By Dr. Aurelia L. Henriquez and Tiffany Law
Superintendent turnover has surged across the United States, leaving many school boards racing to fill vacancies with qualified leaders. Research from the ILO Group shows that since 2020 almost half of the country’s 500 largest school districts have experienced a change in top leadership. At the same time, the pipeline of experienced candidates is shrinking as Baby Boomers retire, creating urgency for districts to identify and develop the next generation of superintendents.
Despite shifting student demographics and active efforts to promote diversity, equity, and inclusion, leadership in many districts still does not reflect the communities they serve. Women and educators of color are underrepresented in superintendent roles: a substantial share of newly hired superintendents are men. To sustain public schools and meet the needs of diverse learners in a post-pandemic era, districts must intentionally expand opportunities for talented female leaders. Below are five practical steps to remove barriers and open pathways for women pursuing district leadership.
1. Prioritize talent and potential alongside credentials
Many districts emphasize advanced degrees when hiring superintendents—and while credentials matter, they should not eclipse demonstrated leadership, emotional intelligence, and practical experience. Female educators often bring exceptional organizational skills, empathy, relationship-building strengths, and the ability to balance complex responsibilities. These “soft skills,” when combined with classroom and administrative experience, create powerful, effective leaders.
School boards and hiring committees should evaluate candidates holistically, looking for evidence of instructional leadership, measurable impact, and the capacity to build trust with diverse stakeholders. Recognizing growth potential and transferable skills helps prevent overlooking well-qualified women who may lack a traditional résumé path but possess the vision and competencies needed for district leadership.
2. Drop the ladder down for women on the way up
When a superintendent advances or retires, districts should view it as an opportunity to intentionally mentor and promote the next generation. Advancement is not just about inviting women to the table—it is about actively creating seats and ensuring they feel entitled to occupy them. Leaders who already hold influence must use their positions to sponsor emerging female administrators, challenge implicit bias, and advocate for equitable hiring practices.
Men in leadership roles can be powerful allies by recognizing and calling out systemic barriers, sharing networks and opportunities, and modeling behaviors that support gender equity. Sponsorship—distinct from mentorship—means actively opening doors and endorsing women for higher-level roles.
3. Identify and cultivate talent early
Building a strong teacher-to-superintendent pipeline requires early, deliberate investment. With fewer students pursuing teaching degrees, districts cannot rely solely on external searches. Instead, they should scout promising educators before or early in their careers, offering clear pathways to leadership through targeted professional development, leadership residencies, and coaching.
Programs that introduce aspiring leaders to school administration, provide fiscal and human-resource literacy, and offer opportunities to lead initiatives can transform classroom talent into district-ready leaders. When districts develop leaders internally, they gain candidates who understand local needs, culture, and community expectations.
4. Foster authentic, reciprocal mentorship
Mentorship should be a partnership in which both mentor and mentee learn and grow. Effective mentors share honest stories—about both successes and failures—and prioritize active listening. They help mentees build resilience, decision-making skills, and political acumen needed for leading complex organizations.
Long-term mentorship that extends beyond hiring into the superintendent’s first years can be especially valuable. Research shows that mentors who provide practical “first-year survival” support help new superintendents manage priorities, communicate with boards and communities, and make strategic choices that benefit students.
5. Join and strengthen nationwide leadership networks
Women aspiring to or serving in superintendent roles benefit from broad professional networks that extend beyond their districts. These networks provide peer support, share best practices, and create collective advocacy for gender equity in K–12 leadership. For sitting superintendents, participating in and sponsoring such networks enables sustained learning and the exchange of solutions to emerging challenges.
Districts should empower leaders to engage with peers across regions and grant them the time and resources to build those connections. Cross-district collaboration accelerates innovation, helps leaders troubleshoot difficult issues, and reinforces a culture of mutual support.
Expanding the leadership pool to include more women is not only a matter of equity—it’s essential for student success. Diverse leadership brings a wider range of perspectives, cultural competence, and relatable role models for students. Representation matters: when children see leaders who reflect their backgrounds, ambition and trust in public education are strengthened.
School boards, current district leaders, and state education agencies can take concrete steps now to spot top talent among female teachers and administrators, invest in their development, and remove systemic obstacles that impede advancement. By valuing potential, sponsoring promising candidates, building strong mentorship programs, and fostering national networks, districts can cultivate a more diverse, resilient leadership pipeline that better serves all students.
About the authors
Dr. Aurelia L. Henriquez is Superintendent of Port Chester Schools in the Port Chester-Rye Union Free School District and a member of a national school superintendent think tank focused on driving change in education.
Tiffany Law is the Director of Partner Relations at a national school superintendent think tank dedicated to supporting and advancing K–12 leadership.