Editor’s note: This story is Part Two of a two-part series on
the situational leadership approach to leading a school district,
written by Douglass ISD Superintendent Walter Peddy. Part
One, entitled “What Great Superintendents Do,” appeared in the
August 2017 edition.
In Part One of this series, the argument was made that greatness is defined as an ability to do well all things germane to one’s job description. For the superinten- dent, that job is leadership. In 1999, the Texas Administrative Code was revised
to include standards required for the superintendent certifi-
cate (TAC, 1999). Part One of this series addressed four of
the eight Texas superintendent standards, which provide that
different forms of leadership are necessary to successfully
accomplish the tasks and overcome the challenges currently
confronting today’s school leaders. Board members and
superintendents are well-advised to know what those chal-
lenges are but also to recognize the truly special superinten-
dents who are gifted enough to know “what to do and when
to do it” when it comes to leadership.
Part One considered standards one through four and
the leadership styles (ethical, visionary, mentor, and distributive) necessary to successfully accomplish each standard.
In this article, we review standards five through eight and
the respective leadership styles called for by each—and we
advocate clear vision