“Focused on outcomes, wellness, and community trust“
Wendy Crocker‑Roberge, a candidate for the next superintendent of Reading Public Schools, outlined her leadership philosophy, priorities, and personal connection to the town during a community engagement session held both in person and via Zoom last week.
Crocker‑Roberge, currently an assistant superintendent with Lowell Public Schools, spent the day touring Reading schools and meeting with students, educators, district staff, and community leaders before taking questions from residents during the evening forum.
I’ve been incredibly impressed by the level of community engagement here,” Crocker‑Roberge said. “It’s very clear that Reading considers the superintendent role a pivotal position and that there is deep care for the quality of its schools.”
Familiarity With Reading and Respect for Momentum
Crocker‑Roberge shared that Reading is the only district to which she applied for a superintendent position, citing both professional alignment and personal ties. She explained that she spent much of her early life connected to the town, with family members who lived on West Street and childhood memories at local schools.
She emphasized that she views Reading as a district on an “upswing,” noting strong student outcomes, stable leadership, and positive relationships among educators, families, and the School Committee. Given that progress, she stressed the importance of continuing what is working rather than making unnecessary changes.
This is not a turnaround situation,” she said. “It requires a different approach—one that honors momentum, builds trust, and takes time to listen.”
Crocker‑Roberge suggested that a transitional or “bridge year” following the end of the district’s current five‑year strategic plan could allow for relationship‑building and thoughtful planning rather than abrupt shifts in direction.
Top Priorities: Academics, Student Well‑Being, and Community
When asked about her long‑term priorities, Crocker‑Roberge highlighted three key areas:
First, she emphasized academic excellence, coupled with evolving definitions of success that prepare students for both college and careers. She pointed to strong existing programs in Reading, such as Advanced Placement courses, early college opportunities, and career‑connected learning pathways, and said she would support further growth in those areas.
Second, she identified student wellness as essential for learning. Crocker‑Roberge spoke about the increasing social and emotional pressures students face and stressed the importance of helping students build resilience, manage anxiety, and feel ready to learn mentally, physically, and emotionally.
Students have to be available for learning,” she said. “That means strong systems of support and attention to the whole child.”
Third, she underscored the importance of schools as a hub for families and the community, praising Reading’s high level of family engagement and civic involvement. She said maintaining strong connections with parents, community organizations, and residents—whether or not they have children in the schools—would be critical moving forward, especially as budget pressures increase.
Commitment to Collaboration and Transparency
Throughout the forum, Crocker‑Roberge returned repeatedly to themes of collaboration, communication, and trust. She described herself as a leader who values both top‑down clarity and bottom‑up input, particularly from educators working directly with students.
She also spoke about her experience leading long‑range strategic planning, emphasizing transparency, clearly defined priorities, and measurable outcomes. She said student data—academic and social‑emotional alike—should inform decision‑making, but only when it is used purposefully rather than collected for its own sake.
Student outcomes are the paramount benchmark for anything that we do,” she said.
Crocker‑Roberge pledged to be visible in schools, accessible to families, and open to feedback, including anonymous input through surveys and forums. She said she welcomes accountability from the School Committee and the broader community.
Your job is to hold me accountable,” she told attendees. “I take that responsibility very seriously.”
Looking Ahead
Recognizing the strong leadership of the current superintendent, Crocker‑Roberge acknowledged that stepping into the role would come with high expectations.
These are big shoes to fill,” she said. “People want warmth, accessibility, collaboration, and continued focus on outcomes—and I understand that.”
The Reading School Committee is expected to continue its superintendent selection process in the coming weeks. Crocker‑Roberge concluded the session by thanking participants for their engagement and emphasizing the importance of choosing the right fit for the district’s future.
This is an important decision,” she said. “It’s about what’s best for Reading Public Schools moving forward.”
The full interview is available below. We’ll also be featuring the other candidate, Henry Turner, in an article tomorrow.
