Becoming a Superintendent of Schools

By Larry Cuban on February 14, 2025

In his article "Becoming a Superintendent of Schools," Larry Cuban reflects on his journey from a high school teacher to a district superintendent, offering valuable insights for educators aspiring to leadership roles.

Pursuing Advanced Education

After fourteen years of teaching in urban high schools and two years collaborating with a city school chief, Cuban aspired to become a superintendent. Recognizing the necessity of advanced education for such a role, he pursued a doctorate at Stanford University in 1972. Under the mentorship of historian David Tyack, Cuban immersed himself in courses on the history of education, political science, organizational sociology, and the economics of education. This multidisciplinary approach equipped him with analytical tools to view schooling through various lenses, enhancing his understanding of educational systems.

Transition to Research and Leadership

Graduate studies required Cuban to shift from a practitioner’s perspective to an analytical mindset, emphasizing generalizations over specific experiences. His dissertation, focusing on three urban superintendents, exemplified this transition. Tyack’s guidance taught Cuban to frame historical questions as puzzles, encouraging critical examination of mainstream interpretations. Additionally, theorist Jim March influenced Cuban’s appreciation for organizational complexity, highlighting the roles of ambiguity, conflict, and randomness in educational settings.

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Challenges in Securing a Superintendent Position

Despite his qualifications, Cuban faced significant challenges in obtaining a superintendent role. After 50 rejections from various school boards, he was appointed as the school chief in Arlington, Virginia, in 1974. This experience underscores the competitive nature of educational leadership positions and the persistence required to attain them.

Leadership in Arlington

During his seven-year tenure in Arlington, Cuban addressed issues such as declining enrollment, decreasing test scores, and increasing ethnic and cultural diversity. Together with the school board, he identified the erosion of public confidence in district schools as a central problem. To combat this, they implemented measures focusing on:

• Academic Achievement: Monitoring each school’s performance to raise test scores.

• Critical Thinking: Enhancing students' analytical skills.

• Curriculum Expansion: Broadening arts and humanities offerings.

• Community Engagement: Increasing involvement from parents and local organizations.

These initiatives led to improved state test results, positive local metrics, and increased parental support.

Navigating Political and Organizational Challenges

Cuban’s tenure was not without difficulties. Efforts to close small schools and introduce innovations sparked political conflicts, especially during national economic recessions. These challenges highlighted the complexities of educational leadership, where managing dilemmas and negotiating trade-offs are integral to the role.

Transition to Academia

In 1981, a newly appointed, more conservative school board sought leadership aligning with their values, leading to Cuban’s departure. He returned to Stanford University to teach, conduct historical research, and write. Reflecting on his superintendency, Cuban emphasizes the distinction between solving problems and managing persistent dilemmas. He advocates for understanding that successful district reform involves political analysis, coalition-building, and public support, beyond merely allocating resources.

Insights for Aspiring Educational Leaders

Cuban’s experiences offer several lessons for educators:

• Embrace Multidisciplinary Learning: Understanding education through various academic lenses enriches leadership capabilities.

• Persevere Through Challenges: Securing leadership roles often requires resilience in the face of repeated setbacks.

• Balance Innovation with Sensitivity: Introducing changes necessitates careful navigation of political and community landscapes.

• Recognize the Political Nature of Leadership: Effective superintendents must adeptly manage both managerial tasks and political dynamics.

In essence, Cuban’s journey underscores that educational leadership is a multifaceted endeavor, demanding a blend of analytical acumen, persistence, political savvy, and a deep commitment to community engagement.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com