Rethinking the Superintendent Role: From Executive to Operator

In many districts—especially smaller or rural ones—the superintendent can’t just lead from behind a desk. They need to think and act like an operator.

Instead of focusing only on vision and planning, the modern superintendent needs to roll up their sleeves. They must understand schedules, staffing, grant cycles, facility use, student needs, and real-time feedback.

If they don’t, things stall. Teachers get burned out. Programmes fail quietly. Students get left behind.

Executive vs Operator: What’s the Real Difference?

An executive focuses on big-picture decisions. They delegate the rest. That works in larger systems with layers of leadership.

An operator still thinks strategically but is involved in execution. They set direction and also clear roadblocks, simplify tasks, and stay close to the ground.

In small or mid-size districts, operating matters more. Fewer staff, tighter resources, and broader responsibilities mean the top leader needs to know what’s working and what’s not—daily.

According to a 2022 AASA survey, 64% of superintendents in rural districts handle multiple roles, including curriculum, HR, and facilities.

You can’t outsource insight.

What Operational Leadership Looks Like in Practice

Monitor What Matters

Superintendents should track key indicators weekly:

• Student attendance
  
• Staff absences
  
• Learning gaps
  
• Space usage
  
• Budget pacing

This doesn’t mean micromanaging. It means spotting patterns early. Waiting for quarterly reports wastes time. Problems become harder to fix.

Set a rhythm. One check-in per week. Ask: what’s moving, what’s stuck, what needs adjusting?

Use Systems That Scale

Everything needs a system. Hiring, onboarding, tutoring, space use, supply orders.

Don’t build from scratch every time. Create simple templates that staff can follow. Limit paperwork. Prioritise actions that help students.

Build systems you can explain in one page. If it takes more than that, it’s too complex.

One Example: From Room to Resource

Andrew Jordan Principal knew something had to change when he saw the school library sitting empty.

“It was full of stuff nobody used. Dead space. Lights off. No traffic,” he said.

He cleaned it out, added furniture from other rooms, painted the walls, and gave it a new name: the media centre.

It became a hub for students. Teachers started using it for breakout groups. Families visited during school events. The district later secured funding to supplement and scale the concept.

The lesson? You don’t wait for a grant. You prove the value, then fund it.

That’s operational thinking.

Start With Constraints, Not Ideal Conditions

Most districts won’t get more money next year. Staffing shortages will continue. Community needs will grow. These aren’t excuses. They’re constraints.

Great operators work within constraints. They simplify, focus, and adapt.

Jordan uses simple rules:

• If a space isn’t used every week, repurpose it.
  
• If a system takes more time than it saves, cut it.
  
• If a meeting doesn’t produce an action, cancel it.

This mindset shifts the superintendent from manager to builder.

Action Plan for Operational Leadership

Step 1: Audit Time and Space

Spend one week observing how time and space are used. Walk through classrooms. Visit unused rooms. Ask staff what tasks waste time.

Step 2: Set a Weekly Operating Rhythm

Hold a short leadership meeting every Friday. Review 3–5 key metrics. Don’t overcomplicate it. Stick to trends and blockers.

Step 3: Identify One Quick Win

Pick one visible system to improve. It could be how tutoring is scheduled, how rooms are booked, or how supplies are tracked.

Make it better within 30 days.

Step 4: Standardise What Works

Once a process improves, document it. Share it. Use it again. Create one-pagers, not binders. Good systems spread when they’re simple.

Step 5: Stay Visible

Walk the building. Talk to staff. Show up at lunch duty once a week. Visibility isn’t just morale—it’s data collection.

What to Avoid

• Don’t operate on monthly cycles. Weekly reviews are faster and more honest.
  
• Don’t rely on reports you don’t understand. Learn the metrics. Ask questions.
  
• Don’t add tools without removing others. Simplify first.
  
• Don’t make decisions in isolation. Listen to feedback. Watch how systems behave.
  
• Don’t chase buzzwords. Focus on execution, not trends.

Why This Model Matters Now

The old superintendent role doesn’t match today’s challenges. Schools move faster. Expectations are higher. Resources are tighter.

An operator-first mindset works better. It allows leaders to make progress even in hard conditions. It builds momentum from the inside out.

In a 2023 Learning Policy Institute brief, operationally focused school leaders were 32% more likely to report staff retention gains during periods of high turnover.

Execution builds trust. Clarity builds culture.

Final Thoughts

The best superintendents aren’t just planners. They’re builders, fixers, and blockers-clearers.

They know what their staff needs before it becomes urgent. They walk the halls. They ask hard questions. They cut noise. They act.

That’s what makes transformation possible.

As Andrew Jordan Principal puts it, “If you’re not fixing systems, you’re just watching problems get worse.”

Superintendents don’t need to be louder. They need to be closer. That’s where real leadership lives now.