K-12 Administration and Leadership

New teachers are so focused on classroom performance that they may ignore opportunities for administrative positions, says Hanne Mawhinney, associate professor at the University of Maryland College Park.

"Many teachers think 'I wouldn't want to do that work- it's too managerial,'" says Mawhinney, who has 10 years of experience in elementary and secondary teaching.

Working in administration doesn't mean teachers abandon their commitment to the classroom, Mawhinney says. Principals may be compared to "instructional leaders" rather than managers.

Mawhinney encourages principals at school systems to talk to teachers about career paths, and to give them time for professional enrichment opportunities.

"Typically systems will say 'okay, we're going to do a staff development' but they need to tie that to a career development plan," Mawhinney says.

Teachers who are confident in their teaching skills, and want to develop their leadership skills should look for opportunities outside the classroom, volunteer to start new clubs or lead a program on curriculum development, she says. They also may want to work as an assistant or vice principal before applying for a principal slot.

"It's hard to find principals. It's a very tough job," says Donna Wiseman, associate dean for teacher education and the University of Maryland College Park's College of Education.

The same holds true for superintendents.

"It's a tough profession, yes it is, but most professions are," says Carol Parham, a retired superintendent for Anne Arundel County. Parham is now a professor of practice in education policy and leadership with the College of Education at the University of Maryland College Park.

Parham always sought out career advancement and leadership opportunities in education, and wanted to be a superintendent from the time she was a new teacher in Baltimore.

Parham chose degree programs that certified her for administrative roles. She also made deliberate career moves outside of teaching in the classroom. She worked in personnel for the Baltimore schools, and then later moved on to Howard County and Anne Arundel County's school systems as the director of personnel.

Parham was hoping assistant superintendent would be her next job after a stint on human resources, but her career lurched forward when she was asked to be acting superintendent in the middle of a crisis, which involved harassment of a student.

"There were a lot of things going on," Parham recalls. "There comes a defining moment that pulls on all of the skills you've been developing over a career path," she says.

The role of superintendent involves setting direction for the entire school system and determining clear policies and procedures. Parham said she first had to develop confidence in the school system by listening and solving problems for educators, students and their parents.

She advises that the superintendent's job requires strong interpersonal skills and the ability to motivate other people.

Those new to the role need to "stake out a focus ... and put together a team of people willing to work with you," Parham says. This doesn't necessarily involve making major changes or hiring new people. Often those who have been in the system know what the schools really need and understand the schools' history, she says.

Superintendents should allow the school system to be examined critically and should seek advice from the state superintendent to make sure they are making sound decisions. "After you've listened to everyone, you have to say 'okay, this is what we're going to do,'" Parham says, adding that superintendents have to be willing to take some calculated risks.

"There's no way to be prepared for everything," she says.