SUPERINTENDENT S 90 DAY ENTRY PLAN AREAS OF FOCUS Build a Collaborative Relationship with the Board of Education Focus on Internal Communications

Transcription

1 SUPERINTENDENT S 90 DAY ENTRY PLAN AREAS OF FOCUS Build a Collaborative Relationship with the Board of Education Focus on Internal Communications Maintain High Visibility / Involve Stakeholders (Listen and Learn) Set the Stage / Communicate Superintendent s Expectations Assess the Organization (Focus on Fiscal Accountability, Current Instructional Priorities, Growth ) Address Immediate Needs

2 STRATEGIES TRANSITION TO ENTRY (Begins Prior to Start Date) INDICATORS Establish the Board of Education and the Superintendent as a Collaborative Team. Introductions by Board Meet with Media Make public statement Attend activities as identified by the Board Meet with District Administrators Establish Board / Superintendent Communication. Set time to meet with each Board Member Discuss key issues / priorities Begin clarifying preferred methods of communication Meet with Board Leadership Review schedule for Board meetings and methods for establishing agenda Review current strategic plan Begin reviewing policies in more detail Identify Short Term and Long Term Priorities (Budget, HR Issues, Construction Projects, Instructional Initiatives, etc.) Meet with Board of Education Meet with Board Leadership Meet with Interim Superintendent Attend meetings / activities as identified by the Board Review Data Meet with Principals / Visit Schools Develop Understanding of Internal Communications Meet with direct reports Meet with school administrators Review current meeting schedule /methods of communication Begin gathering information related to department responsibilities Increase understanding of community. Attend activities as identified by the Board Visit schools / meet with Principals Seek support from the BoE and the Leadership Team in identifying Key Leaders within the Community

3 STRATEGIES ENTRY PLAN First 90 Days INDICATORS Continue learning through intensive reviews. Review student achievement data related to student performance and achievement gaps. Utilize summative and formative assessments (individual schools, Title I, EC and School Improvement Planning) Identify current instructional practices implemented districtwide (assessments, grading practices, MOUs with Higher Ed., promotion/retention, internal graduation requirements) Review practices related to human capital (recruitment, orientation, leadership development, professional development, reward system) Review student related topics / issues (assignment, appeals, extra curricular, transportation) Review status of training related to Core Curriculum Begin detailed review of instructional practices / resources. Review instructional resources including textbooks, technology, curriculum guides, pacing guides, demonstration lessons, professional development, local assessments, school improvement plans, status of strategic plans, department plans, CTE resources, Literacy program, Title I resources/initiatives Seek information related to Business Alliances (Internships, shadowing) Review Title I status Participate in learning tours to develop understanding of community support for the district. Meet with the following Individuals / Groups as well as others identified by the Board and Administrators (Community Organizations, Churches/Synagogues/Congregations and Key Religious Leaders, Appointed and Elected Officials) Meet with professional organizations representing principals, teachers, support staff, and central office staff Meet with PTA/PTO representatives Identify and meet with Business Community/Business Leaders, Partnerships, Institution of Higher Education.

4 Develop methods for communicating with Parents/Community. Assess current methods to communicate with the public Investigate additional methods of communication Virtual Town Hall Social Media Alert Now Identify methods to communicate through the media Assess organizational support for schools. Implement/review school stats for each department Assess cross functional cooperation / relationships within the organization Review project management system Meet with individuals from each area/department Focus on Internal Communication. Establish methods for communication for internal communication (principals, teachers, support staff, central office staff) Seek input related to priorities and immediate needs Discuss expectations related to learning tours at school sites and seek input Review regular meeting schedule Receive updates on current projects Review strategic plans Meet with internal departments to develop a clear understanding of roles and priorities Seek information related to budget. Review department budgets Review flexibility for schools and departments Review months of employment (MOEs) Review current methods for ensuring transparency of the budget Review process for preparing the budget Identify methods for reporting to Board Identify current grants and begin identifying new grants Review enterprises within the budget (After school daycare, before school daycare, Summer school programs) Identify changes in State budget Review external audit including recommendations for internal controls Review policies related to suspensions and alternative programs. Review policies and practices Review current Due Process Procedures Gather information related to alternative programs/seats

5 Continue to establish positive Board/Superintendent relations including clarification of methods for communication. Publicly reaffirm district mission, vision, and core beliefs Identify current issues Meet with individual Board members for one on one time Determine methods of communication in the form of writing, phone calls, meetings Meet with Board Leadership to review process for agenda setting NEXT STEPS Report to Board results of Learning Tours / Reviews Provide Board with a report related to the 90 Day Plan Incorporate lessons learned in Strategic Plan Meet with team of peers to review SUPERINTENDENT S MISSION To create and maintain a collaborative and trusting environment for all stakeholders and to align district systems and structures necessary for ensuring high quality learning experiences for every student. SUPERINTENDENT S VISION Building on a strong foundation, Pender County School System will serve as a model for the State by increasing student achievement and narrowing the achievement gap through 21st Century classrooms. Highly effective teams of teachers and principals will lead every school, and adult learning will be valued. Decisions will be data informed and driven by continuous improvement with a clear focus on success for every student. Stakeholders will feel a sense of ownership for and connectedness to their schools. The Board of Education and Central Office Staff will support the schools in preparing students for their future. CORE BELIEF STATEMENTS 1. All students can be high achieving, and achievement gaps can be eliminated. 2. All students are entitled to highly effective teams of teachers and principals. 3. Adult learning is necessary for increased student achievement. 4. Transparency and openness serve as the basis for communication. 5. Engaged parents and a supportive community serve as the cornerstone for the education of our students. 6. Effective resource management, aligned with student achievement, results in a high performing organization.

6 STRATEGIC DIRECTIVES 1. ACHIEVEMENT Increase Student Achievement and Engagement 2. CAPACITY DEVELOPMENT Recruit, Retain, and Train a Highly Qualified Staff 3. CULTURE Ensure a Safe, Welcoming Environment that Develops Healthy Responsible Students 4. COMMUNITY CONNECTEDNESS Increase Family and Community Connectedness 5. RESOURCE MANAGEMENT Ensure Effective Resource Management, Alignment with Instruction, Supporting Systems and Structures, and Accountability RESULTS RELATIONSHIPS PROCESSES Dimensions of Success: Facilitative Leadership The Superintendent s Strategic Directives are aligned with State Goals and will serve as a guide for internal planning. Indicators under each Directive will address the Dimensions of Success which include Results, Relationships, and Processes.