Michael R.L. Odell, PhD, has spent more than three decades inside the strange republic of higher education — as professor, program founder, administrator, and occasional heretic. He has written strategic plans, accreditation reports, and improvement initiatives that all promised transformation — and sometimes delivered it. He believes in the improbable resilience of the university and the quiet decency of those who still make it work. He currently serves as Professor of STEM Education at The University of Texas at Tyler, where he teaches, writes, and continues to mentor those brave enough to lead from within. He dedicates this work to the faculty, staff, and administrators who, despite bureaucracy and budget spreadsheets, keep learning alive through persistence, humor, and hope.David Simmons, EdD, is an Assistant Professor of Educational Leadership at The University of Texas at Tyler. He served as a teacher, principal, and superintendent in several high-performing Texas districts before joining UT Tyler to guide the next generation of educational leaders. He brings to this book the perspective of one who has governed schools through both calm and crisis, and who believes that public education remains one of the finest expressions of American democracy.

• Author's Note Preface How to Read This Book For Discussion and Reflection Letter to the Reader Part I—The Nature of the Educational Realm I. Of Types of Districts and How They Are Governed He who would understand districts must first accept that every one believes itself exceptional. II. On Acquiring New Programs and Keeping Them Initiatives are easily born of grants and lost to audits. III. Of Boards, Legislators, and Community Patrons (The External Lords) Those who do not teach still command the schools through purse and praise. IV. Whether It Is Better to Be Feared or Loved by Teachers (and How to Avoid Being Despised) Fear ensures compliance; affection ensures effort; respect endures both. V. Of Managing Campuses as Vassal States Principals cannot be ruled, only evaluated. Part II—The Instruments of Power and Policy VI. On the Use of Committees and Task Forces When many deliberate, none decide, and peace is preserved. VII. On Reputation and Accountability (The Power of Appearances) Ratings, once achieved, excuse mediocrity for years. VIII. On Teachers, Staff, and the Army You Actually Have The district marches on invisible feet. IX. On Allies and Enemies (Coalition-Building Among Boards, Parents, and Unions) Allies confer advantage; enemies confer focus. X. On Innovation Without Insurrection The secret of change is to call it alignment. XI. On Handling Crises He who controls the narrative survives the headline. XII. On Data, Dashboards, and the Illusion of Control Numbers persuade most when they reveal the least. Part III—Of Fortune, Legacy, and Liberation XIII. On Succession and Legacy Policies outlive their authors; reputations outlive their titles. XIV. On Fortune, Timing, and Political Weather Leadership is not mastery of fortune, but grace under its storms. XV. Exhortation to Liberate the Schools To govern the mind is impossible, yet to serve it is divine. Postscript: A Final Letter to the Reader Afterword—Written from the Authors' Conference Room, 2025 In which the author, having survived both boards and budgets, offers affection disguised as irony. Publisher Notes About the Authors The Superintendent Reflects Index NOTE: Table of Contents subject to change up until publication date.

Michael R.L. Odell, PhD, has spent more than three decades inside the strange republic of higher education — as professor, program founder, administrator, and occasional heretic. He has written strategic plans, accreditation reports, and improvement initiatives that all promised transformation — and sometimes delivered it. He believes in the improbable resilience of the university and the quiet decency of those who still make it work. He currently serves as Professor of STEM Education at The University of Texas at Tyler, where he teaches, writes, and continues to mentor those brave enough to lead from within. He dedicates this work to the faculty, staff, and administrators who, despite bureaucracy and budget spreadsheets, keep learning alive through persistence, humor, and hope.David Simmons, EdD, is an Assistant Professor of Educational Leadership at The University of Texas at Tyler. He served as a teacher, principal, and superintendent in several high-performing Texas districts before joining UT Tyler to guide the next generation of educational leaders. He brings to this book the perspective of one who has governed schools through both calm and crisis, and who believes that public education remains one of the finest expressions of American democracy.

• Author's Note Preface How to Read This Book For Discussion and Reflection Letter to the Reader Part I—The Nature of the Educational Realm I. Of Types of Districts and How They Are Governed He who would understand districts must first accept that every one believes itself exceptional. II. On Acquiring New Programs and Keeping Them Initiatives are easily born of grants and lost to audits. III. Of Boards, Legislators, and Community Patrons (The External Lords) Those who do not teach still command the schools through purse and praise. IV. Whether It Is Better to Be Feared or Loved by Teachers (and How to Avoid Being Despised) Fear ensures compliance; affection ensures effort; respect endures both. V. Of Managing Campuses as Vassal States Principals cannot be ruled, only evaluated. Part II—The Instruments of Power and Policy VI. On the Use of Committees and Task Forces When many deliberate, none decide, and peace is preserved. VII. On Reputation and Accountability (The Power of Appearances) Ratings, once achieved, excuse mediocrity for years. VIII. On Teachers, Staff, and the Army You Actually Have The district marches on invisible feet. IX. On Allies and Enemies (Coalition-Building Among Boards, Parents, and Unions) Allies confer advantage; enemies confer focus. X. On Innovation Without Insurrection The secret of change is to call it alignment. XI. On Handling Crises He who controls the narrative survives the headline. XII. On Data, Dashboards, and the Illusion of Control Numbers persuade most when they reveal the least. Part III—Of Fortune, Legacy, and Liberation XIII. On Succession and Legacy Policies outlive their authors; reputations outlive their titles. XIV. On Fortune, Timing, and Political Weather Leadership is not mastery of fortune, but grace under its storms. XV. Exhortation to Liberate the Schools To govern the mind is impossible, yet to serve it is divine. Postscript: A Final Letter to the Reader Afterword—Written from the Authors' Conference Room, 2025 In which the author, having survived both boards and budgets, offers affection disguised as irony. Publisher Notes About the Authors The Superintendent Reflects Index NOTE: Table of Contents subject to change up until publication date.

Michael R.L. Odell, PhD, has spent more than three decades inside the strange republic of higher education — as professor, program founder, administrator, and occasional heretic. He has written strategic plans, accreditation reports, and improvement initiatives that all promised transformation — and sometimes delivered it. He believes in the improbable resilience of the university and the quiet decency of those who still make it work. He currently serves as Professor of STEM Education at The University of Texas at Tyler, where he teaches, writes, and continues to mentor those brave enough to lead from within. He dedicates this work to the faculty, staff, and administrators who, despite bureaucracy and budget spreadsheets, keep learning alive through persistence, humor, and hope.David Simmons, EdD, is an Assistant Professor of Educational Leadership at The University of Texas at Tyler. He served as a teacher, principal, and superintendent in several high-performing Texas districts before joining UT Tyler to guide the next generation of educational leaders. He brings to this book the perspective of one who has governed schools through both calm and crisis, and who believes that public education remains one of the finest expressions of American democracy.

• Author's Note Preface How to Read This Book For Discussion and Reflection Letter to the Reader Part I—The Nature of the Educational Realm I. Of Types of Districts and How They Are Governed He who would understand districts must first accept that every one believes itself exceptional. II. On Acquiring New Programs and Keeping Them Initiatives are easily born of grants and lost to audits. III. Of Boards, Legislators, and Community Patrons (The External Lords) Those who do not teach still command the schools through purse and praise. IV. Whether It Is Better to Be Feared or Loved by Teachers (and How to Avoid Being Despised) Fear ensures compliance; affection ensures effort; respect endures both. V. Of Managing Campuses as Vassal States Principals cannot be ruled, only evaluated. Part II—The Instruments of Power and Policy VI. On the Use of Committees and Task Forces When many deliberate, none decide, and peace is preserved. VII. On Reputation and Accountability (The Power of Appearances) Ratings, once achieved, excuse mediocrity for years. VIII. On Teachers, Staff, and the Army You Actually Have The district marches on invisible feet. IX. On Allies and Enemies (Coalition-Building Among Boards, Parents, and Unions) Allies confer advantage; enemies confer focus. X. On Innovation Without Insurrection The secret of change is to call it alignment. XI. On Handling Crises He who controls the narrative survives the headline. XII. On Data, Dashboards, and the Illusion of Control Numbers persuade most when they reveal the least. Part III—Of Fortune, Legacy, and Liberation XIII. On Succession and Legacy Policies outlive their authors; reputations outlive their titles. XIV. On Fortune, Timing, and Political Weather Leadership is not mastery of fortune, but grace under its storms. XV. Exhortation to Liberate the Schools To govern the mind is impossible, yet to serve it is divine. Postscript: A Final Letter to the Reader Afterword—Written from the Authors' Conference Room, 2025 In which the author, having survived both boards and budgets, offers affection disguised as irony. Publisher Notes About the Authors The Superintendent Reflects Index NOTE: Table of Contents subject to change up until publication date.