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TABLE OF CONTENTS 3 /INTRODUCTION 4 /ATTRIBUTES OF AN EFFECTIVESUPERINTENDENT 5 /LISTEN: UNDERSTAND THECOMMUNITY 7 /ENGAGE: USE DATA TO INFORMAN ENTRY PLAN 8 /LEAD: COLLABORATE ANDBUILD CONSENSUS 10 /LEARN: FIND RESOURCES ANDSUPPORT 12 /ABOUT HANOVER RESEARCH INTRODUCTION: PLANNING FOR THE FIRST 100 DAYS The daily demands of K-12 superintendents have never been easy, but the last five yearshave been especially grueling. In fact, more than 40% of district superintendents left theirjobs between 2019-20 and 2023-24. With their departures, new leaders are steppingin and will continue to grapple with many of the same challenges as their predecessors,including the strains of academic recovery, staffing shortages, student mental health andsafety concerns, budget planning, and political polarization. Incoming superintendents — whether veterans of the profession or new to the role entirely— must be ready on day one to use creative strategies to connect, collaborate, and lead ina high-pressure environment. With so many competing challenges to manage at the onsetof their tenure, careful transition preparation is more important than ever. Thoughtful entry planning is critical for new superintendents, but if it’s not informed byresearch-based best practices, it may not be as effective in securing community members'confidence and buy-in. This toolkit provides resources and guidance that newly hired leaders can deploy intheir first 100 days to build positive relationships, use data to inform planning, andcraft a common vision for moving the district forward. ATTRIBUTES OF AN EFFECTIVE SUPERINTENDENT What makes for a successful and effective district leader? As the “face” of the district, a superintendent isconsidered responsible for both the successes and failures of the organization. The role of a superintendentis broad and requires an exceptional skill set in order to work well with people from different interest groups,both inside and outside the district. The most effective superintendents tend to have these key attributes incommon: Upholds a clear visionfor the district Acts as aninstructional leader The superintendent works with the schoolboard to set the vision, goals, and objectivesfor the district and then implements actionsand programs to achieve them. The superintendent commits to ensuringthat students learn and achieve at highlevels. They understand best practicesfor maximizing student achievement andsupporting teachers. Practices goodmanagement Communicateseffectively The superintendent directs other districtleaders and school-level administrators andstaff to accomplish the district's goals, monitorssystemic progress, and evaluates systemicperformance relative to goals. The superintendent makes a concertedeffort to communicate the needs andaccomplishments of the district in a varietyof formats (e.g., written reports, publicmeetings, attendance at school events). Fulfills commitmentsand takes risks Listens to schoolcommunity members The superintendent solicits feedbackfrom and thoughtfully considers differingviewpoints of various constituencies (e.g.,families, staff) and then makes the bestdecision — in line with school board policies. The superintendent sets a bold agenda toachieve the vision, goals, and objectivesarticulated by the school board and makesresponsible — but ambitious — decisions aboutprograms and systemic actions. Remainsnimble Stepping into a new leadership role?Watch our webinar, Navigating K-12Superintendent Transitions: Strategies forSuccess. The superintendent manages the politics ofthe job as they adapt to new board members,shifts in state funding, and changes in theschool community — all while not sacrificingthe district’s vision. The superintendenttakes a collaborative approach rather than aconfrontational one. © 2024 Hanover ResearchK12WP0324 LISTEN: UNDERSTAND THE COMMUNITY In the first 100 days of any superintendent's role, the top prioritymust be listening to the community and learning about their needsand concerns. Before pursuing any initiatives, a new leader shouldget to know district community members and find out whatmatters most to them. This can be done through any combinationof listening sessions, town halls, informal gatherings, surveys,interviews, and focus groups. BEST PRACTICES FOR COMMUNITY EXPLORATION Ask Questions yConduct a listening tour with board members, thedistrict leadership team, principals, teachers, staff,parents and caregivers, and students.yInclude union representatives, the Parent TeacherAssociation, business and community leaders, andstaff from all levels of the district. Encourage Open Communication yCreate processes for soliciting both anonymousand identified feedback.yBe visible and accessible throughout the districtso people know you are present and approachable.yInvest in your senior team and make personalconnections with them before pursuingany changes. The top priority in the first 100 daysof any new superinte