FAIRFAX COUNTY PUBLIC SCHOOLS Fairfax County, Virginia Leadership Profile Report January 30, 2013

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1 FAIRFAX COUNTY PUBLIC SCHOOLS Fairfax County, Virginia Leadership Profile Report January 30, 2013 Introduction This report presents the findings of the Leadership Profile Assessment conducted by Hazard, Young, Attea & Associates (HYA) in December 2012 for the new superintendent in the Fairfax County Public Schools (FCPS). Follow-up meetings were conducted in January 2013 to give constituents an opportunity to comment on the draft report and draft criteria developed from the first round of meetings. The data contained herein were obtained from input the HYA consultants received when they met with individuals and groups in either individual interviews or focus group settings and from the results of the online survey completed by stakeholders. The surveys, interviews, and focus group meetings were structured to gather input to assist the Board in determining the primary characteristics desired in the new superintendent. Additionally, the stakeholder interviews and focus groups collected information regarding the strengths of the FCPS and some of the challenges that it will be facing in the coming years. Participation The numbers of participants, throughout the process are listed below: Group Personal interviews or focus groups December 2012 Personal interviews or focus groups January 2013 Online Survey December 2012 Online Survey January 2013 (Includes Dec numbers) Students 12 NA Parents Community Faculty Support Staff Board 12 NA NA NA Administrators Total The report contains an executive summary of the information gathered and detailed data from the various sources. The Executive Summary begins on page 3. The online survey results begin on page 8. The consistent themes, heard throughout the December data collection process, begin on page 16. The feedback from the second round of interviews and focus groups in January 2013 begin on page 20. Finally, a summary of the responses provided Hazard, Young, Attea & Associates Page 1

2 by the individuals and focus groups and sorted by stakeholder category is listed beginning on page 28. The information is listed alphabetically with no attempt to prioritize the various themes or comments. A first draft of Desired Characteristics, which was presented to and discussed by the entire School Board on December 20, can be found on page 61. The Board revised the draft and presented it to the community in January for further comment and input. The draft shared with the community can be found on page 62. Feedback meetings were conducted on January 14 and 15, That information is included in this report and the School Board s revised draft of the Desired Characteristics, which is based on all of the information that they have gathered and considered, is found on page 63. The Board discussed and edited the revised draft of the Desired Characteristics at meeting held on January 30, The final version of the Desired Characteristics is included on page 64. It should be emphasized that the data are not a scientific sampling, nor should they necessarily be viewed as representing the majority opinion of the respective groups to which they are attributed. Items are included if, in the consultants judgment, they warranted the Board s attention. The consultants would like to thank all the participants who attended focus groups meetings or completed the online survey. Also, we would like to thank all of the FCPS staff members who assisted with our meetings and particularly thank Pam Goddard and the School Board Office staff members for their efforts in facilitating our time in the Division. Respectfully submitted, Hank Gmitro Diana McCauley Betty Morgan Hazard, Young, Attea & Associates Page 2

3 Strengths of the Division FAIRFAX COUNTY PUBLIC SCHOOLS Executive Summary Fairfax County stakeholders are cloaked with endless pride about their community and public schools. Regarding the latter, stakeholders discussed with the consultants a plethora of Division strengths. The six most frequently cited ones embrace the Division s: Academic performance levels Breadth and depth of programming Diversity Educating the whole child Highly educated community and availability of resources National reputation Quality teachers and staff Situated within minutes from the nation s capital Fairfax County, Virginia spans approximately 400 miles encompassing urban and suburban areas. The Fairfax County Public Schools serve approximately one of every six of the County s residents. According to the most recent census, almost 30% of the county s residents are foreign born. In addition, almost 40% of the residents speak a language other than English at home. The diversity/pluralism of the county and its schools was consistently regarded as one of the six most frequently cited Division strengths. The diversity is considered to be multi-layered as it represents racial, ethnic, socio-economic, cultural, language and ability differences. Stakeholders contend that the county and schools diversity represents a microcosm of the real world. To that extent, stakeholders believe that the Division s students are better equipped to compete in a global society. Perhaps a tribute to the excellent job that Fairfax County Public Schools is doing in educating its students is the fact that the Division has achieved national recognition for educational excellence. Known for its innovative, cutting-edge, and research-based best practices, stakeholders are exceedingly proud of the Division s reputation and the levels of academic achievement. Some constituents have unofficially sub-named the Division as the nation s world-class system. The breadth and depth of curricular and co-curricular offerings available to Fairfax County Public School students was cited as Division strengths. Included among the roster of offerings were the Division s full-day kindergarten, arts, special education, foreign language, Advanced Placement (AP) courses, and International Baccalaureate (IB) programs. In addition, residents and staff are proud of FCPS s efforts to educate the whole child through programs such as arts education, athletics, and social/emotional learning. Hazard, Young, Attea & Associates Page 3

4 At the heart of the Division s reputation is its corps of amazingly talented and dedicated teachers and staff. The focus on learning and the commitment of teachers were cited as attributes that have served to foster all the good of the Fairfax County Public Schools. Census data indicate that 92% of Fairfax County residents of age 25+ have received at least a high school education. This data underscore another frequently cited Division strength the well-educated community. Respondents characterized the well-educated community of stakeholders as engaged, supportive, and one which values education. In addition to an engaged parent/citizenry, the general resources of the Fairfax County community were regarded as another consistently cited strength. Respondents referenced the business and higher education communities, as well as, available technology and contributions of advocacy groups as being resources that have benefited the Division. Challenges/Concerns/Issues Facing the Division When given the opportunity, it is not uncommon for persons to offer a list of Division challenges/concerns/issues that far exceeds the list of Division strengths. Even with its national reputation and the other above-cited strengths, Fairfax County Public School stakeholders identified a long list of challenges/concerns/issues, several of which were more frequently cited than others. Items are arranged alphabetically to avoid the interpretation that any one challenge/concern/issue is receiving priority ranking over another. Stakeholders reported that achievement gaps exist within Fairfax County Public Schools which some feel are not accurately reported, perhaps to preserve the Division s reputation. The gaps are perceived by some to be enormous and exist among minority and low-income populations, schools in certain parts of the county, and among students in the middle. Some stakeholders expressed comments about the Board s size, behavior and effectiveness. The reasons for these concerns differed from person to person. Some felt the size was too large for effective decision making. Some stakeholders saw some board members as being watchdogs over the administration or advocating for particular issues while some others felt some members were rubber-stamping the administration s recommendations. Some staff members felt that, at times, board members do not appreciate, value, and trust the work they do and the information they share. Whatever the specific reason that an individual stakeholder may have had for his/her concern, there was widespread agreement that they would like to see the new superintendent work as part of a team with the Board to achieve organizational success. Budget, fiscal, and funding concerns were prevalent among those with whom the consultants had opportunity to interview and/or review their written comments. Concerns focused on the budget deficit, Fairfax County not getting its fair share of the State budget, insufficient dollars to fund all initiatives that are either being implemented or slated for implementation, and the adverse impact that the budget is having on teachers and staff. Hazard, Young, Attea & Associates Page 4

5 Communication (or lack thereof) was a frequently identified issue. Opinions suggest that communication is not as effective, particularly on the part of Division administration, as it could be and that the community often gets in front of issues before the Division. Constituents assert that ideas and initiatives are implemented prior to being adequately communicated internally and externally. For example, the online textbook decision was frequently cited to demonstrate the notion of inadequate communication and planning. Stakeholders perceive there to be a disconnect between multiple internal and external entities: central office and general staff; secondary and elementary programs; the county and certain areas of the county, i.e. Mt. Vernon; and the general populous and the vocal minority. While many comments expressed concerns that input was not truly valued by Division leadership, they often cited the need for authentic engagement as the desired solution to address these problems. Repeatedly, the distribution of consistent and equitable resources is of concern to some stakeholders. For example, while most stakeholders recognize the significance of infusing technology into the instructional and learning practices, they also agree that access to technology is a barrier for its low-income clientele, and some constituents felt that access to technology and other services was inequitable. The concern about disparities in the implementation of the Division s discipline problems was frequently expressed. The perception is that discipline policies are ignored for some of the Division s stakeholders while quickly enforced for others. Furthermore, doubt was communicated about the seemingly disregard that discipline policies and enforcement of them have for child development. This issue reflected a larger concern in the system, which is one of flexibility versus consistency. Stakeholders would like the system to be fair and equitable while still being flexible enough to meet the differing needs across the Division. The county s growing diversity was discussed as a challenge. This growth embraces the county s changing demographics, which are resulting in increasing numbers of at-risk and special needs students. Another aspect of the diversity concern is the fact that the Division s leadership is not reflective of the student and family diversity it serves. Growth was cited as a concern to the extent that it has generally impacted facilities and space, and specifically resulted in overcrowded classrooms. Additionally, the need to address aging facilities and the equity of facilities across the Division were repeated themes. Stakeholders frequently identified the lack of transparency and openness as a concern. This can be regarded as an extension of the communication issue and desire for authentic engagement when decisions are being made. An additional concern related to openness is the perception among some stakeholders that FCPS is a fairly insular system that does not actively pursue a strategy of learning from others. The term Fairfax Sizing It was used to describe the belief that FCPS has to create its own solutions based on its large size and unique culture for something to be of value. Hazard, Young, Attea & Associates Page 5

6 New teacher and principal evaluation requirements that are being imposed by the state were expressed issues. Although stakeholders realize that the evaluation requirements will affect divisions throughout Virginia, there exists a certain amount of cynicism pertaining to the need for, and impact of, the evaluation requirements. The size of the system was often cited by stakeholders. The Division is viewed by some as being too big and complex to be responsive to its customers and nimble enough to change when needed. The lack of responsiveness is closely tied to the communication and engagement issues. The concern is exacerbated further when factoring in growth, equality and access issues, and transportation issues. Stakeholders were specifically concerned about the Division s transportation system. Crowded buses, long rides, and tight schedules were often cited as the underlying reasons for the concern. Teacher workload is the final most frequently cited concern. Stakeholders contend that teacher workload is causing significant teacher stress. Initiatives are not being implemented well because they are numerous and ever changing. The term initiative overload was often used to describe this frustration. Additionally given the stagnation of teacher salaries, this concern becomes elevated. Desired Characteristics Stakeholders seek a candidate replete with experiential leadership style, personal/character, and professional skill-sets. They are adamant and feel it essential that contenders for the position possess a record of experience and success in a large, complex district that serves a diverse clientele. The candidate s record of experience should convey evidence of supporting the engagement of all of the district s families. The candidate will be expected to support and connect with teachers and parents, understand their needs, partner with the business community, and manage in a political environment. Regarding leadership style, candidates will be expected to make tough decisions and partner with all stakeholders including federal, state, higher education and business entities. There also is expectation that the chosen candidate will be transparent, engage in collaborative leadership, and be accountable while holding others accountable. It is desired that s/he will be a collaborative leader, change agent, and possess the ability to build consensus and strengthen morale. Desired personal/character skills include possession of excellent communication skills. Articulation and listening are viewed as equally important components of communication. Although there is expressed interest in the candidate being a candid straight-shooter, the expectation is that s/he has integrity and common sense. Stakeholders want a superintendent who realizes the benefit of assessing before acting and who sees benefit in being flexible. Hazard, Young, Attea & Associates Page 6

7 Professionally, the preferred candidate will be knowledgeable of current educational trends and practices. S/he will have had previous experience in managing a complex organization, thus being equipped with business acumen and skills. Above all else, the desired candidate must have a demonstrated track record of advocating for all students and valuing a highly diverse student body. Feedback from the second round of interviews and focused groups included the following themes: Generally, constituents felt the Draft Desired Characteristics captured what is needed in the next superintendent. All stakeholders who attended the first round of input meetings felt the Leadership Profile Report and the Draft Desired Characteristics captured the ideas shared at their meeting(s). A proven track record in all desired skill areas is important and should be investigated during the interview process. Being an advocate for all children and being able to make decisions in the best interest of all children is important. Having a vision, setting a strategic direction, and implementing priorities successfully are critical in the next superintendent. Effectively managing the business operations of the school division and working with county, state, and national leaders are essential. The top five priorities identified from the online survey remained the same with the only change being that the second and third priorities switched order. HYA cannot promise to find a candidate who possesses all of the characteristics desired by respondents. However, HYA and the Board intend to meet the challenge of finding an individual who possesses most of the skills and character traits required to address the concerns expressed by the constituent groups. We will seek a new superintendent who can work with the FCPS Board to provide the leadership needed to continue to raise academic standards and student performance in spite of major financial challenges, while meeting the unique needs of each of its schools and pyramids. Hazard, Young, Attea & Associates Page 7

8 Fairfax County Public Schools Online Superintendent Profile Survey Final Results January 30, 2013 The Superintendent Profile survey was completed by 3,231 stakeholders. Over half of respondents were parents (64 percent), 18 percent were teachers/certified staff, another 7 percent were support staff, 4 percent were administrators, and the rest were community members without children in the Division and students. Stakeholder Group Frequency Percent Administrator Community Member without children in the Division Parent Students Support Staff Teacher/Certified Staff Total The top-rated characteristics that respondents selected are: Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. (CE) Have a clear vision of what is required to provide exemplary educational services and implement effective change. (VV) Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. (CC) Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. (M) Hold a deep understanding of the teaching/learning process and of the importance of educational technology. (IL) Percentages of respondents overall who selected each item, as well as percentages by stakeholder group, are given in the tables on the following pages. In addition, differences were examined for statistical and practical significance to determine whether the mean scores by stakeholder group differed. Results indicate that, for many items, the various stakeholders were in agreement. On the other hand, there were several items that certain stakeholders valued more than others. Parents and teachers were significantly more likely than administrators to select the Community Engagement item Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. Hazard, Young, Attea & Associates Page 8

9 Administrators were significantly more likely than students to select the Vision and Values item Have a clear vision of what is required to provide exemplary educational services and implement effective change. Administrators, support staff, and teachers were significantly more likely than community members, parents, and students to select the Communication and Collaboration item Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. Parents were significantly more likely than administrators, community members, and teachers to select the Management item Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. Teachers were significantly more likely than administrators and support staff to select the Instructional Leadership item Hold a deep understanding of the teaching/learning process and of the importance of educational technology. Parents were significantly more likely than administrators to select the Vision and Values item Promote high expectations for all students and personnel. Parents, students, support staff, and teachers were significantly more likely than administrators to select the Community Engagement item Identify, confront, and resolve issues and concerns in a timely manner. Support staff members were significantly more likely than parents and students to select the Management item Effectively plan and manage the long-term financial health of the District. Parents, students, and support staff were significantly more likely than teachers and administrators to select the Instructional Leadership item Increase academic performance and accountability at all levels and for all its students, including special needs populations. Administrators and students were significantly more likely than community members and support staff to select the Vision and Values item Hold a deep appreciation for diversity and the importance of providing safe and caring school environments. Administrators were significantly more likely than students to select the Instructional Leadership item Encourage a sense of shared responsibility among all stakeholders regarding success in student learning. Community members and teachers were significantly more likely than support staff to select the Communication and Collaboration item Involve appropriate stakeholders in the decisionmaking process. Teachers were significantly more likely than parents to select the Communication and Collaboration item Lead in an encouraging, participatory, and team-focused manner. Parents and students were significantly more likely than administrators and community members to select the Management item Guide the operation and maintenance of school facilities to ensure secure, safe, and clean school environments that support learning. Administrators were significantly more likely than community members, parents, support staff, and teachers to select the Communication and Collaboration item Seek a high level of engagement with principals and other school-site leaders. Support staff and teachers were significantly more likely than parents to select the Community Engagement item Be visible throughout the District and actively engaged in community life. Hazard, Young, Attea & Associates Page 9

10 Administrators and community members were significantly more likely than parents and teacher to select the Community Engagement item Develop strong relationships with constituents, local government, area business, media, and community partners. Students were significantly more likely than teachers to select the Communication and Collaboration item Strive for continuous improvement in all areas in the District. Administrators and parents were significantly more likely than teachers to select the Instructional Leadership item Utilize student achievement data to drive the District s instructional decision-making. Hazard, Young, Attea & Associates Page 10

11 Percentage of Respondents Who Selected Each Item (By Subgroups) Number indicates rank order by overall results Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. Have a clear vision of what is required to provide exemplary educational services and implement effective change. Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. Hold a deep understanding of the teaching/learning process and of the importance of educational technology. 6 Promote high expectations for all students and personnel. Identify, confront, and resolve 7 issues and concerns in a timely manner. Effectively plan and manage the 8 long-term financial health of the District. Align budgets, long-range plans, and operational procedures with 9 the District s vision, mission, and goals Increase academic performance and accountability at all levels and for all its students, including special needs populations. Hold a deep appreciation for diversity and the importance of providing safe and caring school environments. Encourage a sense of shared responsibility among all stakeholders regarding success in student learning. 13 Involve appropriate stakeholders in the decision-making process. ALL (3,231) Admin (132) Comm. (123) Parent (2074) Student (70) SS (237) Teacher (595) 58% 42% 54% 61% 46% 56% 56% 44% 53% 46% 44% 30% 41% 42% 43% 54% 40% 35% 21% 50% 68% 42% 32% 33% 46% 34% 41% 34% 40% 28% 32% 40% 44% 31% 46% 37% 25% 37% 41% 41% 33% 28% 36% 20% 33% 36% 43% 41% 36% 32% 39% 34% 30% 19% 41% 33% 31% 33% 33% 31% 31% 35% 28% 31% 23% 36% 35% 37% 30% 15% 31% 41% 21% 31% 41% 25% 31% 29% 39% 35% 29% 17% 26% 31% 29% 30% 37% 28% 19% 22% 35% Hazard, Young, Attea & Associates Page 11

12 Percentage of Respondents Who Selected Each Item (By Subgroups) Number indicates rank order by overall results Lead in an encouraging, participatory, and teamfocused manner. Guide the operation and maintenance of school facilities to ensure secure, safe, and clean school environments that support learning. Provide meaningful guidance for systematic and comprehensive district-wide curriculum, instructional services, assessment programs, and professional development. Seek a high level of engagement with principals and other school-site leaders. Communicate effectively with a variety of audiences and in a variety of ways. Be visible throughout the District and actively engaged in community life. Maintain positive and collaborative working relationships with the school board and its members. Develop strong relationships with constituents, local government, area businesses, media, and community partners. Strive for continuous improvement in all areas of the District. Be an effective manager of the District s day-to-day operations. Utilize student achievement data to drive the District s instructional decision-making. Act in accordance with the District s mission, vision, and core beliefs. ALL (3,231) Admin (132) Comm. (123) Parent (2074) Student (70) SS (237) Teacher (595) 29% 32% 30% 27% 30% 27% 36% 28% 5% 16% 32% 37% 24% 23% 26% 33% 21% 26% 23% 19% 28% 25% 40% 22% 26% 27% 22% 23% 25% 32% 28% 23% 20% 27% 26% 23% 23% 26% 20% 23% 30% 29% 20% 19% 24% 20% 19% 26% 20% 19% 28% 34% 17% 20% 22% 18% 18% 19% 20% 18% 31% 20% 14% 14% 11% 13% 14% 23% 21% 13% 12% 17% 15% 13% 17% 9% 8% 11% 15% 11% 9% 14% 14% 13% Hazard, Young, Attea & Associates Page 12

13 FAIRFAX COUNTY PUBLIC SCHOOLS 1 st Run Online Superintendent Profile Survey December 2012 Results The Superintendent Profile survey was completed by 1433 stakeholders, as of December 10, Over half of respondents were parents (65 percent), about 16 percent were teachers/certified staff, another 8 percent were support staff, and the rest were administrators, community members without children, and students. Stakeholder Group Frequency Percent Administrator Community Member without children in Division Parent Student Support Staff Teacher/Certified Staff Total The top-rated characteristics that respondents selected are: Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. (CE) Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. (CC) Have a clear vision of what is required to provide exemplary education services and implement effective change. (VV) Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. (M) Hold a deep understanding of the teaching/learning process and of the importance of educational technology. (IL) Percentages of respondents overall who selected each item, as well as, percentages by stakeholder group, are given in the tables on the following pages. Hazard, Young, Attea & Associates Page 13

14 Percentage of Respondents Who Selected Each Item (By Subgroups) Number indicates rank order by overall results ALL (1433) Admin (66) Comm. (59) Parent (928) Student (33) SS (118) Teacher (229) Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. Have a clear vision of what is required to provide exemplary educational services and implement effective change. Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. Hold a deep understanding of the teaching/learning process and of the importance of educational technology. Promote high expectations for all students and personnel. Identify, confront, and resolve issues and concerns in a timely manner. Effectively plan and manage the long-term financial health of the District. Align budgets, long-range plans, and operational procedures with the District s vision, mission, and goals. Hold a deep appreciation for diversity and the importance of providing safe and caring school environments. Increase academic performance and accountability at all levels and for all its students, including special needs populations. Involve appropriate stakeholders in the decision-making process. Encourage a sense of shared responsibility among all stakeholders regarding success in student learning. 58% 35% 58% 62% 55% 53% 55% 45% 58% 49% 38% 27% 54% 71% 44% 55% 44% 45% 30% 36% 41% 41% 33% 36% 44% 30% 47% 34% 41% 38% 27% 41% 52% 32% 48% 37% 20% 36% 40% 36% 33% 31% 36% 17% 39% 36% 39% 40% 36% 32% 41% 36% 29% 12% 47% 37% 32% 38% 32% 32% 36% 36% 29% 31% 36% 12% 32% 42% 24% 31% 31% 29% 25% 35% 48% 25% 15% 30% 33% 25% 30% 15% 27% 35% 30% 47% 41% 29% 15% 25% 31% Key VV-Vision & Values IL-Instructional Leadership CE- Community Engagement CC- Communication & Collaboration M-Management Hazard, Young, Attea & Associates Page 14

15 Percentage of Respondents Who Selected Each Item (By Subgroups) Number indicates rank order by overall results Lead in an encouraging, participatory, and team-focused manner. Provide meaningful guidance for systematic and comprehensive district-wide curriculum, instructional services, assessment programs, and professional development. Guide the operation and maintenance of school facilities to ensure secure, safe, and clean school environments that support learning. Seek a high level of engagement with principals and other schoolsite leaders. Communicate effectively with a variety of audiences and in a variety of ways. Be visible throughout the District and actively engaged in community life. Maintain positive and collaborative working relationships with the school board and its members. Develop strong relationships with constituents, local government, area businesses, media, and community partners. Strive for continuous improvement in all areas of the District. Be an effective manager of the District s day-to-day operations. Utilize student achievement data to drive the District s instructional decision-making. Act in accordance with the District s mission, vision, and core beliefs. ALL (1433) Admin (66) Comm. (59) Parent (928) Student (33) SS (118) Teacher (229) 29% 30% 32% 27% 33% 32% 35% 26% 33% 15% 27% 33% 18% 26% 26% 8% 15% 31% 33% 18% 18% 26% 41% 25% 27% 21% 19% 23% 25% 33% 32% 24% 18% 25% 25% 23% 29% 25% 19% 24% 32% 30% 22% 18% 32% 21% 21% 27% 21% 20% 29% 39% 18% 24% 22% 21% 18% 18% 17% 18% 36% 19% 15% 13% 8% 15% 12% 27% 24% 9% 13% 18% 10% 14% 12% 7% 9% 12% 14% 15% 11% 15% 14% 13% Key VV-Vision & Values IL-Instructional Leadership CE- Community Engagement CC- Communication & Collaboration M-Management Hazard, Young, Attea & Associates Page 15

16 FAIRFAX COUNTY PUBLIC SCHOOLS Consistent Themes To Be Considered Strengths Academic Performance Constituents regularly noted a strong sense of pride in the level of academic performance demonstrated by FCPS students. On both state and national measures, FCPS students score well and often lead the nation among large school systems. Breadth and Depth of Programming The breadth and depth of the academic programming in FCPS was regularly noted as exceptional. High quality services are provided for every level of student. Many choices are available and programs are designed to meet the specific needs of learners. Educating the Whole Child From arts education to social emotional learning and extracurricular offerings, both internal and external stakeholders acknowledge the fact that FCPS pays attention to more than just strong academics. The emphasis to educate the whole child is highly valued by constituents and they expressed a strong desire to see that emphasis continue. Highly Educated Community and Availability of Resources Fairfax County is home to a highly educated population that places a great deal of value on providing services to the youth of the community. The County through its School Division and County structure supports educational programming with both financial resources and human capital resources. Volunteerism, partnerships, social services, advocacy efforts, and educational programming all contribute to the betterment of life and education for children across the county. Quality of the People in the System Stakeholders believe that it is people that make a difference in FCPS. From support staff, through teachers and administrators, constituents believe that the vast majority of employees in FCPS are dedicated, knowledgeable professionals working in the best interests of the children in the system. Strong Reputation FCPS has had and continues to have a strong reputation for high quality services both within the county and across the country. The system is often held up as a model for others to emulate and its size permits it to develop solutions to a myriad of needs and wants within the school system. Value of Diversity It was noted that FCPS was once a fairly homogenous, high performing suburban school Division. Over the past decade the ethnic, racial, social, and economic diversity within the county has grown significantly. Most constituents saw these changes as a good thing as they reflected the growing diversity in our country and as they provided enriched learning opportunities for students. Hazard, Young, Attea & Associates Page 16

17 Challenges/Concerns/Issues Authentic Engagement and Communication The desire for meaningful and ongoing communication among constituents and Division leaders was consistently expressed, and many feel this has not been the norm. Internal and external stakeholders want to have a voice in the decision-making process and want to participate in a meaningful way. The challenge is one of both process and content. While there is widespread agreement on the desire to participate, there is not always a clear consensus about what the decision-making process should be or what the outcome of a decision should be. As with most issues, public opinion is often divided and judgments are sometimes made about processes based on whether or not an issue is decided the way the individual would like it to be decided. A critical skill in the next leader of FCPS will be the ability to authentically engage the staff and public in the decision making process and to have people feel that their voice has been heard, even if the decision does not come out the way they would have liked. Closing the Achievement Gap While proud of the progress that has been made, many constituents expressed the need to do better in order to truly close the achievement gaps that exist. There was also some concern the data were not fully transparent and the gaps may actually be larger than what some reports suggest. Competitive and Contentious Environment Students, parents, and staff all described FCPS and the community as a fairly competitive environment. On one level, they described competition to do well in school as taking challenging courses, achieving good grades, and participating in a myriad of activities. While some were concerned about stress, most felt that the desire to do well was healthy. Staff, and particularly administrators, described competition among schools and clusters to do their best. While some saw this as healthy, others were concerned that the desire to do well often reduced collaboration among staff members. Concerns were also expressed that there are competitive pressures within the community, particularly among advocacy groups competing for limited resources. This competition was viewed by some as contributing to a fairly contentious environment within the Division. Some felt that the Board contributed to these stressors by paying too much attention to the loudest voices rather than trying to determine what is in the best interest of all children. Consistency vs. Flexibility A truly difficult challenge for the system is consistency across the system versus flexibility at the school level. Every group expressed the view that the system should be more consistent and provide flexibility to the schools and clusters to meet unique needs. Often the same individuals within a given group expressed both of these desires. The Division s approach to discipline was often cited as an example of the need to be flexible in addressing the uniqueness of each situation, but there is also a desire for fairness and equity in discipline. Facilities Needs Facilities needs are a major challenge for two reasons one is growing enrollment and the second is maintaining aging facilities. In addition, the conditions of facilities also cause some community unrest Hazard, Young, Attea & Associates Page 17

18 due to the fact that some areas of the county feel that their facilities are not comparable to facilities in other parts of the county. These feeling related to both overcrowding and quality of facility concerns. Fairfax Sizing It The size of the school system and the belief that Fairfax needs to do it their own way causes the system to be slow to change and at times, unresponsiveness to needs. There was a desire that the Division look to other large school districts to see what they may learn. Financial Challenges Significant financial constraints are being imposed on the system through a variety of sources at the county, state, and federal levels. In addition, while the economic environment in Northern Virginia is healthier than many parts of country, sequestration is a major concern for the county given the number of military jobs that may be impacted. Growing Diversity The growing economic, racial, ethnic, and religious diversity is viewed as both a great asset and a significant challenge. There is recognition that programs, services and practices may need to change to meet these challenges, the concerns are heightened by the fact that these changes need to be made during a time of declining resources. Staff Morale Some staff members, administrators, and parents expressed concerns over staff morale, which has declined for three main reasons: Economic conditions, which have meant limited or non-existent pay increases. Work overload concerns due to reductions in staffing and increases in the number of initiatives. Feeling that staff input is not truly valued by administrators and the Board when decisions are made. Desired Characteristics Communication and Transparency Stakeholders in all groups deeply desire a leader who communicates regularly and listens to the voice of the customer. This desire relates to both public engagement, as well as, personal interactions. Additionally, they seek a leader who shares information as transparently and regularly as possible. Fiscal and Operational Management Constituents seek a leader who efficiently and effectively operates the School Division during very difficult financial times. They desire someone who can provide fiscal guidance and devote resources to the priorities in the system. Public Engagement Stakeholders across all groups expressed a desire for a leader who provides opportunities for authentic engagement and meaningful influence in the decision-making process. Parents and staff in particular, want the superintendent to ensure their input is valued when decisions are made. Hazard, Young, Attea & Associates Page 18

19 Systems Thinking for Effectiveness FCPS is an extremely complex and diverse organization working to meet many competing interests and significant needs. Constituents seek a leader who understands this complexity and can help align the moving parts within the system to effectively and efficiently achieve its mission - that of providing outstanding educational opportunities for all students. Vision and Action Numerous stakeholders expressed a strong desire for a leader who can foresee the student needs and wants of the future, articulate the vision for the system that will allow it to meet those needs, and implement the plans and processes necessary to achieve those goals. The top five skills or attributes identified from the survey results included during both periods of data collection: 1. Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. (Community Engagement Category) 2. Have a clear vision of what is required to provide exemplary educational services and implement effective change. (Vision and Values Category) (In December, #3) 3. Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. (Communication and Collaboration Category) (In December, #2) 4. Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. (Management Category) 5. Hold a deep understanding of the teaching/learning process and of the importance of educational technology. (Instructional Leadership Category) Three factors are significant when comparing the attributes indentified from the interviews and from the survey. The first is the high level of agreement on the skills of engagement, communication, vision, and instructional leadership. The one major difference between the two sets of data is that the in-person interviews focused on management skills in the financial area and the survey results identified management skills in the personnel area. The second significant factor is that the survey results identified one attribute from each of the five leadership categories on the survey. This represents the desire to see a well-rounded leader who is competent in a diverse set of leadership skills and abilities. The last significant factor is that the top two priorities for each of the six stakeholder groups taking the surveys fall in the top five skills identified as priorities, when considering the responses of all stakeholders. Two issues that did not have clear direction were those of internal versus external candidates and the need for experience as a superintendent in a large system. There was, however a desire for a proven track record of success in addressing the challenges facing the Fairfax County Public Schools. Hazard, Young, Attea & Associates Page 19

20 Feedback Meetings on Draft Desired Characteristics January 14 &15, 2013 Group Attendance Does the criteria represent what is needed in the next superintendent? Advocacy Groups Community Forum #1 2 Total 1 parent 1 previous parent in the system 7 Total 3 teachers 2 parents 2 students General agreement with what was written General overall support Visionary ideas about how to deal with growth Glad to see research-based best practice so the Division is not going off on whims Collaborations with all stakeholders is too general need to spell out groups Suggestions and feedback Visionary leadership can mean many different things too much change can be a bad thing need for consistency Servant leadership is the key Most important skill excellent collaboration skills for meaningful communication and engagement Ability to work in a diverse environment Ability to hire well to improve the leadership team Add language about experience in working in systems with similar diversity Additional characteristics needed: personable, visible, accessible, and engaging Flexible with change efforts Add another bullet stating: Advocate for employees, amenable to anonymous whistle blower protection, values an internal affairs division and ethics review, provides work place harassment training, and believes in 360 degree feedback process Add the following language at the end of the second bullet: including a motivated workforce that values objectivity, integrity, Does the criteria & report represent what was shared initially? Yes No one in this group attended the first round of meetings Hazard, Young, Attea & Associates Page 20

21 Community Forum #2 Leadership Team 3 Total 1 parent 2 community members Fairfax County (VA) Pubic Schools Leadership Profile Report General agreement with desired characteristics Collaboration & Team Building, Meaningful Communication and Engagement, and Advocate for All Children are most important 19 Total General Agreement with criteriathought the bullet Advocate for All Children should be first ethics, lessons learned, and all opinions Add language about supporting adult education Need to focus on consistency of programs and services across schools Add language Promotes partnerships with parents to meet the needs of individual children Eligibility for special programs should be done Division wide to improve consistency Add language about being comfortable on the national stage as FCPS is often in the national spotlight due to its reputation and location Should work to develop relationships with the VA and US Departments of Education and develop relationships to learn from other large school systems Include language about supporting strong partnerships with the business community Should be a caring person Should be courageous Should be comfortable with distributed leadership as this is not someplace that can be micromanaged Ability to address the issue that FCPS has a culture of infallibility and FCPS and its One person attended the first meeting and thought the criteria reflected the discussion Suggestion made to put the Leadership Profile Report on the home page of the superintendent search to make it easy to find. The Desired characteristics reflect many of the ideas that were shared Hazard, Young, Attea & Associates Page 21

22 leader need to have humility Hazard, Young, Attea & Associates Page 22

23 Community Forum #3 6 Total 5 parents 1 former parent School Board has done a good job of involving the public Process has been open School Board has been working hard to understand community input General agreement with the Desired Characteristics Strengthen the language in the first bullet around strategic planning as this is a critical need Ability to help the County Supervisors understand the need for increased funding Works to establish a strong program evaluation department so that only the services and programs that are effective are maintained There is no reference to technology or its importance in the characteristics Visionary leadership should also include the ability to implement well Add a bullet or language that talks about valuing the importance of student health food, sleep, exercise Continuous improvement should begin with the proven ability not simply the desire Communication is vital Add a bullet about advocating for staff financially and professionally Add language about belief in quality control and stakeholder evaluation of staff and administrators Stronger language about partnership with parents and community, responsiveness to parental concerns, and improved communication, especially making information easier to find on the website Emphasis should be placed on children in the middle Believes in 360 degree evaluations and pay No one in this group attended the first round of meetings Hazard, Young, Attea & Associates Page 23

24 Principals Advocacy Groups 7 Total 2 HS 3 MS 2 EL Fairfax County (VA) Pubic Schools Leadership Profile Report General agreement with desired characteristics Visionary Leadership should be the priority 5 Total Advocate for all Children Bullet should be first Instructional and Organizational Excellence is a priority for performance Proven business acumen and the ability to effectively manage the budget Ability to negotiate up and down with County Supervisors and with staff Add language on integrity Systems thinking for effective implementation avoiding the problems of AAP and online textbooks Needs additional emphasis on proven track record of strategic planning and systematic successful implementation of change initiatives need to stop the rush, rush, rush mentality. Strikes a workable balance between the need for consistency across schools and the ability of schools to be flexible in meeting the needs of their students & communities Decisive when needed, with the conviction of seeing the decision gets implemented effectively even in the face of strong opposition Experience as a leader in an urban system with similar demographics Wants to maintain principal participation on the Leadership Team Believes that workforce should reflect the diversity of the student body Visible in the schools Puts kids first This is a golden opportunity to fix start times Explains how decisions are made and the rationale behind them Yes Yes Hazard, Young, Attea & Associates Page 24

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