1. If you could have dinner with any three guests, who would it be and why?

Having spent a significant part of my career in educational leadership, if I had the opportunity to host a dinner with any three guests, my choices would be deeply rooted in my passion for education.

Firstly, I would invite Secretary of Education Miguel Cardona who I had the privilege of working with over my last few years at AASA. His commitment to supporting educators and the children they serve is both inspiring and essential. Our conversations were always meaningful; he listened intently to my concerns and was honest about his capacity to address them. His insights into educational policy would be invaluable at such a dinner.

Next, Bill Milliken, the founder of the not-for-profit Communities in Schools (CIS), would be at my table. Bill is more than just a colleague; he’s a soul brother who for over 50 years, has had a profound impact on the lives of thousands of children, helping them succeed beyond expectations through CIS programs in their schools. His stories and experiences would add a depth of understanding about the power of community involvement in education.

Finally, I would be thrilled to have MacKenzie Scott join us. Her perspective on philanthropy in education would offer a unique and powerful viewpoint on how individual contributions can create significant societal changes.

This dinner would not just be a gathering of minds but a confluence of experiences, visions, and commitments to the future of education.

2. What was your proudest achievement as a Superintendent?

I firmly believe in the importance of providing equal opportunities to every student, regardless of their background or circumstances. During my tenure as a Superintendent, I am proud of my commitment to implementing programs that promoted equity and access to quality education in all the districts I served.

To accomplish this, I championed the establishment of bilingual education programs and Early Childhood Education initiatives. Recognizing the growing diversity in our communities, I saw the need to ensure that students who spoke languages other than English had the resources and support to succeed academically. Understanding that a strong foundation in the early years is crucial for a child’s future success, I worked diligently to expand access to quality preschool programs. This laid the groundwork for academic excellence and social development, setting our students on a path to success.

During my tenure on Long Island, I implemented full-day kindergarten programs and advocated for district-operated childcare services. These moves were transformative as they allowed students to receive a more comprehensive and enriching educational experience from a young age. It provided working parents with essential support and ensured that our children were well-prepared for their educational journey.

These initiatives not only transformed the educational landscape in our districts but also empowered students from all backgrounds to excel and thrive.

3. What were some of the biggest challenges that you had to overcome as a superintendent?

One of the biggest challenges I faced as a superintendent was the pursuit of equity in education. My approach to equity differed from the traditional understanding, which meant that every child received the same resources and opportunities. Instead, I believed in a more nuanced definition of equity, where every child received what they individually needed to succeed academically and personally.

To achieve this vision, I implemented policies that provided schools with low-achieving students with additional funding and resources. This was a significant departure from the one-size-fits-all approach and aimed to address the unique needs of each student.

However, this approach faced considerable backlash initially. Some stakeholders questioned the allocation of additional resources to specific schools, and there were concerns about fairness. Nevertheless, I remained committed to the belief that equity meant every child getting what they needed to succeed.

Over time, the results of these efforts became evident. Students in schools that received additional support began to succeed and make significant academic progress. Teachers became more interested in teaching at these schools, and the communities surrounding these schools also saw improvements.

The concept of “all boats floating” became a reality, as the success of these schools positively impacted the entire district.

4. When looking at the scale of the challenges in education, specifically in literacy and math proficiency, what are the types of solutions that district leaders should explore? 

When addressing the scale of challenges in education, particularly in improving literacy and math proficiency, district leaders should explore a range of solutions with a strong emphasis on early childhood intervention including:

Early Childhood Education Programs: It is critical to intervene as early as possible in a child’s education journey. There is ample research that supports the notion that if you can positively impact a child’s education before, they reach the 2nd grade, you’ve won a significant battle. Children who do not receive adequate support during these early years often lag in math and reading skills, making it crucial to target intervention efforts during preschool and kindergarten.

Increased Investment in Younger Children: District leaders should allocate more resources and funding toward programs and initiatives that cater to their youngest learners. This includes expanding access to high-quality preschool programs, improving early literacy and numeracy instruction, and providing comprehensive support services for children in their formative years.

By prioritizing the educational needs of younger children and investing resources wisely, district leaders can pave the way for improved outcomes and success for all students in the long run.

5. When you’re talking to recently appointed superintendents who are just beginning that chapter of their careers, what’s one piece of advice that you offer? 

There is one crucial piece of advice I always offer to new superintendents: Recognize and embrace the tremendous power you hold in shaping the future of education and use that power to be a champion for children.

As a superintendent, you are in a unique position to make a profound difference in the lives of the students in your district. It’s imperative to be courageous and unwavering in your commitment to doing what’s right for the kids, even when faced with opposition or challenges. In the role of the Chief Academic Officer, you have the opportunity to bring in programs and initiatives that are sorely needed to enhance the educational experience of your students.

Be courageous, build support, convince people, and actively advocate for the programs and changes that will truly benefit the children in your district.

(Interview edited for length and clarity)

The post Meet the Experts: Q&A with Dan Domenech, Former Executive Director, AASA first appeared on Age of Learning.