Education Week - October 2, 2024 - 16

From One Superintendent
To Another: Get Political
By George Philhower
E
lection season is an apt time for
superintendents to assess their role in the
political landscape. Our decisions stretch
beyond the walls of our schools, influencing
community dynamics and education
policies that will impact our children's
futures. Changes within the last decade
to classroom funding, the use of standardized testing, and
accountability systems have affected how our schools operate.
As a school district's chief advocate, the superintendent
must connect the dots between different stakeholders-
educators, political figures, and the community-to ensure
that education decisions benefit students. We must stay true
to our core mission of providing high-quality education even
as we navigate heightened polarization, rapidly shifting public
opinion, and fierce curriculum debates.
By engaging with people in the political arena, we create
a supportive network that champions education, even amid
partisan turbulence. Superintendents need to be active
in discussions about funding, curriculum standards, and
educational reforms. And we need to communicate frequently
and clearly.
In our busy, tech-driven world, interactions are often
limited to email threads or social media debates. I recommend
instead asking political leaders to meet with you face-toface-anywhere
except online. These relationships shouldn't
be formalities but opportunities rooted in finding common
passions and working together toward the same positive
outcomes for kids and communities.
With over a decade in education leadership, I've worked
hard to navigate this charged environment and build
relationships that shape policies serving our students. Here
are a few strategies I've found useful:
Assume good intent.
Cynicism and defensiveness are easy traps for education
leaders entering the political arena. However, starting with
the assumption of good intent on the part of political figures is
helpful. The reality is, of course, that we often don't know the
true motivations of others, but assuming positive intent puts us
in a place where we can engage constructively.
If we approach every interaction from a place of mistrust, we
end up stuck on opposite sides of the table-fighting rather than
working together. This is especially risky because, as educators,
our expertise lies in understanding what's best for schools, not
navigating the political landscape. By focusing on what we do
best, we can build the relationships that allow us to champion
education, even within a political environment.
When state legislators propose new education policy mandates,
for instance, we should remember that most of them want to
improve student outcomes just as we do. Acknowledging their
goal allows us to communicate potential concerns as unintended
consequences. Going on the defensive is a natural reaction
when challenged, especially when you're unwavering in your
commitment to your students. But winning an isolated argument
through obstinance doesn't equate with good leadership when it's
the last time you're invited to join the conversation.
Keep the discussion going. For example, conversations
that began at the Indiana Statehouse between school
superintendents and political leaders regarding competencybased
learning resulted in a bill that ultimately was not
approved. But these initial discussions sparked the formation
of a collaborative group that now includes superintendents and
building principals, with plans to eventually involve classroom
teachers, all working together to implement future-focused,
student-centered practices.
Showcase your students and schools.
Inviting politicians into our spaces can significantly enhance
the focus on students and strengthen the connection between
education and policy.
The closer political leaders get to our schools, the more they
understand and appreciate the positive impact we have. This
firsthand experience also helps them see the dedication and
hard work that goes into supporting our students, making it
easier for them to be advocates for the resources and decisions
needed to drive further improvements.
To make these visits impactful, consider the following:
Quarterly community- and family-engagement meetings
are an excellent time to invite community and political
leaders into the school environment. These " CAFÉ " meetings
allow leaders to learn about ongoing initiatives and then
provide feedback in settings that include their constituents.
Monthly legislative breakfasts, hosted by
superintendents at local restaurants while school is in
session, give legislators a chance to hear about school
progress and school leaders a chance to provide input
on current legislative hot topics.
Student and teacher voices often make the strongest cases
for a policy change. Whenever possible, invite students and
teachers to share their experiences during political leader
visits. Principals, too, can provide valuable insights into how
policies impact daily school operations. Teachers' firsthand
experiences are invaluable when discussing the real-world
implications of education policies. When educators are
empowered to speak with policymakers on behalf of their
students, they help ensure that educational reforms are
grounded in the realities of the classroom.
In my district, we've discovered that when political leaders
can learn about school policies, practices, and programs;
have their thoughts heard; and get their questions answered,
they become repeat guests at our meetings. Many have
become familiar faces at special school events, such as award
ceremonies and graduation celebrations. Even without a
forum to speak, they attend because they are genuinely curious
about our work and eager to learn more about how we can
collaborate.
Foster genuine relationships.
Building and maintaining solid and genuine relationships
with political leaders is one of a superintendent's most
critical roles.
During the state legislative session, superintendents must
be available to answer questions and provide insight into
how proposed policies may impact education. Once solid
relationships have been established, superintendents can
easily reach out to legislators via email or text with their
own questions or suggestions. Superintendents can testify
in favor of bills they support and respectfully voice concerns
about those they oppose.
At other times, lines of communication with political
leaders should remain open. Ongoing engagement with
schools equips legislators with a continual stream of insights
and research that can help them advocate for our students
when they return to the statehouse.
As we navigate this election season, we must recognize
our profound impact as superintendents. By starting with
the assumption of good intent, building strong relationships,
and focusing on our students, we can bridge divides and
create a brighter, more equitable future for all children.
PHILHOWER is the superintendent of the Eastern
Hancock schools, a rural district just east of Indianapolis.
16 | EDUCATION WEEK | October 2, 2024 | www.edweek.org/opinion
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Education Week - October 2, 2024

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