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By Paul D. Houston

I spent 17 years as a school superintendent and for the past 14 years I have seen significant changes in the superintendency over the past three decades.

The role of school superintendent is one of the most critical roles in American society, but it is not widely understood. Simply put, the public school superintendent is the chief executive officer of our nation's future. But the CEO role doesn't begin to capture the complexity of the superintendent's role as head of public schools that serve more than 90 percent of the children in the U.S.

Despite all [of the] expectations [placed on them], superintendents are not really in charge. They operate in a highly charged political environment that is open and transparent. They receive advice from everyone in their community who, because they have been to school, believe they know how to make schools work.

In education, accountability is centralized but authority is dispersed. The superintendent is the lightning rod for their communities' hopes, dreams and frustrations for its children. Yet over the last several decades, authority has been taken away from superintendents by school boards, teacher unions, state and national politicians, and community activist groups.

I have suggested that superintendents should stop thinking of themselves as "superintendents of schools" and start thinking of themselves as "superintendents of learning," with an emphasis on the connections and relationships they need to create and nurture. The modern superintendency isn't so much about understanding that it "takes a village to raise a child," but understanding what it takes to raise the village. Superintendents must be village builders who reach out to the community and help it understand what is at stake in creating a better future for our children. It is a tough job, but a wonderful calling.

Paul D. Houston is executive director of the American Association of School Administrators.

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Source: Cincinnati Enquirer, 4.13.08