approximately 2,800 students and attributes their success to their student-centered approach and strong relationship with community members. The district leadership team is working with the community to develop a Portrait of a Graduate and articulate the competencies necessary for all students to thrive.
The Vision of a Minuteman will be the first step of Revere’s strategic planning process. This critical step called for close collaboration between the district and the broader community. As the previous strategic plan was sunsetting, the district wanted to ensure the new strategic plan would center on the 21st century learning experiences to prepare their students to become leaders in a rapidly changing and complex world. Both district and community stakeholders were poised to engage in purposeful conversations with stakeholders as they collectively designed the Vision of a Minuteman that would steer the district’s work moving forward. Throughout the process, students have provided a critical voice as they advocate for their education.
Revere’s superintendent, Dr. Matthew Montgomery, understood the importance of engaging with the community in the midst of the COVID-19 pandemic and the social justice resurgence. The Vision of a Minuteman design process created a forum that catalyzed these critical and courageous conversations and channeled them into an exploration of the skills and competencies students needed to navigate the realities of today and tomorrow. At times of political strife, misinformation, public health crises, it was paramount to bring the community together in service of students. More importantly, the Design Team meetings centered on asking themselves: how can our schools prepare Revere students to become leaders who tackle our society’s challenges?
Community engagement done well allows for the democratization of voice and invites a diverse group of community perspectives to elevate the needs of different stakeholders. Leadership at Revere intentionally established a Design Team that represented a cross-section of their community—students, parents, educators, administrators, business leaders, and community leaders. Each Design Team meeting was formulated to ensure all stakeholder groups contributed to the Vision of a Minuteman in a meaningful way. The overall goal was to empower Design Team members—to become change agents within the education system.
“The community is important, and we should work with people from all over the school and community—students, bus drivers, and even the administration,” explained Portrait Design Team member and high school student Elisha Dennis-Brinson. “Leaders should always be willing to listen to the people around them.”
Revere students played a strong leadership role in the development of the Vision of a Minuteman. They are, after all, the central focus of the Vision of a Minuteman. Young people are positioned to lead and take action on our society’s critical challenges—they are passionate about equity, empathy, and diverse views as the pandemic has deeply impacted them.
Dr. Montgomery affirms that “it was inspirational for stakeholders to hear student leaders speak to the future of their school.” Student discussions were rich and robust because students were keenly aware of what they needed.
Middle school student Avery Stein said, “Being part of this group, I’m able to talk […] about what I think needs to be changed and what the student body as a whole wants for the future.” Students focused on the importance of finding their voice and building their confidence to become leaders in their community. As stakeholders weighed different considerations and decisions, they relied on students’ voices as a litmus test. Giving students a voice is empowering.
Mr. Dennis-Brinson shared that he felt “proud to be able to share from my perspective and see my ideas be taken into consideration by creating a discussion on how we as a school can improve.” As a result, the Vision of a Minuteman articulates that Revere students embody empathy and confidence, which students had advocated early in the process.
Student participation in the Design Team allowed them to model agency. Ms. Stein explains that “being 14, I didn’t think I would play a part in how I can change my future, but my voice is being heard. I’m able to talk to principals, teachers, and people who are working in the schools. They want to know my opinions and they want to know the pros and the cons and what I think could shape a better future.”
Outside the Design Team, students further demonstrated their investment in this vision that would guide their future and their peers’ future. Students interviewed Dr. Montgomery and collaborated with Battelle for Kids to write a story on the Vision of the Minuteman, which will be featured in the student newspaper, the Lantern. This initiative demonstrates that they want to advocate and raise awareness of this important endeavor.
The Vision of a Minuteman precedes the upcoming strategic planning process, where students and other stakeholders will continue to play a leadership role. District and community stakeholders will develop a strategic plan that sets forth bold strategies and measurable objectives that will bring the Vision of a Minuteman to life. This process will be founded on quality stakeholder engagement, unity of voice, and ensuring the broader community is invested and committed to student success.
Dr. Montgomery’s aspiration is, “all stakeholders in the community live the Vision of a Minuteman every day, spurring meaningful change, helping students find their voice, and preparing them to become the leaders of the future.
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