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Lasting Legacies
Kentucky superintendents create success strategies that reach into the future
By Michael Chirichello, James Neihof, Anthony Orr, J. Robin Cochran, Buddy Berry, Ron Livingood and Robert Stafford
February 2018
Vol. 39 No. 1
It was near the end of the interview, and the candidate for district superintendent faced one last question: “What is the legacy you are leaving behind in your current district?” “It’s a bench,” he said, explaining that the district had placed a bench outside the district office with an inscribed bronze plaque thanking him for his service. He was not hired. A legacy of leadership is more than a bench, as demonstrated by six Kentucky school superintendents who share a common commitment to providing a resource for continuous professional learning for district superintendents. The six leaders met at the end of their doctorate of education program at Northern Kentucky University in May 2015 to contribute strategies for what they hoped would be an integral part
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A generational perspective
These six superintendents believe that the pursuit of creating a legacy empowers leaders to understand leadership from a generational perspective — continually asking self-reflective questions:
What lasting difference will my life’s work make?
Can my leadership decisions impact future generations?
Am I here to do something that will last beyond my lifetime and that really matters?
Can this learning legacy serve other district superintendents?
These six Kentucky superintendents — all under pressure to get results, all responding daily to state and federal expectations — knew that their hearts instinctively told them there is more to leadership than numbers.
James Neihof:
From imagination and aspiration to celebrating the accomplishment of successes in a strategic plan, the impact on student growth and achievement in this district is beginning to increase.
Anthony Orr:
Consistently using a common language streamlined communication channels and individual messages.
J. Robin Cochran:
The desire to develop a continuous growth mindset that transforms one’s practices provides a legacy for the future.
Buddy Berry:
Using the (Disney) Celebration School as a lesson on what to do and not do, the district’s design team is focused on redesigning the American school.
Ron Livingood:
This work provides a meaningful, problem-based, authentic curriculum for aspiring principals to know, understand, and apply as they move into formal leadership positions at the school level.
Robert Stafford:
Long before high school, especially during middle school, students form ideas about attending college.
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