In The Managerial Imperative: The Practice of Leadership in Schools (1988), I wrote of my experiences as a superintendent, husband, and father and how the job intersected with my life during and after the workday. Because the family side of being a superintendent is often unwritten much less talked about–especially during the Covid pandemic, I have updated this earlier version of my experiences for the current book I am writing. All of what follows occurred between 1974-1981 in Arlington County (VA).
The superintendency was both exhilarating and exhausting. As a line from a song put it “Some days were diamonds; some days were stones.” What values I prized about serving the public and educating others were enacted daily; what skills I had were tapped frequently, but even more important, the job jolted me into learning new skills and dipping into hidden reserves of energy. In short, being superintendent stretched me in ways I keenly felt were worthwhile albeit demanding. I enjoyed the job immensely. [i]
But (there invariably is a “but”) there were a number of job-related issues that arose over the years, softening my rosy assessment, forcing me to face the inevitable trade-offs that accompany the top executive post in a school district. Especially with my family.
What initially turned our lives topsy-turvy was the time I had to spend on the job after two years as a graduate student and, before that as a teacher. Prior to the CONTINUE READING: The Personal Side of Being a Superintendent | Larry Cuban on School Reform and Classroom Practice
