Leadership Matters April 2015

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several interviews since the institute,” Jones-
Redmond said. “I am progressing and I know I will
receive an offer soon.”
Davis and Jones-Redmond were asked for their
suggestions regarding how to achieve the goal of
more minority superintendents.
“I feel further shadowing may provide a more in-
depth experience for aspiring superintendents,” Davis
said, adding that advertising in educational journals
and expanding the institute even more with sessions
at other national conferences as well as creating a
formal mentoring program might help.
Jones-Redmond said that districts that have
individuals who aspire to become a superintendent
might be able to help, too, by promoting those
people.
“Most of my peers that attended the institute
stated they would like to stay in their current district,
but felt like some in their district seemed threatened
by their talents. Interesting dynamic!” she said. “Dr.
Sheila and Dr. Connie emphasized being open to
relocating to another state and since the institute I
have joined NABSE, IASA and obtained licensure in
three other states. This was something I was not
considering until the institute.”
State Superintendent of Education Dr.
Christopher A. Koch said that recruiting minority
candidates for school administration remains a goal,
noting that ISBE asked for an additional $700,000 in
its FY16 budget request to fund diverse educator
recruitment programs in middle schools, high schools
and higher education institutions. This amount would
fund training for 300 teachers, curriculum materials
and workshops for mentors during the school year
and stipends for teachers who serve as mentors.
“The recruitment of minority superintendents
begins at the point of initial teacher preparation and
continues through the first years when one is
licensed and teaching in a school district,” Koch said.
“If the preparation program and school districts have
robust induction and mentoring programs as well as
programming to identify young leaders with the
talents to lead schools and districts, the pool of
potential administrators will be larger and more
reflective of our ethnically diverse student body.”
(Continued from page 7)
“The recruitment of minority
superintendents begins at the point of
initial teacher preparation and continues
through the first years when one is
licensed and teaching in a school
district. If the preparation program and
school districts have robust induction
and mentoring programs as well as
programming to identify young leaders
with the talents to lead schools and
districts, the pool of potential
administrators will be larger and more
reflective of our ethnically diverse
student body.”
--Dr. Christopher A. Koch,
State Superintendent of Schools
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