Superintendent Search Leadership Profile Presentation to the Aspen - - PowerPoint PPT Presentation

Superintendent Search Leadership Profile

Presentation to the Aspen School District Board of Education January 6, 2020

Sources of Data

• 28 focus groups and individual interviews
• Students
• Parents
• Teachers
• Administrators
• Community partners
• Aspen Community School leadership
• Two Community Forums (onsite and online)
• 88 Completed Online Surveys
• Individual interviews with Board members

1

The Survey Says: Strengths of the District

More than two-thirds of all respondents agreed/strongly agreed that:

• The district employs effective teachers,

administrators and support staff in its schools.

• Technology is integrated into the classroom.
• Students are on track to be college and career

ready.

• The district has high standards for student

performance.

• District schools are safe.

2

The Survey Says: High Ratio of Positive to Negative

The ratio of positive responses (agree/strongly agree) to negative responses (disagree/strongly disagree) seldom exceeds 4:1 in most districts. It is a different story in Aspen as illustrated by these data:

3

Statement Ratio

Employs effective faculty and staff 11.3 High standards for student performance 9.8 Students on track for career and college 7.4 Technology integrated into the classroom 6.6 District heading in right direction 5.8 Engaging the community as partners 5.7 Schools are safe 5.4

Additional Survey Strength

Please rate the overall quality of education in ASD: Of the individuals answering this question regarding the quality of education in ASD,

• 86% rated the schools good or excellent
• 13% average
• 1% poor

Most districts are proud of a 70% rating, and very few exceed 85%.

4

Focus Group/Interview Strengths:

• Strong, engaged, supportive community willing to

share their time, talent, and money

• Campus configuration and district size
• High achieving school district
• School/Community partnerships
• Outdoor Education programs at all levels
• Innovative opportunities for all students
• Excellent, passionate teaching staff
• Students are ready and eager to learn
• Support services for struggling students

5

• Students: “Student-teacher relationships are very

positive.” “Teachers give us independence and guidance.” “Technology is excellent.”

• Teachers: “Highly educated, supportive community.”

“Dynamic, educated professionals who continually want to improve.” “Lots of autonomy in the district.”

• Parents: “Staff is phenomenal.” “Voters pass school

driven initiatives.” “Parent community is highly involved.” “The Foundation support is amazing.” “Focus on the well-rounded child.”

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In their words …

The Survey Says: Weaker Positive to Negative Ratios

The only “red flag” (more negatives than positives) was the prompt: “The district engages with diverse racial, cultural, and socio-economic groups” with a 0.4 positive:negative

• ratio. The survey reports the number of positive responses

divided by the number of negative responses The following statements were basically evenly split between positive and negative respondents and indicate attention is needed for improvement.

• “The district is fiscally responsible” (1.0 ratio)
• “The district provides a clear and compelling vision”

(1.1 ratio)

• “There is transparent communication from the district”

(1.0 ratio)

7

Focus Groups/Interviews: Challenges and issues: Top priorities

• 1. The quality, frequency, and transparency of both

internal and external communication

• 2. Need for a clear, compelling, shared vision and

direction

• 3. Rebuild/restore the ASD culture of trust,

collaboration, and mutual respect

• 4. Value the work of the teachers and potential of the

students, and engage their voices in important decisions

• 5. Assure consistent discipline policy and enforcement

8

Focus Groups/Interviews: Additional challenges and issues

• A community that is not only supportive, positive, and

intelligent but also one that demands excellence and insists on personal attention of its school leaders

• Improve the connection between the district office

personnel and their work to the needs of schools and community

• Continue development of a Strategic Plan that has an

authentic, aspirational mission and actionable strategies, not just a list of tactics

• Ensure equity in all areas for all children
• Identify untapped community resources and partnerships
• Ensure financial transparency throughout district

9

• Students: “Student input seems to be a low priority.”

“Difficult to meet with counselors as they are

• verworked.” “Scheduling should be separate from

counseling.” “More attention should be focused on student mental health.”

• Teachers: “Decision making needs to be clear and inline

with strategic plan.” “One campus but operates in separate silos.” “Must be more cohesive with upper administration.” “Inequity in district housing system.”

• Parents: “Recognize that everyone has value.” “Celebrate

both academics and athletics.” “Important to pay attention to both climate and culture.” “Consistent classroom discipline and policies.” “Communication from the district is confusing and/or difficult to understand as too many acronyms are used.”

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In their words …

The Survey Says: Characteristics of the next superintendent

“Foster a positive, professional climate of mutual trust and respect among faculty, staff, and administrators.” was first

• verall and was the number one characteristic of every

group.

The others ranked in the top four of aggregated groups were:

• Is visible throughout the district and actively engaged in

community life

• Will provide a clear and compelling vision for the future
• Recruits and retains effective personnel
• Provides transparent communication

11

The Survey Says: Parents had a slightly different take

While only 15 parents responded, they saw these two characteristics as more important than transparent communication or visibility:

• “Establish a culture of high expectations for all

students and personnel.”

• “Demonstrate a deep understanding of educational

research and emerging best practices and implement these strategies.”

12

Focus Groups/Interviews: Three common themes emerged for the next superintendent Communication

• Clear, frequent, straightforward, visible
• Listen, collaborate, follow through

Education (students and staff)

• Academic excellence, whole child, prepared
• Professional learning opportunities
• Value teachers and teaching

Trust

• Models integrity, honesty, mutual respect
• Authentically caring, humble, trusting

13

Focus Groups/Interviews: Desired

characteristics of the next superintendent

• Demonstrated success and experience including successful

classroom teaching and system leadership for positive change

• Embraces opportunities to collaborate and engage stakeholders in

addressing challenging issues

• Can make a decision and follow through while creating buy-in and

support through collaboration

• A commitment to academic excellence and success for every

student

• Curious, courageous and able to prioritize difficult decisions to

promote positive student growth

• Trustworthy and trusting, demonstrating integrity, honesty,

humility, compassion

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… and more.

• A clear communicator and thoughtful listener
• Experienced and comfortable in public speaking

and in communicating through various media

• Evidence of engaging with teachers and students

and authentically valuing their voices

• Promotes meaningful professional growth
• pportunities for both classified and certificated

employees

• Embraces the Aspen environment, understands and

appreciates the uniqueness of the Aspen lifestyle and fits into the community

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… and still more.

• Diplomatic and willing to own his or her mistakes
• Ability to sustain and strengthen current relationships with

community partners as well as identify and engage other community resources and partnerships

• A transparent, visible, personable approachable leader who

is frequently in schools, comfortable and supportive in visiting classrooms, and regularly attends school events

• Thorough understanding of the value of Aspen’s entire PK-

12 array of programs and services, especially those that provide students with opportunities beyond those found in the classroom

• Shows the desire for and capacity to be a learner

16

• Students: “Approachable.” “No problem is too small –

remember that every problem is a problem for someone.” “Someone who is a learner and curious about learning for students.” “Is a familiar face to the students, knows kids and is visible.”

• Teachers: “Can make decisions and follow through on

them.” “Personable and approachable.” “Understands the importance of community relationships.” “Willing to take risks and understands that risk is a leadership trait.” “Humble person who can own mistakes.”

• Parents: “Needs to be a thoughtful listener.” “A person of

integrity, courage, bravery and honesty.” “Experienced in raising the bar, academically.” “Someone who will embrace the Aspen lifestyle.” “Forward thinking person who can lead educational change.”

17

In their words …

Next Steps

• Collect applications and begin interviews,

screening, and reference checking.

• Present the slate the week of January 20th
• Schedule interviews of slated candidates
• At future meetings discuss contract length and

language

• At future meetings discuss the process for handling

finalists’ interviews

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Next Steps