Superintendent Search Update
September 21st, 2026
Superintendent Search Input Sessions & Surveys
Comprehensive Report
September 21, 2026
The information in the report is the result of multiple meetings conducted by Jennifer Settle and Doug Williams with Impact Education Specialists. Groups included in the sessions were Administration, Faculty, Students, Parents and Community. Special acknowledgement to June Hendrickson, Jamie Dyer and the Tech Department for assistance in organizing the sessions and providing support for the sessions and surveys.
During each session, attendees answered the following questions: (1) What are the strengths of Pottsboro ISD? (2) What are areas that could be improved? (3) What characteristics and skills do you believe the new superintendent should possess?
Surveys were sent to stakeholders to seek feedback on the questions from the sessions. They were also asked to evaluate key issues ahead for Pottsboro ISD and traits and characteristics deemed to be most important for the district. The report is being provided to the Pottsboro ISD Board of Trustees as they begin the process of interviewing candidates for the vacant superintendent’s position.
Superintendent Search Input Sessions
Community and Stakeholder Input | 262 Responses
Purpose and Overview. Pottsboro ISD gathered stakeholder input to identify the district priorities, leadership characteristics, strengths, and improvement opportunities that should inform the search for the next superintendent. The survey received 262 responses and reflects substantial parent and employee participation, along with input from community members, administrators, and students. The results point to a clear desire for a leader who protects the district’s strong community culture while strengthening academic quality, staffing, financial stewardship, communication, and long-range planning.
Stakeholder representation. Parents represented 149 responses (56.9%), followed by faculty and staff with 75 (28.6%). Community members contributed 15 responses (5.7%); district administration and students each contributed 8 (3.1%); and campus administration contributed 6 (2.3%). One respondent did not identify a stakeholder group.
What Stakeholders Prioritize
Academic quality rises to the top. Among the 259 respondents who completed the district-priority ranking, High Quality Teaching and Learning was the strongest priority, with an average rank of 2.31 and 131 first-place selections. Teacher Recruitment and Retention ranked second (2.91), closely followed by the Budget Shortfall (3.04). Together, these results indicate that stakeholders see instructional excellence, a strong workforce, and financial stability as tightly connected priorities for the district’s future.
Top-three concentration reinforces the pattern. High Quality Teaching and Learning appeared in the top three for 202 respondents (78.0% of those ranking priorities), Teacher Recruitment and Retention for 192 (74.1%), and Budget Shortfall for 165 (63.7%). Sustainability Planning and Infrastructure Needs form a second tier of concern, while Competition and Choices and Declining Enrollment ranked lower overall. Lower ranking does not indicate that these issues are unimportant; rather, respondents placed more immediate emphasis on teaching and learning, staffing, and finances.
Qualities & Characteristics for the next superintendent that were highlighted included:
Leadership Profile Emerging from the Survey
Integrity is the defining leadership expectation. Among the 256 respondents who ranked superintendent characteristics, Integrity and Ethics was the clear first priority, averaging 2.05 and receiving 158 first-place selections. Strong Communication Skills ranked second at 3.20. The next group—Problem-Solving Skills, Visionary Leadership, and Commitment to Continuous Improvement—clustered closely, suggesting that stakeholders want both principled leadership and the capacity to move the district forward through complex decisions.
The open-ended comments deepen this profile. Frequently recurring themes included a superintendent who is student- and staff-centered, communicates and listens well, is visible and approachable in the schools and community, demonstrates honesty and trustworthiness, exercises sound financial and strategic judgment, and makes decisions in a fair and collaborative manner. These themes align closely with the quantitative rankings and reinforce the importance of trust, accessibility, and effective communication.
Student Focus Group: Student Voice
In addition to the district-wide survey, 15 Pottsboro High School students participated in a student focus group. Their feedback strongly echoed several survey themes while adding a direct student perspective on school culture, educational opportunities, facilities, and the leadership qualities they value in a superintendent.
What students value. Students described Pottsboro High School as a supportive, safe, and welcoming community. They highlighted caring staff who make students feel safe and valued, strong community support, positive school atmosphere, high attendance at sporting events, and a culture in which students generally get along and bullying is not viewed as a defining concern.
What students would change. Students asked for more life-skills classes and a broader range of courses connected to their interests. They also expressed a desire for more meaningful opportunities to share opinions and concerns with principals and administrators. Facility and resource needs—including tennis courts, the high school parking lot, stronger facilities, and funding for additional programs—were also identified. One student concern focused on staffing roles, specifically a preference for coaches to focus on coaching rather than also teaching classes.
What students want in a superintendent. Students identified humility, integrity, strong communication, problem-solving ability, personal connection, visibility in hallways and classrooms, sound financial judgment, and accountability for employee performance. Their comments reinforce the broader survey findings that the next superintendent should be approachable, ethical, communicative, financially responsible, visible, and willing to address difficult issues.
Summary of Input Sessions, Survey and Student Focus Group
What are the strengths of Pottsboro ISD?
Strong community support and involvement — Pottsboro is viewed as a close-knit community that strongly supports its schools, students, and staff.
Caring and dedicated teachers and staff — Respondents consistently emphasized that employees genuinely care about students and are committed to their success.
Strong relationships — Positive connections among students, staff, families, administrators, and the community were frequently mentioned.
Small-school, family atmosphere — Stakeholders value the personal connections and individual attention students receive in a smaller district.
Strong academic focus and performance — Respondents recognized academic achievement, high expectations, and a commitment to quality teaching and learning.
School pride, traditions, and Cardinal spirit — Traditions, athletics, extracurricular activities, and district pride contribute positively to the student experience.
Safe and supportive environment — Stakeholders described Pottsboro ISD as a place where students feel safe, cared for, and supported.
Staff loyalty and experience — Long-serving employees and their commitment to the district were viewed as important strengths.
Personal investment in students — Teachers and administrators often know students personally and make them feel valued.
Overall Theme: Pottsboro ISD’s greatest strength is its people and community. Respondents value the district’s caring staff, strong relationships, community support, academic commitment, traditions, and sense of Cardinal pride.
What are Areas for Improvement in Academic Achievement?
Based on recurring themes in the open-ended superintendent search survey responses, stakeholders identified the following opportunities to strengthen academic achievement:
Increase academic rigor and mastery — Maintain high expectations and place greater emphasis on students truly mastering essential knowledge and skills rather than simply completing assignments or meeting minimum requirements.
Strengthen curriculum alignment and instructional consistency — Review curriculum across grade levels and campuses to improve vertical alignment, consistency, and the quality of classroom instruction.
Expand support for struggling learners — Provide stronger intervention systems, including Tier 2 and Tier 3 supports, RTI monitoring, instructional aides, and targeted assistance for students who need additional help.
Improve special education support — Strengthen services, communication, staffing, and follow-through for students receiving special education services and students with IEPs.
Expand advanced academic opportunities — Increase access to advanced and honors courses, Gifted and Talented opportunities, dual-credit options, and challenging coursework for higher-achieving students.
Strengthen college and career readiness — Prepare students for four-year colleges, workforce pathways, and life beyond high school through stronger academic preparation and relevant learning opportunities.
Protect instructional time and academic priorities — Maintain an appropriate balance between academics and extracurricular activities so instructional time and student learning remain central priorities.
Evaluate instructional practices and resources — Review the balance between teacher-led instruction, technology-based learning, standardized testing, and authentic learning experiences, with continued attention to reading and writing skills.
Overall Theme: Stakeholders want Pottsboro ISD to build on its existing academic strengths by increasing rigor, improving instructional consistency, expanding academic choices, and providing stronger support for students with a wide range of learning needs.
What are the Areas for Improvement in Quality Staff?
Based on recurring themes in the open-ended superintendent search survey responses, stakeholders identified the following opportunities to strengthen the recruitment, retention, support, and development of quality staff:
Competitive compensation and benefits — Maintain salaries, benefits, and incentives that are competitive with surrounding districts and recognize employee performance and contributions.
Teacher recruitment and retention — Strengthen efforts to attract and retain highly qualified teachers and reduce staff turnover.
Appropriate staffing levels — Provide sufficient teachers, instructional aides, paraprofessionals, intervention staff, custodial staff, campus administrators, and other support personnel where needs are greatest.
Hire the most qualified candidates — Place strong emphasis on qualifications, experience, certifications, expertise, and the needs of students when making hiring decisions.
Teacher and staff support — Ensure employees feel supported by administrators, can raise concerns or ideas, and receive meaningful follow-through and solutions.
Professional development and leadership development — Provide relevant professional learning, strengthen leadership capacity, and support continuous growth for employees at all levels.
Recognition, morale, and workplace support — Recognize employee contributions, strengthen staff morale, and create a work environment where employees feel valued and respected.
Consistent expectations and accountability — Apply expectations for professionalism, attendance, job performance, evaluations, and improvement consistently across employee groups and campuses.
Workload and role clarity — Review workloads, responsibilities, and the distribution of duties so employees have the time, resources, and support needed to do their jobs effectively.
Overall Theme: Respondents clearly value Pottsboro ISD’s employees and want the district to continue investing in its people through competitive compensation, strong recruitment and retention practices, appropriate staffing, professional support, recognition, consistent expectations, and meaningful administrative support.
What are the Areas for Improvement in Programs?
Based on recurring themes in the open-ended superintendent search survey responses, stakeholders identified the following opportunities to strengthen and expand student programs:
Expand advanced academic choices — Increase access to honors and advanced courses, dual-credit opportunities, and other challenging academic options.
Strengthen Gifted and Talented opportunities — Review and expand GT identification, participation, and programming so more students with advanced learning needs can be appropriately served.
Broaden electives and student choices — Offer a wider variety of electives, languages, and interest-based courses so students have more options that reflect their interests and future goals.
Increase STEM and innovative learning opportunities — Expand opportunities such as STEM, robotics, technology, culinary, and other engaging programs, including additional choices for middle school students.
Strengthen college and career preparation — Provide additional college-readiness, career-focused learning, internships, leadership opportunities, and partnerships with local industries and organizations.
Expand clubs and extracurricular opportunities — Provide more clubs, after-school activities, and leadership opportunities for students at both the middle school and high school levels.
Strengthen specialized student services — Continue improving special education, intervention, and other specialized programs so students with different learning needs receive consistent support.
Support a broad range of fine arts and activities — Ensure fine arts, athletics, clubs, and other extracurricular programs receive appropriate recognition, resources, and opportunities rather than concentrating attention on only a few activities.
Overall Theme: Stakeholders want Pottsboro ISD to broaden student opportunities while maintaining quality. The feedback points to greater choice in advanced academics, electives, STEM, college and career preparation, clubs, fine arts, and specialized services for students with differing needs.
What are the Areas for Improvement in Culture?
Based on recurring themes in the open-ended superintendent search survey responses, stakeholders identified the following opportunities to strengthen district culture:
Improve communication — Provide clearer, more consistent, and more timely communication among district leaders, campuses, employees, parents, students, and the community.
Increase transparency — Communicate the rationale behind important decisions, finances, staffing, and district operations so stakeholders better understand how and why decisions are made.
Strengthen trust, respect, and collaboration — Build stronger relationships across departments and campuses and foster a culture where employees feel respected, valued, and trusted to do their work.
Ensure fairness and consistency — Apply expectations, rules, discipline, personnel practices, evaluations, and accountability consistently across campuses, departments, employees, and students.
Address perceptions of favoritism and cliques — Reduce perceptions of insider decision-making, favoritism, gossip, and unequal treatment by using clear processes and consistent standards.
Increase accountability — Maintain clear expectations and appropriate follow-through for students, employees, administrators, and departments.
Increase leadership visibility and accessibility — Create a stronger leadership presence on campuses and provide meaningful opportunities for staff, students, and families to share concerns and input.
Strengthen staff morale and professionalism — Promote a positive workplace characterized by professionalism, recognition, ethical leadership, support, and a shared commitment to continuous improvement.
Strengthen student behavior and school climate — Respond consistently to bullying, serious behavior concerns, and discipline issues while maintaining a safe and respectful environment for all students.
Overall Theme: Communication and transparency were among the most frequent culture-related themes. Stakeholders expressed a desire for a district culture built on trust, fairness, accountability, collaboration, visible leadership, professionalism, and consistent treatment of students and employees.
Implications for the Superintendent Search
Taken together, the survey and student focus group suggest a leadership profile centered on trust and execution. Stakeholders are seeking a superintendent who can sustain the district’s community-centered culture and strong staff relationships while keeping high-quality teaching and learning at the forefront. The student voice adds emphasis to being visible, personal, humble, and responsive to student concerns, while expanding opportunities that prepare students for life beyond high school. The next leader will also need to communicate openly, recruit and retain quality employees, navigate budget pressures, plan sustainably, and address facility and student-support needs with sound judgment. Visibility, listening, fairness, accountability, and the ability to build confidence across stakeholder groups will be important to translating these priorities into action.