Finding the Perfect Fit: The 4-Step Guide to Choosing an Alaska Superintendent
JoAnn (Henderson) Bukovich, Superintendent Search Consultant
I have been a consultant to the Association of Alaska School Boards (AASB) in their Superintendent Searches for the past four (4) years and have been known to describe the search as akin to navigating a dating app. While the process may invite a humorous comparison, it is undeniably a much more complex and consequential process. Just as users swipe left or right based on cursory impressions on dating apps, school boards often sift through applications and résumés, seeking the ideal match. However, unlike casual dating, the stakes in appointing a superintendent are high, with long-term implications.
One of the strengths of AASB’s process is the thoroughness of the application process itself. It isn’t just a swipe left or right. Much time and effort are required in developing the recruitment brochure and the Board’s identification of desired qualifications, attributes, and personal characteristics of the position. AASB facilitates this process through Board and community surveys to determine the desired characteristics. Then, incorporating the district strategic plan, the district weaves those characteristics into a brochure that describes the district, the communities served, and the expectations and goals for the new superintendent.
AASB utilizes a national database (Revelus) that uses an entirely online application process that requires applicants to complete an online profile and then complete specific application questions tailored to each district. Applicants must also provide evidence for meeting or exceeding the Board’s minimum requirements for the position, and all this information needs to be submitted by the deadline to create a complete application. Only complete applications are forwarded to the Board for review.
Step 1
This first step is sometimes shortened in the overall process with unfortunate consequences. Instead of a rigorous review of community needs and preferences, Board members think they should cast a wide net and look for more generic descriptors. I don’t necessarily agree. Just like with a dating app, if you’re not specific about what you are looking for, there is no guarantee the right person will apply. Overlooking Step 1 to identify the specific and unique needs of the community, the right person may not apply, resulting in a lost opportunity.
Step 2
Once the position closes, the Board Members are given online access to all the completed applications, and they begin a review process. The AASB Search Team helps to navigate the candidate pool and works with the Board to determine the top candidates. Based on the review of candidate files and the background investigation information, the Board selects finalists to interview. Finalists are notified immediately by AASB of their selection and invited for an interview. We also communicate appropriately with candidates not selected as finalists.
Step 3
The actual interview process. This often involves multiple stakeholders, including school boards, teachers, parents, and students. Each group has its own set of expectations and priorities, which can sometimes conflict. Managing these diverse expectations requires transparent communication and collaborative decision-making. School boards must navigate these dynamics carefully to ensure that the final selection aligns with the district’s broader goals while addressing each stakeholder group’s specific concerns.
Interviewing is an intense period of time for everyone. Interviews are conducted in public and/or private forums but adhere to a strict policy of professionalism and fairness. Interview questions, developed by AASB in collaboration with the Board, are pre-selected by the Board and cover a range of topics not previously addressed in the finalist’s applications.
Once the interview process is completed, the challenge shifts to balancing professional qualifications with community fit. While academic credentials and experience are paramount, the superintendent must also resonate with the community’s values and culture. This dual requirement complicates the selection process, necessitating a comprehensive evaluation of tangible and intangible skills. The AASB Search team uses various tools developed over the past 40+ years to facilitate the discussion and analysis of each finalist and ultimately to assist the Board in selecting a new superintendent.
Step 4
Even the most qualified and well-fitted superintendent need ongoing support and professional development to thrive in their roles. Developing a trusting and effective relationship is key to a good transition between the Board and the new superintendent. AASB encourages that relationship by facilitating a workshop in the district to help identify expectations, clarify responsibilities, and develop priorities. This workshop supports the new board-superintendent team in establishing effective lines of communication and a positive working relationship.
Conclusion
Selecting the right superintendent for Alaskan school districts is a multifaceted challenge that goes beyond a simple analogy to dating apps. It requires a nuanced understanding of the unique context, a balanced evaluation of qualifications and community fit, and a commitment to addressing turnover through ongoing support. By approaching this process with diligence and foresight, school boards can identify leaders who will guide their districts toward a prosperous and stable educational future. AASB engages experienced Alaskans to work as their Superintendent Search team, who are knowledgeable about many of the districts and can guide the districts and candidates and aid them in understanding the position. We aren’t matchmakers or dating app developers; I like to think we are helping school boards and districts make informed decisions about a most important member of their community.
JoAnn (Henderson) Bukovich has over 30 years of experience working with boards of education as Executive Director of Southeast Regional Resource Center (AK); the Executive Director of the National Center for Learning & Citizenship at the Education Commission of the States (CO); and Assistant Superintendent for Teaching & Learning at ESD 123 (WA). A life-long Alaskan, she lives in Juneau.