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Building a culture of school system leadership that starts with students

In my second day as superintendent, I met with a mother who was passionate, frustrated and deeply concerned for her child鈥檚 future. Our discussion began with a single program but soon expanded to broader questions of belonging, growth and hope. The conversation was candid and emotional.

As I walked away from that meeting, I couldn鈥檛 stop thinking about how often we in education focus on structures, schedules and policies when what really matters is people. That moment set the tone for how I would lead. It pushed me to think about how our school district could go beyond simply managing schools to building a culture where leadership lives at every level, starting with our students.

Over time, I adopted a metaphor, shared by Ben Snyder, lead pastor at Cedar Creek Church in Rossford, Ohio, in his writing and speaking, about the kitchen table. Although versions of this metaphor appear throughout leadership and organizational literature, Snyder鈥檚 use of it shaped my own understanding of how teams gather, collaborate and support one another. I adapted it to reflect the realities of public education and how we unite as a school community.

Public Education鈥檚 Table

Public education, at its core, is like a family gathered around a kitchen table. It鈥檚 where decisions are made, challenges are faced and futures are shaped.

At the head of the table are our school board members, administrators and staff, who serve as hosts. Their role is not only to provide resources but to ensure every child receives the experiences and support needed to grow and thrive.

To the right of the host sits the student, the honored guest and the reason the table exists. Every decision centers on this child鈥檚 future.

Across from the student sit the new educators, who bring fresh ideas and enthusiasm. Their energy challenges tradition and sparks innovation.

Beside them are the veteran educators, whose experience grounds the table. They balance exhaustion with determination, carrying the weight of the work with deep pride.

And, of course, there鈥檚 always the 鈥渉igh chair鈥� 鈥� those voices that are loud, insistent or resistant to change. Though they can be challenging, their presence shapes the family鈥檚 growth and cannot be ignored.

Conversations around this table can be complex, with disagreements and difficult decisions. Yet, like any family, we remain committed, continue our work and keep our focus on the student.

This table metaphor reminds us of our purpose and prompts us to ask: How do we build a culture where every seat matters and everyone feels valued, heard and empowered to lead?

The answer for us at Danbury Local Schools in Marblehead, Ohio, has come through four interconnected pillars of leadership development that guide our work with students, staff and the community.

Four Pillars of Growth

At Danbury, a small, close-knit district of just over 500 students nestled along the shores of Lake Erie and rooted in a community rich in pride and tradition, we believe leadership is not a position or a title. It鈥檚 a mindset and a skill set that can be learned and practiced. Over time, our district has developed a framework built on four essential pillars:

Navigating change,

Courageous conversations,

Identifying strengths and

Effective communication.

These pillars are lived out daily in classrooms, meetings and community events. They are not abstract ideas. They are practical tools for creating a collaborative, results-driven culture centered on student learning.

Navigating Change

Change is constant in education. Whether it involves a new curriculum, updated facilities or personal challenges, transitions can be difficult and emotional.

At Danbury, we teach staff and students to navigate change with purpose and resilience, rather than simply implementing new initiatives. Solution Tree鈥檚 frameworks have influenced our approach, emphasizing that lasting change occurs when people understand the purpose and see themselves in the process.

During last year鈥檚 professional development kickoff, our staff explored the story of a team climbing Mount Everest. Together, we reflected on how trust, preparation and shared goals enable groups to navigate even the most challenging conditions. The experience underscored a powerful truth: Meaningful change is more achievable when you are grounded in your purpose and connected to your team.

This mindset helps us focus on what truly matters, rather than becoming overwhelmed by constant change.

Courageous Conversations

True leadership requires courage, especially during difficult conversations.

In our district, we refer to these as courageous conversations, which occur throughout our schools:

Students navigating peer conflict in healthy, respectful ways.

Teachers and principals addressing difficult situations with honesty and empathy.

Administrators and families working through emotional decisions that affect the entire school community.

These conversations build trust, even when the conversations are uncomfortable. I recall a middle school student who, after a peer mediation session, said, 鈥淚 didn鈥檛 know I could say what I was feeling without making it worse.鈥� This statement illustrates the importance of this pillar.

When people feel safe to speak honestly, relationships strengthen and the entire culture benefits.

Identifying Strengths

Everyone brings unique talents to the table. At Danbury, we help students and staff discover and develop their strengths through Clifton StrengthsFinder, an assessment tool that helps individuals identify their strengths and talents.

For staff, this work takes place in teams. On opening day, we examined how our collective strengths influence collaboration, problem solving and decision making. Focusing on our natural abilities builds trust and momentum.

For students, we take a similar approach by helping them recognize what they do well and how their strengths shape the way they learn, lead and interact with others. Whether through classroom activities, leadership opportunities or reflective conversations, students begin to see that their strengths have value, and that they can use them to make a positive impact in their school community.

When staff recognize their strengths, they see themselves not only as educators but as leaders who can contribute meaningfully to the district and beyond.

Effective Communication

Communication, our fourth pillar, connects all aspects of our work. Without it, even the best plans can fail.

Students practice public speaking, active listening and digital citizenship through leadership councils and class projects.

Staff and leaders focus on clarity, transparency and connection, especially during times of change or conflict.

At a recent superintendent advisory board meeting, students led feedback and explained how the next steps in our strategic plan would benefit the school and community. Their confidence and pride reinforced that communication is about building connections and trust, not just sharing information.

Bringing It Together

We bring these four pillars to life through intentional structures and practices:

Student leadership advisory boards give young people a voice in shaping their school experience.

Professional learning communities create consistent spaces for teacher collaboration and problem solving.

Districtwide events reinforce shared purpose and collective growth.

Community partnerships connect our schools to the broader Lakeside-Marblehead community, extending our values beyond our buildings.

The result is a culture where everyone, from students to teachers to parents, feels connected and empowered to lead.

Why It Matters

The world our students enter after graduation is unpredictable and constantly changing. Employers and communities need leaders who can adapt, collaborate and communicate with empathy and clarity.

When students leave Danbury, we want them to carry more than a diploma. We aim for them to have the courage to face challenges, the skills to collaborate and the confidence to lead with kindness and strength.

This work matters because it prepares students not only for their next step, but for life.

It also reminds us of our purpose as educators. Around our kitchen table, every voice matters, every role has meaning and every effort contributes to something greater. Together, we continue our work because our students, the guests of honor, deserve nothing less. 

Cari Buehler is superintendent of Danbury Local Schools in Marblehead, Ohio.