Despite an inclination to shy away from political conflict鈥攑articularly with lawmakers who decide how much funding flows to public schools鈥攕uperintendents are increasingly calling out what they see as insufficient state school aid.
Districts across the United States are staring down major budget shortfalls now and in the coming years as federal pandemic aid expires. Some face the compounding challenges of declining enrollment, outdated state funding formulas, and rising costs, all while students still have academic ground to recover following pandemic closures.
Dallas Superintendent Stephanie Elizalde and Andrea Casta帽eda, the superintendent of the Salem-Keizer district in Oregon, have both publicly called out state lawmakers in recent months for not providing more state education aid鈥擡lizalde in her annual State of the District address and Casta帽eda in a video featuring her and other superintendents.
While both district leaders were pointed in their criticisms and pleas, they also say they鈥檝e been intentional in their approach, targeting problems rather than individuals.
Neither one relishes conflict, but both said they felt a responsibility to advocate for their schools.
Below, in their own words, Elizalde and Casta帽eda offer some advice to district leaders on publicly advocating for their students, staff, and schools鈥攅specially when it requires holding policymakers to account. Their responses, which come from interviews conducted separately, have been lightly edited for length and clarity.
An approach to advocacy: 鈥榊ou can be vocal without being vicious鈥�
Elizalde: Stay away from sentiments like 鈥業 think this person is responsible,鈥� because there鈥檚 no one person that鈥檚 responsible for the situation that we鈥檙e in. So I don鈥檛 think it serves us鈥攁nd I definitely don鈥檛 think it鈥檚 a good model for my kids or for my team that I serve for me to model behaviors that are unbecoming.
I think you can be vocal without being vicious and I think conflict is unavoidable; it鈥檚 part of the process, but combat is optional.
颁补蝉迟补帽别诲补: Be equally attentive to what you鈥檙e trying to accomplish as you are to what your actions might accidentally damage or break. Indignation feels good in the moment that it motivates us, but indignation and self-righteousness do lasting damage to relationships. So, be clear and passionate but be measured in how you are levying blame or attributing responsibility for harm.
Be prepared for feedback, both positive and negative
Elizalde: I would say the most outward feedback in terms of people approaching me was actually very appreciative and very supportive. Perhaps sometimes, I can say some things that other people want to say but may not be in a position to be able to do that.
The negative feedback I got was probably if you went to my X [formerly Twitter], where keyboard warriors like to pile on. That was probably the most negative.
When I鈥檝e even spoken with a couple of state reps or state senators who may not completely align with our beliefs in some areas, we鈥檝e actually had pretty productive interactions, and they weren鈥檛 critical of my statements.
颁补蝉迟补帽别诲补: Although we really intended [the video] as a local appeal, I think there was something about three superintendents telling a story that felt emotionally resonant. That generated just a little bit of unexpected national interest.
I think there鈥檚 something about superintendents saying, 鈥楽omething is happening. Please pay attention. Do something,鈥� that captured the feeling that superintendents are having across the country.
There鈥檚 something about this story that鈥檚 true in more places than we can count, and it is perhaps incumbent on people in those places to find their own way to tell their story, too. But it is a story that people are desperate to tell.
I think there's something about superintendents saying, 鈥楽omething is happening. Please pay attention. Do something,鈥� that captured the feeling that superintendents are having across the country.
Find common ground with perceived opponents and be open to other perspectives
Elizalde: As clich茅 as it is, there is still a lot of common ground. I don鈥檛 believe that any person is trying to harm kids in public education. I think that the decisions that are being made ultimately are resulting in that, but that鈥檚 from my lens and my experience, so it doesn鈥檛 mean I鈥檓 right.
[When there is a public conflict with a lawmaker], I try to not just rely on one interaction or decision as a representation of who they are. I look to see if there are other opportunities to interact on things that we do have common ground on. Instead of having this dividing line that鈥檚 solid, it鈥檚 a dashed line, because sometimes we need to be able to move into the other person鈥檚 space and perspective.
We all have to try to listen for true understanding, and when that happens, I think the authenticity of who we are will transcend whatever the differences on a topic are and we connect as actual people.
Seek counsel from colleagues who can serve as more neutral observers
Elizalde: I surrounded myself with a lot of experienced superintendents who are willing to call me, or take my calls, and tell me from a third party鈥檚 perspective what is happening, where I might be not getting it right, or what might work better. So I鈥檓 trying to always learn and evolve from their expertise and experience.
I don鈥檛 think you can ever downplay the experience and wisdom of folks that have been in the seat for a long time.
We all have to try to listen for true understanding, and when that happens, I think the authenticity of who we are will transcend whatever the differences on a topic are and we connect as actual people.
Be mindful that others care and face their own challenges, too
Elizalde: Sometimes, educators will come to the table with a deficit mindset, and this philosophy of 鈥業鈥檓 the one who cares more,鈥� which can put people in a very adversarial position.
I think you can be bold and I think you can be a champion for our kids and public ed. without having to come in with a chip on your shoulder, closed off to the idea that people might be trying to do the best by kids.
颁补蝉迟补帽别诲补: Everyone around us, especially everyone above us, is in their own impossible balancing act. There is not an endless amount of money, but there is a near endless amount of legitimate need. We can鈥檛 lose sight of legislators鈥� and policy leaders鈥� impossible situation while we try to escape our own.
