By Dr. Rui Dionisio

The energy was palpable as I walked into the Knowledge Exchange Theater at AASA's National Conference on Education today. The standing-room-only session on “Political Leadership Leading During Turbulent Times” was not just timely and essential, but a testament to the importance of this gathering for those of us navigating the increasingly complex landscape of educational leadership.

Jennifer Cheatham, co-chair of the Collaborative on Political Leadership in the Superintendency, opened with a sobering yet empowering message: “This is supposed to be hard. What we are setting out to do is extraordinarily ambitious—to provide a high-quality education for every child in America no matter how they are situated.”

As a superintendent for 11 years, I know these words resonated deeply with many of us in this room. The challenges we face today are not unique to any one of us, but a shared journey unlike those of our predecessors, with everything from curriculum to classroom practices becoming increasingly contested.

The Political Leadership Framework

What struck me most was Cheatham's framework for political leadership, which addresses three critical dimensions:

The Micro: Understanding ourselves as political beings with our own blind spots and triggers. As superintendents, we must examine our assumptions and remain grounded with “an ability to be flexible and curious, interested in others' perspectives without being so flexible that we lose track of our own values.”

The Macro: Staying informed about national and global contexts, including understanding the laws and policies that protect children, isn't optional anymore—we can't “put our heads in the sand.”

The Meso: Engaging in local political leadership, which Cheatham described as “the heart and soul of our work,” requires proactive skills like creating shared visions, strategic communication, and deep community knowledge.

Practical Wisdom from the Trenches: Tactical Advice from the Panel

Lindsey Whorton (Holdsworth Center) emphasized approaching political moments from three places simultaneously: “with confidence in who we are, with compassion for both those who agree and disagree with us, and with great curiosity.” This balanced approach creates space for coalition-building even in divided communities.

Ray Hart (Council of the Great City Schools) reminded us of the transition many of us make: “If you want to be an academic leader and believe your entire focus should be on student outcomes, that is wonderful. But sitting in the role of the Superintendent, you can't afford to do that because you won't sit in that role very long.”

Carl Cohn, (Claremont Graduate University) whose work turning around Long Beach schools after the Rodney King riots is now a Harvard case study, shared his deceptively simple approach: “Cookies with Carl” listening sessions and his pithy district vision that “Long Beach youngsters are going to dress better, behave better, and achieve more academically.” He noted, “I could go to any service club, any community meeting, and every hand in the room would go up” when asked if they knew students who could improve in these areas.

Staying Grounded: The Power of Personal Strategies

What particularly resonated with me were Cheatham's small yet powerful personal practices shared by these leaders:

• Place small sticky dots as reminders to “slow down” in strategic places like your office door handle, forcing you to pause before the next meeting.

• Create space before and after difficult meetings rather than packing schedules too tightly.

• Build a “kitchen cabinet” of community advisors from day one, not waiting until you need them for a bond issue or crisis.

• Have key stakeholders on speed dial for rapid response during emerging situations.

• Convene regular meetings with diverse community leaders to preview data and problems before they become public.

Building Our Circle of Allies

Perhaps the most touching moment came when Dr. Kristine Gilmore, AASA's associate executive director of Leadership Network. She reflected on the isolation many superintendents feel: “Most people who are in politics have a whole group of allies that will stick with them. The superintendency is in the middle. We have to create our own ally group.”

Such connection explains why spaces like the AASA conference matter—they help us build the networks we need to sustain ourselves through turbulent times. As Caitlin Sullivan from Leading Now noted, the highest attrition rates are among women and leaders of color, who often report they “cannot leave their districts” for professional development.

Her advice? “Play the long game in connecting and not feeling so isolated in your office. Please invest in yourselves because it is an investment in your community and the results for your kids.”

Looking Forward

As I reflect on these conversations, Cheatham's resource stands out—the new field book on political leadership in education, which offers superintendents a protocol for workshopping political challenges together. When political forces increasingly contest our roles, peer communities of practice may serve as our most valuable resource.

Public education remains essential to the fabric of our society. As Hart eloquently said, “Don't forget to be bold. Don't forget that you are the superintendent. Make sure your community knows that you are going to operate in the best interest of the children that you serve each and every day.”

Despite the challenges—or perhaps because of them—I left the session feeling more committed than ever to this work. Our communities need leaders who can navigate political complexity while keeping student needs at the center. Cheatham concluded, “We can restore trust in public education in this country. We must. We'll do it in our own communities, and we're going to do it together.”

What political leadership strategies have been most effective in your district? I'd love to continue this conversation via email or connect with you during the remaining days of the conference.

Dr. Rui Dionisio has served communities, entering 12 years of superintendent experience, and currently leads the Fair Lawn Public School District. He also teaches as a professor of educational leadership, teaching and learning, and strategic communication, sharing insights on systems leadership in education through his blog, “Everything Matters: A Superintendent's Reflections.”