By Dr. Amy Burkman
Senior Manager of Assessment & Accreditation, School of Education, American Public University System
Superintendents play a central role in shaping district priorities, working closely with central office staff and school boards to guide policy and resource allocation. Yet effective leadership also depends on understanding the daily realities of classroom teachers. In a survey of approximately 500 teachers in a suburban district outside Fort Worth, Texas, four consistent themes emerged about what teachers want superintendents to understand and prioritize. These themes highlight practical changes that can strengthen district culture, improve instruction, and support student success.
Theme 1: Staying Connected to the Classroom
Teachers reported that superintendents often seem removed from the day-to-day work of instruction and classroom management. To lead with credibility, district leaders need a clear understanding of classroom logistics: how schedules, class sizes, materials, and behavior management affect instruction each day. This includes specific knowledge about serving students with disabilities and the legal and procedural complexities involved in assessing and accommodating those students.
Practical ways for superintendents to stay connected include regular classroom visits that go beyond formal walkthroughs, opportunities to substitute teach or observe lessons, and attendance at meetings where teachers discuss curriculum and assessment. Those experiences help leaders make better-informed decisions about staffing, scheduling, and budgeting while signaling respect for teachers’ professional realities.
Theme 2: Fostering Loyalty and Respect Across the District
Many teachers felt undervalued by central office decisions that appeared to override campus priorities or to ignore classroom needs. Perceptions of inconsistent rule enforcement, limited financial recognition, and minimal input into key decisions erode loyalty and morale. When teachers perceive that their work is not respected, retention and professional commitment suffer.
Superintendents can address this by being deliberate about recognizing strong teaching, ensuring transparent and fair processes for budgets and raises, and involving campus leaders and teachers in decisions that affect instruction. Consistent enforcement of policies and respectful, visible support from the central office reinforce a culture where teachers feel acknowledged and valued.
Theme 3: Targeted, Meaningful Professional Development
Teachers expressed frustration with one-size-fits-all professional development that is disconnected from their subject areas or campus goals. When PD time is misaligned with instructional priorities, teachers lose valuable classroom time without gaining practical strategies they can use immediately. Over time, poorly targeted PD limits teachers’ ability to meet students’ needs.
Teachers asked for professional development that is differentiated, aligned to campus improvement plans, and focused on classroom application. Examples of effective approaches include job-embedded coaching, subject-specific workshops, collaborative planning time, and follow-up support that helps teachers implement new practices. Allocating PD hours with an eye to instructional impact and teacher schedules demonstrates respect for teachers’ time and strengthens instructional practice.
Theme 4: Clear, High District Performance Standards
Teachers want consistent expectations for students, staff, and faculty across the district. While individual campuses have unique needs, lowering standards to accommodate short-term challenges undermines culture, creates uneven learning environments, and breeds frustration. Clear, high expectations help create a shared sense of purpose and accountability.
District leaders should articulate measurable performance standards, communicate them clearly to campuses, and monitor implementation with fairness and transparency. When expectations are consistent and supports are provided where needed, schools can maintain strong academic and professional standards while addressing campus-specific challenges.
Together, these themes offer practical guidance for superintendents who want to strengthen relationships with teachers and improve district outcomes. Listening to teacher perspectives, investing time in classrooms, aligning professional development to real instructional needs, and setting and enforcing clear expectations are strategies that support teacher effectiveness and sustain a positive district culture. Superintendents who act on this feedback can build trust, improve morale, and create the conditions for stronger student learning across schools.
About the Author
Dr. Amy Burkman has more than 15 years of experience as a K–12 educator, serving as a teacher, librarian, and administrator. She has worked as a professor of educational leadership in both part-time and full-time roles for seven years, and has provided professional development for the Texas Education Service Center Region 11 and multiple Texas school districts. Dr. Burkman earned a Master’s Degree in Library Science from Texas Woman’s University, where she was inducted into Beta Phi Mu, the International Library & Information Studies Honor Society, and she completed her doctorate at Texas Christian University.