I just read a report that argued for superintendents to exert their political skills to build coalitions of support in order to achieve the goals they have set for their years as school chief. I wondered to myself after reading the report how much the authors grasped the core activities that  teachers, principals, and superintendents, working in their classrooms, offices, and suites do every day, in their own ways. Teachers, principals, and superintendents have to–yes, “have to”–perform three different roles in their different venues: instructional, managerial, and political.

For superintendents who have been teachers and principals, and four out of five have, These roles and actions are baked into the DNA of teaching, principaling, and, yes, superintending. So those former teachers and principals who become district office staff before getting picked to be a school chief already have acted politically in their earlier roles. They may not have called what they did “political,” but they know how to build coalitions and forge relationships to get things done. It is in their bones.

Here are the roles that teachers, principals, and superintendents must perform to initially survive and then thrive.

Instructional role. For teachers, that is obvious. For principals and superintendents, the pressure on these administrators to assume responsibility for instructionally guiding teachers has grown dramatically in the past three decades.

Since the 1980s, mainstream thinking about principals has shifted markedly from managing school-site decisions to re-asserting the importance of  being instructional leaders. Now, principals and superintendents are expected to help teachers in meeting state academic standards, aligning curriculum, textbooks, and tests to those state standards, evaluating teachers, and producing higher student test scores.

Managerial role. Principals and superintendents have always been hired to administer schools. Superintendents expect their principals to set priorities consistent with district goals, use data for decision making, plan and schedule work of the school, oversee the budget, hire staff, and many other managerial tasks—including punctual submission of reports to the central office. School boards also expect their superintendents to discharge the managerial role. Currently, efforts by reformers to call superintendents and principals  CEOs elevates the managerial role. And teachers, well, controlling a crowd of students to pay attention to a lesson, complete classroom tasks, and parcel out help to individual students requires sharply acute administrative skills.

Political role. A century ago, progressive reformers divorced partisan politics from schooling. The norm of political neutrality held that superintendents, principals, and teachers hide their political party preferences.

So most principals, superintendents, and teachers have avoided partisan politics in the workplace but they do act politically within the school community and classrooms. For example, to advance their school agenda, principals and superintendents negotiate with parents, individual teachers, student groups, central office administrators, and even city officials. They figure out ways to build political coalitions for their schools at budget time or to put a positive spin on bad news during crises. Such politics aim to improve a school’s image, implement an innovation, or secure new resources. Most principals and superintendents see this as going about their daily business, not politics. But it is acting politically.

And, yes, teachers also act politically when they figure out which students in their classes are the leaders, which students need to be cajoled into compliance or  helpfulness, which students can help advance the teacher’s goals. Astute teachers build a coalition of support among their students for reaching the goals the teacher has set for the class. Experienced teachers often carry out that political analysis the first few weeks of the school year. Teachers are also political in dealing with their principal and district office in helping or hindering their school site leader achieve school goals.

Dilemmas inevitably arise when educators come to see that they are stronger at some roles than others, prefer some roles over the other but realize that often times they have to perform roles that they are less strong at and hardly prefer doing. This is the persistent dilemma of multiple core roles.

So the report  surprised me for its lack of basic understanding of the three roles baked into the DNA of being practitioners in classrooms, school offices, and district suites. Anyone becoming a superintendent knows from prior experience as a teacher and principal–although he or she may not use the word “political”–the importance of forging coalitions inside and outside the school to gain support to achieve desired goals.