Leadership with the Lights On: Inviting Feedback That Fuels Growth

Every December, while many educators are preparing for holiday concerts and classroom celebrations, I’m preparing for something a little different: my own evaluation.

Yes, I go through a formal evaluation process with the Board of Education. But for me, that’s not where it ends — and honestly, it’s not even where the most meaningful feedback comes from.

Each year, I send a feedback form to staff and families asking them to weigh in on my leadership. Not because I’m required to. But because I believe if we expect our schools to be data-informed and feedback-driven, that starts at the top.

This is how I hold myself accountable. Not in private. Not behind closed doors. But openly and with intention

What I Ask

The feedback form is simple and direct. It includes five core questions:

1. Does Superintendent Hibbler communicate important information clearly and keep families informed about district decisions and updates?
2. Is Superintendent Hibbler visible, approachable, and actively engaged with students, families, and the broader school community?
3. Does Superintendent Hibbler promote a safe, inclusive, and supportive environment for all students in Ferndale Public Schools?
4. Does Superintendent Hibbler lead with integrity and represent the values of our school community?
5. What is one thing Superintendent Hibbler has done this year that made a positive difference for your child, family, or the Ferndale community?
   

Each of the first four is rated on a simple 1-to-3 scale, and the last two are open-ended.

Nothing fancy. No elaborate dashboards. Just honest questions — and even more honest answers.

Because leadership isn’t just about having a seat at the table — it’s about being open to the voices that aren’t always invited in.

Why I Do It

I believe leadership should be transparent, community-connected, and human. If I’m going to ask staff to reflect, ask families to trust us, and ask students to give their best — then I have to be willing to do the same.

This practice is part of what we mean in Ferndale when we talk about access and opportunity.

Because leadership isn’t just about having a seat at the table — it’s about being open to the voices that aren’t always invited in.

And sometimes, that feedback is affirming. Other times, it’s challenging. But it’s always valuable.

What I’ve Learned from This Practice

Each year, I learn something new about how I’m perceived — not just as a superintendent, but as a communicator, a culture-builder, and a person.

Here’s what this feedback has helped me do:

• Increase my visibility across buildings in ways that feel meaningful, not performative
• Be more consistent with family-facing communication
• Deepen trust by showing that I don’t just hear feedback — I act on it
  
• The questions aren’t just about optics. They cut to the core of how leadership shows up in real spaces, with real people, every day.
  

My Advice to Other Leaders

If you're in a role like mine, you already know that feedback will come whether you ask for it or not. So why not lead the process?

Here’s what I’d offer:

• Start small: Ask a few focused questions
• Be consistent: Make it part of your annual rhythm
• Don’t wait for perfection: Do it now, then refine
• Close the loop: Let people know what you heard and how it shaped your growth
  
• The trust you build by asking for feedback is just as important as the feedback itself.
  

Leading With the Lights On

I’ve learned that people don’t expect perfection from their leaders. But they do expect presence, clarity, and humility. They expect us to care — not just about results, but about relationships.

That’s why I invite staff and families into my evaluation. It’s not about getting it all right. It’s about making sure I’m growing in the right direction.

This kind of leadership takes courage — not the loud, bold kind. The quiet, consistent kind. The kind that happens when no one’s watching… and then again when everyone is.

Because leadership, when done well, isn’t about keeping the lights on. It’s about stepping into them, even when it’s uncomfortable.

That’s how I’m choosing to close the year. With reflection. With feedback. And with the full belief that what we model matters.