A Q&A with Professor Emeritus Stephen Uebbing on transformational educational leadership
Warner School of Education and Human Development Professor Emeritus Stephen Uebbing has spent a lifetime reimagining what’s possible in K-12 education. From his early days as a social studies teacher and coach to his two decades as superintendent of the Canandaigua City School District — and ultimately, his pivotal role in leading the turnaround of Rochester’s East High School — Uebbing’s career has been defined by principled leadership, collaboration, and an unwavering commitment to student-centered schooling.
Those who have worked closely with Uebbing throughout his career consistently describe him as an outstanding and generous colleague who inspires others to take risks and supports them throughout their professional journey, serving as a lifelong mentor. He is often characterized as humble, wise, honest, and an exceptional problem solver and leader.
“Dr. Steve Uebbing embodies the rare blend of intellect and compassion, guiding with wisdom, teaching with humility, and always centering humanity in his work,” says former East EPO Superintendent Shaun Nelms, now a professor and William and Sheila Konar Director of the Center for Urban Education Success at Warner School and the University’s vice president for community partnerships. “As a friend, mentor, co-instructor, and tireless advocate, Steve has shaped lives with quiet strength and enduring purpose. His recognition in the Warner Legends series is not only well-deserved, but it is a testament to a legacy defined by integrity and a desire to nurture future educators.”
In this wide-ranging conversation, Uebbing reflects on the defining moments of his career, the lessons learned from decades of leading school reform, and why purpose-driven, community- and student-centered leadership remains essential in education today.
Early Inspirations and Defining Moments
What inspired you to pursue a career in education and leadership?
My plan after graduating from Geneseo was to attend law school, but I was already in debt from student loans and wanted to pay it down before adding more. I thought I’d earn a master’s degree in college administration, work for a few years, and then attend law school. But at the last minute, I took a full-year substitute teaching job — and that was divine intervention. Teaching was magic. The interaction with students made me happy every day. After two years, I turned down law school (I’d have made a lousy lawyer anyway) and started my master’s in social studies education. I was hooked.
Can you share a defining moment in your career that shaped your leadership style?
As a teacher, I was elected president of the Teachers Association during the early days of unionization in New York. Contract negotiations were often unnecessarily combative. Later, during my administrative training, I read “Getting to ۱” by Fisher and Ury, and their principle-based model transformed how I approached leadership. It wasn’t just useful professionally — it also made a difference in every part of my life.
What led you to join the Warner School?
I already knew faculty members Tyll van Geel and Brian Brent and had taught some courses as an adjunct. Tyll invited me to give a talk to the faculty, but what I didn’t realize at the time was that it was essentially a job talk. Dean Raffaella Borasi was incredibly persuasive and even waited 18 months for me to become available to start. It felt like the natural next step after serving as a superintendent.
A Foundation in the Classroom
What drew you to teaching social studies?
It was circumstantial. A friend asked me if I would consider a full-time substitute opportunity. It seemed like a good way to save money and pay off my student loans. But within a year, I was all in. I coached football and baseball, and threw myself into working with high school students.
How did teaching and coaching shape your understanding of leadership?
Those ten years taught me the work was never about me — it was always about the students. I learned that understanding their needs made me a better teacher. Coaching was just icing on the cake. I was, at best, a mediocre athlete, but in small schools, coaches are needed. I volunteered enthusiastically, and it made me a better person and a more effective leader.
Are there any early administrative experiences that stand out?
My first administrative job was as a high school principal in Fort Plain, NY. Eight months later, the school board made me superintendent while I was still principal. The elementary program was in trouble, on the verge of being named a Resource Allocation School, the equivalent of a school in need of improvement in today’s educational landscape. This quickly put us into full-scale reform mode. It took years, but that school eventually became a National Blue Ribbon School. The credit goes to the faculty and staff of that building, as well as a wonderful principal. That experience foreshadowed my work at East High toward the end of my career.
Raising the Bar in Canandaigua
What were your biggest challenges as superintendent in Canandaigua?
When I arrived in 1988, many people in the school community felt things were “good enough.” But the district had low per-pupil spending (in fact, one of the lowest in New York State), large class sizes, overcrowded buildings in need of modernization, and lacked normal amenities (like a high school auditorium and competition pool). There was a severe shortage of classroom space, minimal professional development, a fragmented curriculum, inadequate student supports and community engagement, and a high dropout rate. The biggest challenge was shifting that “good enough” mindset.
How did you implement the district’s "Plan for Excellence"?
My predecessor launched a comprehensive four-year strategic plan, “The Plan for Excellence,” to address the district’s most pressing issues. Unfortunately, (but not for me), he left after two years. When he left, there was still one year left of his plan. We spent the next year evaluating progress and used a collaborative process to build a new strategic plan with broad-based ownership. That was key to its success.
What role did collaborative leadership and principled negotiation play?
We used Fisher and Ury’s principles to bring all stakeholders — teachers, parents, students, board members, and the broader community — into decision-making. Gathering all these people in the same decision-making process is cumbersome and time-consuming, but it fosters trust as we work alongside with our stakeholders, rather than doing something to them. This philosophy guided our later work at East High.
Tell us about Canandaigua’s nationally recognized character education program under your leadership.
Part of our strategic planning focused on the Canandaigua graduate. We asked, “What should every graduate know, be like, and be able to do?” Once these outcomes were identified for the graduate, we asked our stakeholders to do the same work at the school and grade level. From there, we adopted five core character traits — respect, responsibility, honesty, caring, and healthful lifestyles — that influenced every aspect of school life, including curriculum, decision-making, governance, and extracurricular activities. Although revised over the years, the district continues to use the character traits today.
The East High Turnaround
Why did you accept the challenge at East High School?
Honestly, I was hesitant. I was ready to retire. But after meeting with Van Henri White, the school board president, visiting the school, and hearing from Warner and University leadership, it became clear that this was a moral calling. “If not us, then who?” In the end, I couldn’t walk away. I recruited Warner faculty Susan Meier and Shaun Nelms to help, and Professor Joann Larson was a compelling voice and already “all in.” Ultimately, the school board, the State Education Department, and most faculty agreed to everything we thought was necessary. How could we not go forward?
What were the early challenges?
Initially, East was set up for failure. Families simply did not choose to send their children there. The existing school culture made it very difficult to effect whole school reform. The school was underenrolled, perceived negatively by many in the community, and constrained by contracts that limited its ability to implement school reform. Yet, in a relatively short time under the new EPO, East became one of the most frequently chosen schools in Rochester’s family choice process
What principles guided your leadership at East?
Purpose was central. It took nearly a year to collaboratively develop a mission statement that reflected the voices of all stakeholders, particularly students and parents. We viewed school reform as a “three-legged stool” that consisted of: the right people, the right work, and the right resources. We believed that East could be successful if it included all three “legs” of the stool; otherwise, it would not stand. From a structural standpoint, these three “legs” informed our application to the NYSED and our proposal to the RCSD Board of Education. This proposal served as our starting point for all our work, including collective bargaining.
Within the school, we developed a system of shared governance that included all stakeholders, emphasizing the importance of both parent and student involvement. Collaboration was an essential component of our work at East.
How did you balance academic reforms with social-emotional support for students?
Balance may be the wrong word here. Social-emotional support was viewed as essential. Every student had a daily “family group” led by a caring adult (e.g., teacher, counselor, or school leader). Professor Bonnie Rubinstein led this initiative, and it was an integral part of the school day. Additionally, we ensured the school had the necessary counselors and social workers it needed to be successful.
What was the role of the community in East’s success?
Professor Joanne Larson led that work and was instrumental in engaging the community at every level of the process. She ensured that families and community members were authentically included in decisions that affected them, even if it meant slowing down the process. Her leadership helped build a stronger, more inclusive school community that reflected the voices and needs of all stakeholders.
Impact & Legacy
What are you most proud of?
First and foremost, I am proud of my family. My wife and I raised two teachers, a pharmacist, and a public broadcasting executive. They are all great people with a real commitment to social justice. Professionally, there are very few individual accomplishments in school leadership. In both Canandaigua and East, transforming labor-management culture through principle-based bargaining stands out. I helped introduce it, but our partners, teachers, and staff brought it to life. The East EPO proposal laid the foundation for our work. Raffaella Borasi played a key role in developing the proposal, Shaun Nelms led its successful implementation with grace and integrity, and the school community made it real through their daily commitment and belief in the students.
However, what I am most proud of is the great students that I have taught and advised. I see their work as school leaders in local schools every day. They are teacher leaders, principals, superintendents, professors, and everything in between. I was privileged to sponsor nearly 80 students through their Warner doctorates. That is a source of great personal fulfillment.
What lessons can others take from your experience?
A successful K-12 public school system that meets the needs of all its students is the civil rights issue of our time. Transforming a school with a two-thirds dropout rate and one-third graduation rate into one with an 85% graduation rate is profoundly impactful for both its students and society. The “three-legged stool” framework — executed with fidelity, integrity, and collaboration — is the single most important leadership lesson I learned. We need the right people, doing the right work with the resources necessary to be successful. We had that at East.
What advice would you give to early-career educators?
Always prioritize your students. If every decision is grounded in their needs, you’ll have a meaningful, successful career.
Looking back, is there anything you would do differently?
Plenty. However, the big takeaway is never to violate your core principles. If something feels wrong, stop and look at it again.
Looking Ahead
What are the biggest challenges for today’s educational leaders?
The culture wars. Some people view public education as a battleground for their ideology, using it to further their own political and religious views. That’s dangerous and undermines the democratic mission of schools.
What’s next for the future of K-12 leadership?
School leaders will be expected to take on more responsibility for student well-being, far beyond academics. It’s a tough job. It requires well-developed “people skills” along with knowledge of curriculum, instruction, and school operations. We need visionaries who see their impact on their students as their primary purpose. Leadership is a privilege — when used wisely and fairly, it can transform a school community. If not, that privilege will be lost.
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The Warner Legends Series
This profile is part of Warner Legends, a new series highlighting Warner School faculty, staff, and alumni who are leaders and changemakers in their fields. Each feature celebrates their impact, innovation, and commitment to shaping an ever better future for all through groundbreaking research, transformative teaching, engaged practice, and bold advocacy.