Educators and school leaders have a new path to advancing their careers and communities - the College of Education and Human Development's Superintendency Certificate Program. 

Temple University and the School District of Philadelphia have partnered to create a pathway to superintendency utilizing a leadership academy model. Chris McGinley, chair of CEHD's Policy, Organizational and Leadership Studies department, explains that the "academy would utilize an existing four-course, twelve-credit program at Temple University that meets course requirements for state certification, also called a Letter of Eligibility (LOE), for the role of superintendent." 

The Pennsylvania Department of Education outlines the requirements to become a superintendent: 

• Holds a baccalaureate degree from a regionally or nationally accredited college/university. 

• Satisfies the requirements set forth in 24 P.S. § 12-1209 relating to good moral character. 

• Provides verification of six years of satisfactory school experience, of which at least three must be in a supervisory or administrative capacity. 

• Completes a Pennsylvania-approved, graduate-level superintendent certification program that includes an internship/practicum or an equivalent out-of-state program. A 3.0 Grade Point Average (GPA) is required. 

• Provides evidence of satisfactory achievement on the Pennsylvania-required test. 

When students complete the College of Education and Human Development's 12-credit Superintendency Graduate Certificate Program, they will have met those requirements. The program is designed for working professionals in education or a related field.  

The superintendent is the chief executive officer and instructional leader of a school district. They have several key functions, McGinley explains, including setting instructional direction and improving student outcomes, daily operational and fiduciary responsibilities such as developing budgets, and representing their district as an advocate and spokesperson. They work closely with other districts and school administrators, teachers and a board of school directors, and must also foster relationships with local and state elected officials, and their communities. 

An activist educator, McGinley brings his personal leadership experiences and relationships with school district administrators to the CEHD community.  

"I didn't start my career thinking I would be a superintendent one day," McGinley shared, adding that he moved into an assistant superintendent role in the School District of Philadelphia at a time when the district was being divided into smaller units. "I was in charge of leadership for the school district. Then, I was recruited to serve Cheltenham's school district, and I became the superintendent there a few years later. I was really enthusiastic about the role, and the work the district was doing related to achievement gaps, even before No Child Left Behind." 

According to McGinley, the vast majority of superintendents have teaching and administrative experience prior to becoming superintendent. In fact, he recommends educators considering superintendency think about their career path and seek opportunities to work in central offices before "moving to the big chair." 

"The most successful superintendents I know are people who have had leadership experience within the organization - have served as vice or assistant principal, principal, worked in leadership in central offices. Learn on the job and work your way up."  

"I had the honor of serving as superintendent in three amazing school districts, Philadelphia (assistant superintendent), Cheltenham and Lower Merion, before coming to Temple as a professor," McGinley said. "I always had a system view of the work, which facilitated my move into becoming a superintendent," he added. 

"What I enjoyed the most was working with dedicated teachers and leaders, and engaging in dialogue about making the district better, improving things for the students. I was always at the center of the conversation of what we can do better for kids, particularly for those who have been overlooked in the past or may not have the same opportunities as others." 

Superintendents are hired and elected by a board of school directors, and most want candidates that have earned a doctoral degree in addition to certification. 

As such, Temple's program is only open to individuals who have already earned an EdD or PhD in educational or organizational leadership, or students currently working toward their EdD at Temple. These students, who McGinley says already have a strong foundation in teaching and learning, and in civic engagement, take four courses: The Role of the Superintendent, Part 1 and 2, and two semesters of Internship in Administration. These courses focus on responsibilities exclusive to the superintendent, like budget oversight and collective bargaining units. Coursework and experiential learning are personalized. Students are expected to "be proactive and engaged with the politics of school districts," McGinley says. 

Party politics are now more visibly part of the school board election process and are more apparent in the roles school board members play than they have been in the past, according to McGinley. This comes to surface in the media often with matters around diversity, equity and inclusion, bathroom policies, school library resources and more.  

McGinley advises that healthy school districts are ones in which parents, families and communities engage in discussion about what is going well and what is not, where everyone is trying to make it better. 

"The unique thing about being a superintendent," McGinley shares, "is that whatever you do is always examined and publicly debated. You need to see this as a source of energy, not a source of anxiety, and you'll be effective."  

The job market is growing. A recently published study by RAND Corporation found that 85 percent of superintendents surveyed were satisfied with their job, and turnover estimates have returned to pre-pandemic levels. McGinley says in the School District of Philadelphia, assistant superintendents make an average of $180,000. Superintendent Tony Watlington, who signed a five-year contract in 2022, earns a base salary of $340,000 annually. In area suburban districts, McGinley says, salaries vary depending on the size and relative wealth of the community. 

"It's a really challenging role," McGinley says, noting that the position has become more complex and more important in the current economic and political climate. "Part of the satisfaction is being able to do it." At the same time, he says, "it's very rewarding because you have the opportunity and responsibility to create better teaching and learning conditions in a district." 

To learn more about the Superintendency Certificate Program at Temple University's College of Education and Human Development, visit the program page on our website.