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One Superintendent's Story

By Marie V. Bañuelos

I always said I never wanted to be a superintendent and, of course, I am one. I knew when I decided to do the job that I would not be in a place that, first, was friendly to women, and second, that the place I chose to be superintendent would support doing what was right for kids rather than adults. So why did I decide to be a superintendent given that I already knew the main issues? I could not… NOT do it.

I have a love…no, a calling to do the right thing for children. Having a clear understanding of why I do this work does not make it easy or comfortable most of the time. I have a commitment to make sure that the system for which I am responsible does what is absolutely right to prepare all the students in it for successful lives as adults.

I took a superintendency in a joint union high school district of low performing schools. The district is in the central valley of California. The record for student achievement in the central valley is not good and, as the valley continues to urbanize, the challenges to serve its students are becoming increasingly more difficult. Though I find no difference in the children with the central valley compared to southern California, I do find a big difference in the culture of the “old guard” in the community.

The “old guard” consists of the life-long residents of the community who have built a good life in a small community with a small town-atmosphere. The old guard has been able to lead through elected office and they maintained a small-town, rural, charming ambiance. While the community was small and built by the railroads, agriculture and dairies, it has been able to maintain a sense of smallness conducive to country living. Small kingdoms of power were easy to build and alliances with the old guard were essential to be a success in the community.

The difficulty came when the community began to grow. The small town (the old guard) fought hard not to experience the changes in the power base of the community. Population is predicted to double in 2020 from 50,000 to 100,000. Property prices began going up – but were very affordable for the bedroom community beginning to increase. The minority population is no longer a minority and their silence is no longer maintained. The results of racism and discrimination are visible and now too hard to ignore. Besides the work force, inequities in the educational system have become more noticeable.

Though the schools have been low performing schools, the prevailing attitude was “this is good enough,” based on the premise that teachers were comfortable in what they were doing. Expectations for students were very low. Only 23% of seniors completed A-G requirements in 2005. The achievement gap had been ignored and hidden in the whole population by not looking at performances of subgroups of students. Schools did not provide support for low performing or failing students. Expulsions were high for attendance, poor grades, and discipline infractions, not to mention those for more serious offenses. The majority of the expulsions were minority students.

Being a new superintendent with a mandate from the Board to improve student achievement and get the district moving in the right direction, I put into place what was needed for students. We dug into data and identified what was really happening in learning; identified the real gaps and inequities. I also put into place a targeted staff development plan. I hired administrators who were dedicated to children. But I made a major error. I did not cater to the old guard. I was a total failure there.

I had a Board who only supported the superintendent as long as the old guard was happy. They were not happy when the most important thing to me was students. Though I was able to build strong educational teams doing excellent work, I failed at pleasing the old guard. I put the schools and children first. And I did not have a Board committed to their superintendent. The Board’s commitment was to the old guard, keeping peace, and status quo. Besides that, being the 14^th superintendent and the first woman did not make it easier.

I felt my gender was an issue. This was the one aspect I wanted to deny throughout my superintendency. It was the one thing I could not change. I was told by an all-male Board to smile more at the old guard, to take notes so they could see that I thought what they said was important. I was told I was flamboyant (I do have short hair and wear colorful clothes). And more importantly, the Board did not trust in my ability to handle the “manly” aspects of my job such as disciplining coaches and building a new high school, though I proved time and time again my knowledge exceeded theirs in those aspects. Gender is an issue I cannot overcome.

I did not make my Board happy since the old guard was unhappy that I did not cater to them. The Board took the move to let the public know that they would not extend my contract nor renew it at its end 18 months after their announcement. To make it even more difficult, they did not intend to buy me out even though I had done everything they had asked me to accomplish and they approved the direction the district was now moving. Student achievement was up, major program issues had been cleaned up, and accountability had improved. But the Board was not happy. I had failed even though I had not received any corrective directions from the Board. They created a lame-duck superintendent that they were not releasing but expected to continue the work.

I am still superintendent. I am still doing what I have committed to do – the right things for students and staff. The only difference is that I know when this job ends. Inside I am hurt but stand firm. Could I have changed this outcome? Probably. Would I do something different to change the outcome? No. This is the one thing that makes it possible to go to work everyday and continue to do the right thing; I am not willing to move outside my values and integrity to appease a dying old guard to the detriment of children.

I am fortunate that the feeder school districts’ leadership and boards support me. Parents have been supportive. A group of the “new guard” has been activated to action. They see what has happened and want their community to move into the future. Growth is happening in their city and the new guard is getting ready for all the challenges it brings. So, there is lots of hope for a better community and schools. I was only a very small piece of the catalyst.

I never wanted to be superintendent, but I am really happy I did. I love the work. I love the staff. I love the children. I love the community and its parents. This is the community in which I will retire. It is exciting to see the growth in the central valley. It is an exciting time here. I am hoping whoever follows me continues with the positive strides we have made.

What are the lessons from this experience? For future superintendents, be very aware of the community in which you become a leader. Be politically smart but never at the expense of the children you serve. Know yourself and remain true to your integrity and values. When all is said and done, those are the things that stay with you for the rest of your life.

I am only one very small story. I don’t make the national news, I don’t make the cover of magazines; I only do my job with a clear dedication to children and the future. There are many of us who work in small communities struggling with the same big issues as notable superintendents of big districts. Our stories matter just as much, if not more. We are in the heartland dealing with racism and prejudice that big cities have dealt with for a long time. We have been small, and minorities have suffered in silence. Now the growth is expanding our experiences and breaking the silence. I, among so many other uncelebrated superintendents, fight for children everyday in places where the adults don’t always want change, even for the better.

I never wanted to be a superintendent, but I would do it again. It is a job worth doing.

Comments to: ree1008@sbcglobal.net

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About the author:

Marie Bañuelos has been in education for 27 years. She taught high school, was assistant principal for secondary, administrative coordinator in San Bernardino County Superintendent of Schools serving 33 districts, principal of a middle school, and assistant superintendent in educational services for Barstow Unified School District. For the last seven years and currently, Marie leads accreditation teams for the Western Association of Schools and Colleges, was a member of the Distinguished Educator Initiative working with low performing schools in California, is a cognitive coach and mentor to teachers and administrators.

Marie has an AA in Philosophy, BA in English and Philosophy, and a Masters in Education. Her graduate studies are in curriculum, instruction, and staff development. She co-authored a curriculum with Jack Canfield on building self-esteem that won the Product News award for best new publications. Marie has done consultant work with over 100 schools on building staff teamwork, moral, unlearning prejudice and moving toward equity for students, curriculum alignment, good instructional practices, and sound policies, procedures, and systems for effective schools. Marie is the CEO for The Business-Education Partnership Group, LLC that assists schools to connect with local businesses by putting problem-based learning (applied academics) into classrooms solving real business problems. Marie is dedicated to assuring that every student receives the best possible education so they will be successful, contributing adults.