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• That he/she can effectively manage a unique school system----that we can find a
“superman/woman”;
• SRC/Search Committee consults seasoned teachers about the qualities needed for the
new leader;
• Dr. Nunnery is chosen to be superintendent (This person explained that this was less an
endorsement of Dr. Nunnery than a plea for stability and continuity, and a demand for
transparency regarding leadership changes at the District. This person---with general
support from the group---said that there should be more information and transparency
about the superintendent search process.);
• New leader will market successful Philadelphia schools more effectively and improve
underperforming schools;
• New leader fosters a shared sense of accountability;
• New leader recognizes the diverse factors (home, school, community) that affect
academic success;
• New leader can hear feedback and criticism---does not punish people for sharing their
views;
• New leader has financial expertise;
• New leader can collaborate with key stakeholders, and is politically savvy;
• New leader will balance the budgetary challenges and student needs in a way that gives
priority to the needs of students.
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• That he/she will fall for political tricks---won’t play the local politics effectively;
• New leader will be a “bean counter”.
• One participant said that she has no fears---she doesn’t fear anything but God.
!
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• There was general support for the idea that parents are key players in education, and
that the new leader must work to engage parents at all levels of decision-making and
be responsive to parents and families.
• He/she must be able to use diverse modes of communication in order to reach parents
with different degrees of access to technology and media.
• Participants also noted that parents must do their share to support communication with
the district and schools.
!;#$#<31=.'/6'#(3/#>(7(2-&9#&1#0,3#(#.(06'#'3&'070-5'#10#106(3-?(&-13#
• The group concluded that this criterion should be reworded to say “Knowledge,
capacity, and experience to run a large enterprise and organization.”
• There were nuanced opinions within the group regarding the balance of business and
education chops needed by the new leader.
• All seemed to agree that the new leader must have some past education experience,
and all seemed to agree that the new leader must have experience with leading a large
enterprise.
• Even though business experience is necessary, there was consensus that running a
school district is not the same as running a business, and that “it can’t be all about the
money”.
• One suggestion was that the new leader should have experience with a large nonprofit enterprise, as distinguished from a for-profit business. There was also a
comment that the leader needs to be able to evaluate financial options----this
comment was related to an assertion that banking interests have taken unjust
advantage of the District in recent years.
There were varying opinions about whether a business background is more important than an
education background, and what kind of education experience is needed. Some said that the
criteria as a whole seem weighted toward a business mentality---this focus concerned some
people. There was no dissent to the view expressed by an educator that the new leader
should have experience as a classroom teacher. When I asked whether the new leader needs
past experience as a superintendent, there seemed to be some hesitancy about adopting that
view because it might limit the number of eligible Philadelphia educators. This concern yielded
to the suggestion that prior experience as a Philadelphia regional superintendent should count
as past superintendent’s experience.
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• There was concern that the criteria don’t speak adequately to the leader having a belief
•
•
•
in the importance of public education. (It’s not clear how much of these comments had
to do with a concern about the proliferation of charter schools.
One participant was quite vocal about what he considered to be the differential impact
of school financing on traditional public schools as compared with charter schools.)
A suggestion was that #1 be reworded to state “Commitment to public education and
an overall passion and desire to ensure learning for all children.”
There was support for the idea that the new leader must be in for the long haul, and
not be ready to walk away (with or without a healthy severance) when the inevitable
sharks start circling.
#
!G#$#%#2.'(0#,3/'05&(3/-36#18#&:'#=(9#)(3(6')'3&#/'2-5-135#(88'2&#&'(2:-36C#&0(-3-36#(3/#
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• Participants said that the new leader must understand all levels of education.
• One person cited special education as one of the many highly technical areas that the
leader needs to understand.
• On the other hand, the educators in the group urged realism about how much one
person can know and do.
• They said that the leader must be “Educator in Chief”; he/she must build a team of
smart and experienced people to provide expertise in the range of issues and areas--including finance--- within the leader’s scope of responsibility.
#
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Whether talking about what made sense or what concerned them, the group’s responses
tended to be more a dissection and critique of the criteria than an endorsement of any of
them. Nonetheless, when asked what criteria concerned them, they were forceful on two
points that address the criteria generally: !
• The criteria as a whole do not portray the leader as someone who is visionary; and
• The criteria do not portray the leader as inspirational----as someone who can change
the tone of leadership of the District.
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The group was somewhat divided on this issue.
• Some said that it was important to them that the leader is from Philadelphia, and that
they thought that there is adequate talent within the city to satisfy the needs of the
job.
• Others said that they could support someone from outside the city so long as he/she
has a “personal stake” in the city: examples of a “personal stake” were having attended
Philadelphia schools, or willingness to raise his/her family here.
• Whether from inside or outside, the leader needs to be able to work the politics and the
system for the benefit of students and families.
• There was agreement that the procedures for evaluating the superintendent must be
strengthened.
There was a suggestion for an advisory council to ensure the leader’s accountability for
performance.
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