I loved the opportunity to reconnect with Dr. Barbara Mullen. We've known each other since her time in Providence, and I have always respected the deep intentionality she has for the instructional core and her selection of professional learning partners. This was conversation #10 and it just so happened to coincide with the illegal announcement that federal grants and loans were being threatened. It's an incredibly stressful time to be a district leader right now, but Dr. Mullen is action-oriented and was already emailing her Senators.

"I’m coming up on my second year as superintendent this April. My first two years have been a whirlwind! Leading a diverse and evolving district requires a unique blend of instructional leadership and political savvy.

Superintendents aren't elected officials, yet we're constantly navigating political pressures. We don't have a powerful lobby advocating for our district’s needs or interests. That's why I'm so interested in the work of Jennifer Cheatham, who is researching the political dimensions of the superintendency and advocating for the development of these skills in superintendent preparation programs.

This awareness also shapes my approach to professional learning and innovation. We're always looking for new ways to improve, but it needs to be strategic. I ask myself these three questions:

1. Will it get us closer to our district's strategic goals?

2. Does this partner have a clear theory of action?

3. If it's a new or untested innovation, then I want to know if this innovation will serve a unique purpose for my district, We have a strategic plan with clear targets, and every initiative needs to contribute to that. When evaluating professional learning partners, I prioritize those who can demonstrate a clear impact on student outcomes or outputs and align with the district's strategic goals. If the partner claims improvement in outputs then there needs to be evidence that the partner can shift adult practice in ways that are measurable, like staff or student dispositions or habits of mind. I’m not going to rubber stamp a partner just because they have data stating that teachers like their professional development.

When I’m at conferences and partners ask for time with me, I hand them a 'postcard' of strategic goals and targets from my district. I ask them how they can successfully accomplish something on that card. I find the partners who accept this challenge, instead of trying to convince me that their product or service is something I need, ultimately make an even stronger pitch.

In our district, untested or unproven innovations need to start as a small pilot so we can ensure that we have the right support in place to measure its impact and understand the conditions we need for it to grow and scale successfully. Of course, sometimes we invest in things simply because they bring joy to our students. Learning should be fun, and if we can spark that joy while also moving toward our goals, even better!"