Developing strong board relationships during the first 90 days: Strategies for aspiring superintendents

Federal, state, and local accountability mandates (i.e., No Child Left Behind Act of 2001) and declining fiscal resources have put increasing pressure on school boards to find the “right” superintendent that can lead their district through this tumultuous period in public education. With over 50% of the current superintendents planning retirement in 2015 according to Kowalski, McCord, Peterson, Young, and Ellerson (2011), the time to prepare the next generation of aspiring superintendents is now. The purpose of this study was to identify the behaviors and strategies successful superintendents used to build strong relationships with their board during the entry period. This study was conducted by a cohort of nine researchers from the Rossier School of Education at the University of Southern California. Using a qualitative research design approach that included data from 64 superintendent surveys and 48 board member surveys as well as one-to-one interviews with a superintendent and his board president, this researcher conducted an in-depth case study. Data analysis revealed that the entry period was a critically important time that successful superintendents used to implement strategies that cultivated strong relationships with their boards. These strategies included: (a) having an entry plan, (b) relentless open and transparent communication, and (c) alignment and use of a variety of leadership efforts which met the goals and/or needs of the district. The data also revealed that interpersonal skills was an important factor that led to the hiring and ultimate success of superintendents during the entry period.