Bushland Independent School District

Dr. Tom Giles is the Superintendent of Bushland Independent School District (ISD), overseeing district goals, budgeting and planning. His leadership centers on student-focused decisionmaking, financial discipline, transparency, and visibility across the district. He previously served as an assistant superintendent, a principal across high school, junior high, and elementary levels, beginning his career as a math teacher.

Cutting from the Outside In

In a school district, students must remain the main focus. Every decision I make, whether it involves budgeting, staffing, operations, or strategy, begins with the same question: What is best for students, both educationally and from a safety standpoint? Our responsibility is to educate students, keep them safe, and protect the classrooms and instructional settings that support them.

When I was named superintendent at Bushland ISD, the district was operating with a deficit budget. The immediate responsibility was restoring financial stability while protecting classrooms, instructional services, and staff support systems.

The approach was clear in concept but required discipline in execution. We worked from the outside in, beginning with expenses furthest removed from instructional settings and moving inward only when necessary. Every expense was identified, evaluated for its purpose, and tested for necessity. If it was not needed, it was eliminated. If it served a purpose, we examined how to accomplish it more effectively and at lower cost.

In practice, that meant paying attention to details that are often overlooked. We reviewed items as specific as trash dumpsters across the district. In some cases, dumpsters remained in place even though the facilities they once served had changed. They were no longer being used, but we were still paying for them. Removing those costs created savings with no impact on instruction.

Other decisions were more structural. Our custodial services had been outsourced. After evaluating that model, we determined we could manage those services more effectively in-house. That shift reduced costs while increasing district employment. Those individuals are now part of our district and part of the culture we are building for students.

Throughout the process, transparency mattered. Staff and community members needed to understand not only what decisions were being made, but why those decisions were necessary. At every step, the question remained the same: would this decision negatively affect the classroom, instructional setting, or place unnecessary strain on staff? If the answer was yes, it was not an option. The goal was not only to reduce costs, but to do so with minimal impact on students and the people serving them.

Goals, Budget, and Strategic Alignment

That same discipline carries into how the district operates. Each year, our administrative team reviews district needs, analyzes data, and develops comprehensive district goals. Those goals are presented to the board for approval to ensure alignment with district priorities and community expectations.

Once adopted, those goals become the driving force behind district and campus improvement plans. Before any purchase is made or any resource is committed, we ask a simple question: which goal does this support? Every expense is tied to a purpose. That alignment ensures that financial decisions and strategic priorities move together.

“Not every change leads to improvement. For a change to be meaningful, it must be understood, purposeful, and sustainable.”

This process has strengthened our focus. It keeps district goals at the forefront of daily decisions. When staff order materials or make requests, they understand how those decisions connect to what we are trying to accomplish as a district.

We revisit our goals consistently throughout the year through both formal and informal reviews. If goals are not revisited, they are easily forgotten. When that happens, direction is lost. By keeping them visible and active, we maintain clarity across the district. This approach reinforces accountability and ensures we remain good stewards of the resources entrusted to us. Every dollar supports a defined outcome connected to student growth and district priorities.

Sustaining Change with Discipline

Change in a school district must be handled carefully. Not every change leads to improvement. For a change to be meaningful, it must be understood, purposeful, and sustainable.

One principle I follow is simple: do not move the fence until you know why it was put there. Before making any change, we take the time to understand why something was implemented in the first place. Whether tied to a process, structure, or previous need, there was a reason behind it.

Once that understanding is in place, we define the purpose of the change and the outcome we expect it to achieve. We also examine possible risks and identify what could go wrong before implementation. Planning for those outcomes is part of responsible leadership.

Sustainability is equally important. If a change cannot be sustained in the long term with the proper staffing, funding, and structure in place, it is not a change we should make. Constant change creates instability. Staff and students perform best in environments where expectations are clear, systems are stable, and support remains consistent over time.

Once the foundation is set, communication becomes critical. We share the reason for the change, the goals behind it, the timeline, and how progress will be measured. We also define the role each person will play in making the change successful. Leadership then becomes support. You encourage people, empower them, stay visible throughout the process, and serve as the cheerleader for the work. Without that support, even well-planned changes lose momentum.

Presence as Policy

Showing up is part of how I lead. Leadership in a school district cannot happen behind a closed office door. I am visible across the district at student drop-off, dismissal, games, performances, celebrations, and campus events. Students know who I am, and staff and parents know they can approach me directly.

One example is a weekly meeting I hold at a local coffee shop called Coffee with Dr. G. Anyone can come sit down, ask a question, and have a conversation. If you ask me a question, you will receive a direct answer that remains consistent regardless of who asks. That consistency is how I define transparency in practice. People need to know leadership is accessible, dependable, and present.

Equally important is how we listen. I make it a point to listen to understand, not listen to respond. When people feel heard, conversations change. Trust grows across staff, students, parents, and the broader community.

We also gather feedback through staff and campus-level surveys. Those surveys are actionable. They are reviewed, shared with leadership teams, and used to guide decisions and improvements across the district. When staff and students see their input leading to action, engagement increases. As engagement increases, outcomes improve.

Clarity in the Classroom

Artificial intelligence is becoming part of the educational landscape. It is already present in students’ lives and will continue to shape the world they enter after school. The question for school leaders is not whether AI exists, but how to clearly define its role in the classroom.

Clarity is essential. Teachers must define what is being assessed within a lesson. Are we evaluating the student’s process, or the final product? That distinction determines how AI can be used appropriately within the classroom.

We establish expectations early and communicate them clearly so students understand the boundaries and the purpose of AI use. AI can be a valuable tool when used with guidance and structure. Without that clarity, confusion develops around learning, accountability, and assessment. Our responsibility is to help students learn how to use these tools responsibly while still ensuring authentic learning takes place.

Accountability in Practice

Accountability is a daily practice. One concept I emphasize is evaluate your plate. This means regularly reviewing what is being asked of staff and determining whether each task is purposeful and beneficial. Great educators will continue doing what is asked of them, even when certain responsibilities no longer serve a meaningful purpose.

That is why leadership must continually ask: what are we doing, why are we doing it, and is it still beneficial? If something no longer serves students or staff effectively, it should be removed. Eliminating unnecessary tasks allows educators to focus on the work that matters most.

Another principle is direct: what you do not address, you condone. When issues are ignored, people begin to assume those behaviors or problems are acceptable. Addressing challenges promptly maintains standards and reinforces expectations across the organization. Recognition is equally important. Successes should be celebrated, students should be recognized, and staff accomplishments should be acknowledged consistently. Accountability and encouragement must work together to strengthen the culture.

Educating for Continuous Growth

I draw a clear distinction between teaching and educating. Teaching delivers content. Educating grows students.

Our responsibility is to know students individually. You have to understand their strengths, their challenges, how they learn, and where they need support. You leverage their strengths to encourage growth while working alongside them to address challenges.

I also reject the idea of the “bubble student,” the idea that only students near a performance threshold deserve concentrated attention. Every student is capable of growth, and every student matters.

Growth requires continuous adjustment. When students grow, we celebrate that progress. When growth does not occur, we adjust our instructional approach and improve the support systems around them. Students also become active participants in that process. Over time, that approach creates outcomes that extend beyond academic performance. It builds confidence, engagement, accountability, and long-term development.

If we focus on growing students every day and every year, accountability will take care of itself.

Leadership Defined by Purpose

At Bushland ISD, I define leadership by service, visibility, and purpose. Financial discipline, strategic alignment, transparency, and sustained stability form the operational foundation of the district. Just as important is being accessible, supportive, and consistently present for students, staff, parents, and the community.

Leadership means being willing to listen, address difficult issues directly and ensure every decision remains connected to what is best for students.

Every decision returns to the same principle: we are here for students. That focus shapes the systems we build, the priorities we set, and the culture we create across the district.