Palo Alto Unified School District, Palo Alto, CA - Superintendent

McPherson & Jacobson•Omaha, CA

19h•Onsite

About The Position

The Palo Alto Unified School District Board of Trustees is seeking an effective leader and fully qualified Superintendent. The Board wishes to have the successful candidate assume the responsibilities of the position on July 1, 2026. McPherson & Jacobson, L.L.C. , Executive Recruitment and Development, in collaboration with the California School Boards Association, has been engaged as the consultant in a search for outstanding candidates. They will assist the Board of Trustees in identifying and screening the candidates. The Board is searching for a candidate that has demonstrated an impact as an educational leader, with a deep commitment to empowering student voice, authentically engaging with the community, and supporting mental health in high-achieving environments. The board recognizes that selecting a superintendent is one of the most important decisions it will make and desires a candidate that has a proven ability and demonstrated accomplishments for the following position criteria: Educational Leader: The ideal superintendent is a visionary and student-centered educational leader who sustains and strengthens a high-performing school system while advancing continuous improvement. This leader brings deep expertise in curriculum design, instruction, and assessment, and demonstrates the ability to align district goals with school-level strategies and classroom practice through systems thinking. They understand how to close achievement gaps within a high-performing district while maintaining academic rigor and expanding opportunities for all students. This leader balances visionary leadership with strong stewardship, recognizing the importance of strengthening an already successful system. They understand the unique pressures and expectations of the Palo Alto community, including the influence of technology, academic intensity, and high achievement culture. As an experienced educator, they bring a proven track record of success as a teacher and leader at the classroom, site, and district levels. Above all, this leader models professionalism, effectiveness, and a commitment to continuous improvement and a reimagination of student success. Effective Fiscal and Organizational Leader: The ideal superintendent is a fiscally responsible and strategic leader who understands the complexities of school finance and organizational systems. They possess a strong understanding of district budgeting and resource allocation and are able to make informed decisions that support long-term stability and student success. This leader demonstrates the ability to strengthen systems and organizational capacity, ensuring alignment between vision, resources, and outcomes. They build strong, collaborative relationships with bargaining units and staff, fostering trust and shared responsibility. As a problem solver and effective manager, they bring integrity, accountability, and a steady focus on both day-to-day operations and long-term planning. This leader ensures that the district operates efficiently while maintaining a focus on student-centered decision-making. Culturally Competent Leader: The ideal superintendent is a culturally competent leader who understands and effectively serves a diverse, globally connected community. This leader demonstrates the ability to navigate complex social dynamics, including race, identity, and differing community perspectives, with sensitivity, respect, and skill. They have experience working with culturally, religiously, and racially diverse populations, including first-generation immigrant and LGBTQ communities, and demonstrate the ability to build inclusive environments where all students and families feel seen, valued, and supported. This leader is adept at managing differences, addressing tensions thoughtfully, and bringing people together across varied viewpoints. They are willing and able to engage in difficult conversations with clarity, empathy, and professionalism, and ensure that all students have access to high-quality learning opportunities. Through culturally responsive leadership and strong relationship-building, they foster a sense of belonging and mutual respect across the district. Student Wellness Leader: The ideal superintendent prioritizes student well-being and demonstrates expertise in addressing mental health in high-achieving school environments. This leader understands the impact of academic pressure and community expectations on students and brings experience working in districts with similar mental health challenges. They lead comprehensive systems of support that promote prevention, intervention, and a culture of belonging and balance. This leader is committed to the whole child, ensuring that social-emotional well-being is integrated into the district’s work alongside academic excellence. Through collaboration with staff, families, and community partners, they foster safe, supportive, and inclusive learning environments for all students. Community-Centered Leader and Ethical Communicator: The ideal superintendent is an inclusive, ethical, and highly effective communicator who builds strong, trusting relationships across the district and community. With exceptional written, verbal, and digital communication skills, this leader engages transparently with the Board, staff, students, families, and community partners. They are actively engaged in community life and create meaningful opportunities for involvement in schools, ensuring that all voices are heard and valued. This leader demonstrates high integrity, fairness, and accountability, serving as a role model who holds themselves and others to high standards. They are skilled at bringing together diverse groups, managing differences, and fostering collaboration across varying perspectives. This leader builds and sustains healthy, productive relationships between the Board and Superintendent, ensuring effective governance and shared leadership. Through authentic engagement and inclusive practices, they create a culture of trust, respect, and collective responsibility for student success.

Requirements

Successful experience as a classroom teacher

Nice To Haves

Successful experience as a leader at the site and district levels
Experience in a high-performing, high-expectation school district
Demonstrated success in student wellness and community engagement
Experience addressing mental health challenges in high-achieving environments
Bilingual/biliterate skills preferred
Doctorate degree and California administrative credential preferred

Responsibilities

Assume the responsibilities of the position on July 1, 2026.
Sustain and strengthen a high-performing school system while advancing continuous improvement.
Align district goals with school-level strategies and classroom practice through systems thinking.
Close achievement gaps within a high-performing district while maintaining academic rigor and expanding opportunities for all students.
Strengthen systems and organizational capacity, ensuring alignment between vision, resources, and outcomes.
Build strong, collaborative relationships with bargaining units and staff, fostering trust and shared responsibility.
Ensure that the district operates efficiently while maintaining a focus on student-centered decision-making.
Serve a diverse, globally connected community.
Navigate complex social dynamics, including race, identity, and differing community perspectives, with sensitivity, respect, and skill.
Build inclusive environments where all students and families feel seen, valued, and supported.
Manage differences, address tensions thoughtfully, and bring people together across varied viewpoints.
Engage in difficult conversations with clarity, empathy, and professionalism.
Ensure that all students have access to high-quality learning opportunities.
Foster a sense of belonging and mutual respect across the district.
Prioritize student well-being and address mental health in high-achieving school environments.
Lead comprehensive systems of support that promote prevention, intervention, and a culture of belonging and balance.
Integrate social-emotional well-being into the district’s work alongside academic excellence.
Foster safe, supportive, and inclusive learning environments for all students.
Build strong, trusting relationships across the district and community.
Engage transparently with the Board, staff, students, families, and community partners.
Actively engage in community life and create meaningful opportunities for involvement in schools.
Serve as a role model who holds themselves and others to high standards.
Build and sustain healthy, productive relationships between the Board and Superintendent, ensuring effective governance and shared leadership.
Create a culture of trust, respect, and collective responsibility for student success.