A new year is typically associated with the phrase “out with the old and in with the new.” The Seattle Public Schools district is joining this trend with our new superintendent: Ben Shuldiner.
Many students were unaware of this recent change, like Scout Quehl (‘28), who, when asked if she knew that SPS got a new superintendent, stated “No, I didn’t know about this. Honestly, I’m not sure what a superintendent even does, or their role in schools.”
Shuldiner was appointed by the Seattle School Board after a national search for candidates and entered negotiations to become the SPS superintendent in November of 2025, stepping into the position in February 2026. Superintendent candidates must hold a Washington state superintendent certificate, a master’s degree, a state-approved preparation program, and prior administrative/teaching experience.
To the students who aren’t sure what Ben Shuldiner’s role in our district is: the superintendent has a plethora of responsibilities. A few include developing and implementing district-wide policies, hiring and supervising teachers and staff, and managing budgets and funding.
Shuldiner got his undergraduate degree from Harvard University and he was awarded the prestigious Jefferson Award for Public Service for an Individual 35 Years of Age and Under. As a superintendent, he has values of education, responsibility, and action.
Apart from the responsibilities above, it is important to students that they are heard and seen by their superintendent.
Campbell Robbins (‘26) thinks that “A superintendent should create rules that consider all the students, because there are times the school pays attention to our voices, but there are also times that they don’t. And after all, in a school, the students voice and opinions should be the most important thing.”
Previously being a part of the Lansing School District in Michigan, Ben Shuldiner is ready to bring his experience to schools here in Seattle.
In a recent SPS press conference, Superintendent Shuldiner emphasized his “leadership approach centered on listening, collaboration, and visibility.” He shared his commitment to spending time in classrooms, learning directly from students, educators, families, and community members, and strengthening the systems that support teaching and learning across the district.
Kai Christenson (‘26) remarks that “Not only should the superintendent focus on things like budgeting and employment, but I would like to see a shift away from the one-size-fits-all approach to learning that is sometimes seen in schools. I think that currently, the superintendent should focus on new curriculums that are flexible and can accommodate for cognitive differences, as there are many different student minds and types.”
While many students are currently unaware of the new superintendent, Shuldiner’s leadership will ultimately shape important decisions that affect students’ daily lives, from classroom-wide initiatives to district-wide policies. Students are hoping that under Shuldiner’s leadership, their voices can be heard throughout this process, but that will be determined as he makes his first moves as Superintendent.