萝卜AV视频

Listening to the stories of multiple superintendents yields important commonalities, despite their heterogeneous makeup

Once a week or so, Tory Hill walked into the grocery store in Sweeny, Texas. He would drop a loaf of white bread into a basket and walk the aisles, visiting with teachers, parents and community leaders. As the superintendent of schools in this proud community of 3,600 residents, Hill had learned to balance his presence with his privacy.

The white bread in hand was a ruse 鈥� an excuse to visit the store and be a part of the community. He did his real shopping in a nearby community, where his family鈥檚 meal plan could remain anonymous.

When we picture school and district leadership, we often overlook stories like Hill鈥檚. Large, urban school districts and their high-profile leaders tend to dominate news media coverage and conversations about public education. Yes, the 100 largest school districts serve upwards of 10 million students, about 20 percent of the nation. But when we think about questions such as 鈥淗ow do we identify, develop and support great superintendents for our public schools?鈥� or 鈥淗ow are the demands of school leadership shifting and changing?鈥� we would be wise to remember both the average and median public school district serves fewer than 2,500 students, with 40鈥�45 percent of districts enrolling fewer than 600 students.