HISD LPR 04 14 16 Bd Mtg - ECRA Group Inc. · PDF...

Hazard, Young, Attea & Associates 1 HISD Leadership Profile Report

Houston Independent School District Leadership Profile Report for District Superintendent

April 14, 2016 Introduction The Board of Trustees of the Houston Independent School District (HISD) is in the process of selecting its new superintendent. Hazard, Young, Attea and Associates (HYA), a national educational leadership search firm, is assisting the Board with its selection process. To identify primary characteristics for the position, HYA associates administered a formal online survey, conducted interviews, and held focus groups throughout the District. 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 District and some of the challenges that it will be facing in the coming years. This report summarizes those findings and the desired characteristics that HISD stakeholders are seeking in their next superintendent. Many themes emerged from the extensive discussions about the District’s strengths, challenges, and the essential characteristics desired in the next superintendent. Many participants believe that it is essential that the new superintendent possess the necessary leadership skills and personal attributes to build trusting relationships with all stakeholders in order to resolve the issues that the district is facing regarding the budget, equity, poverty, and student learning while strategically leading the district forward toward a common vision. Participation A large number of individuals and groups from within HISD and the Houston community were interviewed by the consultants. Included within the profile interviews and focus groups were the following: teachers, classified/support staff, District level administrators, principals, community members, parents, students, clergy, elected officials, and each individual school board member. The total number of individuals interviewed or participating within an interview group was 818. The total number of participants providing input into this report totaled 3,269 as a result of the 2,451 administrators, certified staff, community members, parents, students, support staff and unspecified individuals who completed the on-‐line survey. The responses provided by the individuals and focus groups during the interviews are listed beginning on page 14 and have been grouped into four main categories: Board, Principals, Teachers/Staff, and Community. Many open community forums were scheduled across the district and were attended by a variety of stakeholders. The responses from the Community category include administrators, teachers, parents, students, and clergy in addition to other individuals who have an interest in the welfare of HISD. The interview and focus group comments are listed alphabetically with no attempt to prioritize them. Finally, a first draft of superintendent characteristics, to be discussed with the entire Board on April 14, 2016 can be found on page 62.

Hazard, Young, Attea & Associates HISD Leadership Profile Report

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The numbers of participants, by stakeholder group, in the two methods of data gathering are listed below:

Group Personal Interviews Or Focus Groups

Online Survey

Board 9 NA Administrators Principals 229 Other Administrators

212

Community 133 Parents 993 Students

509

35 Personnel Certified Staff 543 Support Staff

71

220 Unspecified NA 315 Total 818 2,451

A separate appendix lists all comments made by survey respondents in no particular order, although negative statements about a single individual have been redacted. 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. Strengths of the District Diversity The diversity – racial/economic/religious – across HISD is seen as a significant strength across stakeholder groups. The diversity in the schools is seen as a reflection of the city. While presenting some challenges, the general comments expressed by constituents focused on the views that the city works well at including all communities and that the acceptance of the racial diversity in the city of Houston is one of its greatest strengths. High School Programming Parents, staff, and community members all appreciate the breadth and depth of programming at the high school level. Specific programs such as AP classes or IB options were often cited, but equally as important were the career preparation programs that were available for students. Early college choices were also frequently mentioned, and particularly appreciated by parents, as a great choice for students. School Choices at all levels Parents and community members like the fact that HISD provides numerous school choice options. Magnet Schools, Vanguard Programming, and neighborhood schools were all appreciated by many parents as viable choices for their children. Staff also expressed the perspective that choice within the system was a great strength not only for students but also for staff because it often gave teachers a chance to work in an area of passion.


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Decentralization HISD’s long history of decentralized decision-‐making and authority is highly valued particularly by building level staff and leadership. There is a deep belief that due to the diversity of student needs and communities served, no one solution can fit all schools in HISD. Constituents appreciate the fact that decisions can be made at the school level to meet these needs by allowing local decision-‐making with respect to staffing, some curricular and instructional decisions, and the creation of a school culture reflective of the community. While recognizing that some problems arise with decentralization, many stakeholders held an overriding view that the traditions of a decentralized approach have been one of the primary reasons for the district achieving much of its past success and is a fundamental building block in moving forward in the future. Technology Initiatives Stakeholders mentioned technology initiatives as an important strength in the organization. The PowerUP initiative was most frequently cited as an important step in helping students prepare for the future. There is widespread recognition and support of the fact that students need to be prepared to live and work in a world infused with technology and that the school system needs to do all it can to help students be prepared for their future. Bond Program and Facilities The passage of two bonds for school construction and the subsequent new construction and renovation work was acknowledged and appreciated by all stakeholder groups. The replacement of older facilities with new schools and the quality of the maintenance of school facilities are areas of great pride in the system and serve as a model of how a large urban school district can rebuild its infrastructure. Parent Engagement/Support/Empowerment Both parents and staff acknowledged the importance of parents in the learning process for children. Parents expressed appreciation for the numerous opportunities that exist for them to be engaged with the schools, classroom, and learning experiences. They also expressed appreciation for the district and school based programs that support them and provide opportunities for them to improve their skills as parents. Staff members frequently expressed appreciation for the support that parents provide at the schools through volunteer work and fund raising efforts. Quality of Staff – Support Teachers and Building Principals The quality of the support staff, teaching staff, and building level leadership was frequently mentioned as a core strength within the system. Parents generally felt that teachers are very capable and committed in their work with students. They felt principals are responsive and involved. They appreciated that the culture that is created within each school is student-‐focused, academically rigorous, and socially/emotionally supportive. Dual Language Programming One program that was frequently cited as a model of innovation was the dual language programming option that exists in numerous languages. The fact that students can choose to attend a school with a goal of being bilingual and that programming will continue K-‐12 is both an example of Best Practice and of innovative solutions to meeting the diverse needs of students. All constituent groups expressed a desire for dual language programming to expand and flourish in the system.


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Challenges/Concerns/Issues Facing the District Achievement Gaps and Failing Schools Across stakeholder groups, there was strong concern about the persistence of achievement gaps and the growing number of failing schools. According to one source there are 109 schools that have been designated as “Failing” by the state. Additionally, in some schools, parents feel that achievement gaps in performance levels have been long-‐standing trends and little progress has been made in improving the performance of minority populations, second language learners and special education students. Many see the growing number of failing schools as the most significant issue facing HISD. Hiring and Retaining Teachers and Principals at the Most Challenging Schools While there was recognition that HISD has made some effort and committed financial resources to finding and retaining high quality teachers in the most challenging schools, there were strong feelings amongst parents and teachers that more needs to be done. One specific concern often mentioned was hiring Teach for America candidates who often do not stay in their school beyond their three-‐year commitment primarily due to a lack of training and experience with urban schools. The movement of principals between schools was also often referenced as a major problem in ensuring stability at struggling schools. Decentralization versus Consistency across Schools and Classrooms Finding the right balance between a decentralized education system designed to adapt to the needs of different communities and schools, and a consistent approach with equitable programs and services for all students and communities will be a fundamental challenge facing the new superintendent. While there is widespread support for and a belief in decentralization and site-‐based decision making, there is also strong support for equity in services among schools. The basic dilemma lies in the fact that if one allows site councils and principals to make decisions based on their school community’s needs, the decisions will vary and will be inconsistent. A good example is an often-‐heard statement that all schools should have full-‐time nurses, counselors and librarians. For those schools that choose to spend their personal dollars on other services, requiring them to hire nurses, counselors and librarians will mean they will have to cut other positions and/or other programs. Numerous discussions and debate may need to occur among district leadership members and once decisions are made, communication on the decisions and the rationale behind them will be essential. Communication and Senior Leadership Change Communication is often a major issue in large systems due to their size and complexity. While HISD appears to have the traditional needs associated with insuring ongoing and outreaching communication, it does appear to have an additional communication challenge due to the number of changes in personnel and responsibilities at the district office. Central office administrators and principals expressed concern over the fact that central office supervisory responsibilities have changed frequently, sometimes with multiple changes in one year. The view was expressed that it’s very difficult to build meaningful relationships and to know the expectations that supervisors have for principals when personnel changes occur so frequently. It is also difficult to focus on principal improvement efforts when the supervisor changes annually.


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Perception of Inequity/Allocation of Resources/Access to Academic Challenging Programs Whether real or perceived, many parents and staff feel that resources are not equitably distributed to the schools. Some feel that affluent, successful, and/or magnet schools get a disproportionate share of the financial resources distributed to schools. Others feel that small and/or struggling schools get more resources on a per student basis than schools that are succeeding academically. It does not appear that everyone is using the same information for comparisons or that there is a standardized measurement system to judge how resources are allocated and spent. At best, this could be a significant communication issue that causes a great deal of angst over feelings of inequity. At worst, resources could be inequitable and how dollars are allocated may need to change. It will be imperative that the new superintendent look into this matter and propose a course of action to address the problems that he/she may find. Closely related to the allocation of resources is access for all students to a challenging, meaningful curriculum especially at the high school level, which is compounded, by low levels of literacy for many students. Parents, staff, and students expressed frustration that students who are struggling academically may need more academic and social-‐emotional support to close the achievement gap in relation to their peers who may be attending a school where students are achieving at a much higher level with access to a more challenging and relevant curriculum. A drain on financial resources for academic support and programs such as bilingual support and special education in schools that are struggling academically affects other areas of school programming, particularly extra-‐curricular programs at the high school level. Many individuals made the point that in order to achieve equity, resources may need to be distributed differently across the schools in order for students to achieve the same goals. Furthermore, not all students may wish to attend a four year college or university after high school graduation. In addition to exploring and/or expanding vocational education programs across the district, the new superintendent will need to reach out to all stakeholders in order to build community and business partnerships to create additional support systems for students and to grow meaningful school district programs over the next 3-‐5 years. Choice in School Enrollment versus Neighborhood Schools While some view school choice as a significant strength in the system, others see it as the cause of the downfall of neighborhood schools. School communities that have been significantly impacted by students choosing to attend magnet, charter, specialty and Vanguard Program schools, feel that allowing students to pursue these options has taken the best and the brightest students out of their schools. They also feel that permitting students to attend choice schools is diminishing the numbers in neighborhood schools and thereby making those schools less viable. Another aspect of this issue is the differing views on school closures. Some believe the closure of schools have adversely impacted some neighborhoods and were not needed. Others believe that the system still has significant unused capacity (20,000 seats according to one source) and that maintaining the same number of schools is wasting precious resources that are needed for student programming. Once again this may well be a communication issue as well as a real problem. Community Outreach and Parental Engagement Some school communities do not feel that HISD and the district leadership are as invested in their success as other communities. The belief exists that some schools have significant support from their parent communities while other schools struggle to secure economic and volunteer support from their parents. All stakeholder groups felt that ensuring strong parental engagement was


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essential for success and they felt that it was imperative that the superintendent understand the needs of all communities in Houston and is equally invested in the success of all of them. Parents also asked that the administration and the Board make more of an outreach effort to the school communities across Houston. Some felt that the area offices made it more convenient for parents to interact with district leadership. Others ask that Board meetings be held out in the neighborhoods rather than at the District Office so that parents are able to connect with board members. District Culture and Staff Morale Some staff members reported that staff morale has worsened in the past few years. While they acknowledge that financial constraints, staff reductions and budget cuts have contributed to some of these feelings, some also describe a “culture of fear.” The pressure to improve test scores seems to be a driving force in this matter. High stakes testing and state recognition has put additional pressure on all levels of public education. The staff is hoping that the new superintendent will bring a balanced perspective regarding all aspects of student learning and place less emphasis on state test scores. Board Behavior Parents, staff, and board trustees also expressed concern over the current interaction among board members and the actions taken at board meetings. The concerns revolved around the need for the Board and the superintendent to present a clear and cohesive message for the success of all students and to work as a team in helping the District move forward. Stakeholders do not believe it is in the best interest of students to have fractured board issues and argumentative, disrespectful board meetings. Bullying Parents, in particular, felt that more needs to be done to address the issues associated with bullying. They often shared very personal experiences regarding their children and the impact that a bullying incident has had on them. They sincerely hope that schools will be safe and secure places for their children, not just in regards to physical safety, but also in regards to their children’s emotional health and well-‐being. Desired Attributes and Characteristics Community Focused The stakeholders seek a superintendent who is engaged with all segments of the Houston community. This is especially true for communities of color and communities that have felt they have been underserved in the past. Stakeholders recognize the tremendous diversity within Houston and hope that their new superintendent will make every effort possible to embrace the diversity of the city and spend time getting to understand the needs of each of the schools and the neighborhoods they serve. The highest priority item selected by survey respondents also reinforced the idea of engagement:

! Foster a positive, professional climate of mutual trust and respect among faculty, staff, and administrators.


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Culturally and Linguistically Competent Constituents want their next superintendent to by culturally competent, linguistically aware, and racially sensitive. Equally important as these attributes are for the superintendent, on a personal level, to lead the effort to ensure that all staff members exhibit the same level of understanding and awareness. The importance of these skills was often cited in direct relationship to leading the District in providing meaning educational experiences for all students. Stakeholders expressed the importance of understanding the communities in Houston in order to help students succeed academically and to ensure schools are safe and caring environments. On the survey, the importance of academic success and school safety were referenced by the second and fifth priorities from the survey of:

! Hold a deep understanding of the teaching/learning process. ! Promote the importance of providing safe and caring school environments.

Experience With and Understanding of Large Systems Given that HISD is the seventh largest school system in the country, teachers, parents, and administrators all expressed the view that the new superintendent should have had experience in a large urban school system. Ideas varied on what size constituted large, but the consensus revolved around that fact that stakeholders feel it is essential that the new superintendent understand the complexity of a large education system and the dynamics of urban school districts. The understanding of large systems was often cited due to the need of managing a system the size of HISD. The importance of two of the top five priorities from the survey demonstrated that setting and communicating a vision for a system and managing the personnel function within a large system are critical priorities for the new HISD superintendent.

! Establish a culture of high expectations for all students and personnel. ! Recruit, employ, and retain effective personnel throughout the District and its schools.

Relationship Oriented Team Builder Staff members, in particular, desire a superintendent who takes the time to develop relationships and build a strong leadership team. They seek a superintendent who is visible in the schools and supportive of principals. Community members seek the same relationship building orientation, and board members expressed a strong hope that the new superintendent desires to work with them to create a leadership team that moves the District forward and addresses some of its persistent, long-‐term problems. Financially and Politically Savvy All stakeholder groups recognized the need for the new superintendent to carefully manage the financial and daily operations of the school district. They understand that the ability to navigate the politics of the school district within the city and at the state level is an essential skill in leading the system. They want a strong advocate for the needs of HISD at the state level, who participates actively in the legislative process and is capable of lobbying for the financial resources needed in the system but also the needed changes in the testing, accountability, and oversight requirements of the state.


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Transparent Communicator An essential skill set of any superintendent involves strong two-‐way communication skills -‐ on one level to keep everyone informed and on another level to seek input and follow advice from stakeholders. While this skill set was often cited by constituents, it was also noted that transparency in decision-‐making was also critical. Stakeholders don’t just want to have a voice and know that decisions have been made, they want to truly understand why and how decisions are being made at HISD. Knowledgeable About Texas, Houston, and HISD Numerous constituents, from both staff members and community groups, expressed the belief that the new superintendent needs to understand both Texas and Houston. They feel that their state is a unique environment compared to other parts of the country, so understanding Texas laws and culture is important. They also feel that Houston is a unique environment unto itself, so it is equally important that the new superintendent understand the dynamics of Houston. Some constituents felt strongly that new superintendent should come from within HISD or should have worked in HISD at some point in their career to truly understand the needs of the system. 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 HISD 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 communities. 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 HISD staff members and Board Trustees who assisted with our meetings and particularly thank Veronica Mabasa for her efforts in facilitating our time in the District. Respectfully submitted, Peter Flynn Kay Giles Hank Gmitro Hank Harris Pam Hollich Maria Ott


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Online Superintendent Profile Survey Results

The Superintendent Profile survey was completed by 2,451 stakeholders. Forty-‐one percent of respondents were parents. Twenty-‐two percent were certified staff, and another thirteen percent were unspecified. The rest were support staff, administrators, community members, and students.

Table 1: Stakeholder Groups Frequency Percent Administrator 212 8.6 Certified Staff 543 22.2 Community Member 133 5.4 Parent 993 40.5 Student 35 1.4 Support Staff 220 9.0 Unspecified* 315 12.9 Total 2451 100.0

* These respondents chose not to identify their stakeholder group Percentages may not add to one hundred percent due to rounding.

The top-‐rated characteristics respondents selected for a superintendent were:

! Foster a positive, professional climate of mutual trust and respect among faculty, staff, and administrators. (Community Engagement)

! Hold a deep understanding of the teaching/learning process. (Instructional Leadership)

! Establish a culture of high expectations for all students and personnel. (Vision and Values)

! Recruit, employ, and retain effective personnel throughout the District and its schools. (Management)

! Promote the importance of providing safe and caring school environments. (Instructional Leadership)

Average importance for characteristics by area (Vision & Values, Instructional Leadership, Community Engagement, and Management) are detailed in Figure 2. Percentages of respondents overall who selected each item, as well as percentages by stakeholder group, are given in Table 2.


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Figure 2: Average Characteristic Importance by Area

Higher Means Indicate Greater Importance (Scale 1-‐5, 1=Of Lesser Importance to 5=Of Greater Importance)

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.

! Administrators and support staff were significantly more likely than parents and students to choose the Vision & Values item “Provide a clear, compelling vision for the future.”

! Certified staff and support staff were significantly more likely than parents to choose the Vision & Values item “Demonstrate a deep understanding of current legal, regulatory, and ethical issues affecting education.”

! Administrators and support staff were significantly more likely than certified staff, parents, and students to choose the Vision & Values item “Encourage a sense of shared responsibility among all stakeholders regarding success in student learning.”

! Administrators, community members, and support staff were significantly more likely than certified staff and students to choose the Vision & Values item “Establish a culture of high expectations for all students and personnel.”

! Certified staff were significantly more likely than parents to choose the Instructional Leadership item “Hold a deep understanding of the teaching/learning process.”

Vision & Values; 4.5 Instructional Leadership; 4.3

Community Engagement; 4.5 Management; 4.4

1

2

3

4

5

Vision & Values Instructional Leadership Community Engagement Management


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! Administrators and support staff were significantly more likely than certified staff and parents to choose the Instructional Leadership item “Provide guidance for district-‐wide curriculum and instruction.”

! Certified staff and support staff were significantly more likely than parents to choose the Instructional Leadership item “Promote the importance of providing safe and caring school environments.”

! Administrators and support staff were significantly more likely than certified staff and parents to choose the Instructional Leadership item “Utilize student achievement data to drive the District’s instructional decision making.”

! Support staff were significantly more likely than parents to choose the Community Engagement item “Communicate effectively with a variety of audiences.”

! Administrators were significantly more likely than parents to choose the Community Engagement item “Involve appropriate stakeholders in the decision making process.”

! Support staff were significantly more likely than certified staff and parents to choose the Community Engagement item “Develop strong relationships with community partners.”

! Administrators, certified staff, and support staff were significantly more likely than parents to choose the Community Engagement item “Be visible throughout the District and actively engaged in community life.”

! Administrators, certified staff, and support staff were significantly more likely than parents to choose the Community Engagement item “Foster a positive, professional climate of mutual trust and respect among faculty, staff, and administrators.”

! Support staff were significantly more likely than administrators, certified staff, community members, and parents to choose the Management item “Be an effective manager of the Districts’ day-‐to-‐day operations.”

! Support staff were significantly more likely than administrators and parents to choose the Management item “Effectively plan and manage the long-‐term financial health of the District.”

! Support staff were significantly more likely than parents and students to choose the Management item “Align budgets, policies, and operational procedures with the Districts’ strategic goals.”

! Administrators, certified staff, community members, parents, and support staff were significantly more likely than students to choose the Management item “Recruit, employ, and retain effective personnel throughout the District and its schools.”

! Administrators, parents, and support staff were significantly more likely than certified staff to choose the Management item “Hold all employees accountable for their performance.”


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Table 2: Desired Characteristic Means by Subgroup Higher Means Indicate Higher Importance (Scale 1-‐5, 1=Of Lesser Importance to 5=Of Greater

Importance) Number indicates rank order by overall results

ALL (2,451)

Admin. (212)

Cert. (543)

Comm. (133)

Parent (993)

Student (35)

S.S. (220)

1

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

4.78 4.89 4.88 4.79 4.69 4.63 4.89

2 Hold a deep understanding of the teaching/learning process. 4.65 4.63 4.75 4.59 4.60 4.57 4.70

3 Establish a culture of high expectations for all students and personnel.

4.62 4.71 4.55 4.72 4.61 4.26 4.76

4 Recruit, employ, and retain effective personnel throughout the District and its schools.

4.61 4.64 4.61 4.55 4.61 4.06 4.73

5 Promote the importance of providing safe and caring school environments.

4.61 4.67 4.66 4.69 4.53 4.49 4.73

6 Effectively plan and manage the long-‐term financial health of the District.

4.54 4.45 4.54 4.48 4.53 4.44 4.71

7 Provide a clear, compelling vision for the future. 4.54 4.69 4.51 4.64 4.49 4.23 4.70

8 Communicate effectively with a variety of audiences. 4.53 4.60 4.53 4.66 4.46 4.38 4.72

9 Demonstrate a deep understanding of educational research and emerging best practices.

4.50 4.51 4.49 4.39 4.49 4.43 4.65

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Encourage a sense of shared responsibility among all stakeholders regarding success in student learning.

4.50 4.65 4.51 4.53 4.42 4.20 4.71

11 Involve appropriate stakeholders in the decision making process. 4.48 4.65 4.52 4.59 4.43 4.26 4.55

12 Align budgets, policies, and operational procedures with the Districts’ strategic goals.

4.48 4.50 4.49 4.52 4.43 4.09 4.66

13 Hold all employees accountable for their performance. 4.39 4.52 4.20 4.46 4.43 4.45 4.55

14 Develop strong relationships with community partners. 4.36 4.42 4.32 4.53 4.29 4.53 4.58

15 Demonstrate a deep understanding of current legal, regulatory, and ethical issues affecting education.

4.35 4.40 4.43 4.30 4.23 4.35 4.60

Key VV - Vision &

Values IL -‐ Instructional Leadership

CE -‐ Community Engagement

M – Management


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Table 2 (Continued): Desired Characteristic Means by Subgroup Higher Means Indicate Higher Importance (Scale 1-‐5, 1=Of Lesser Importance to 5=Of Greater

Importance) Number indicates rank order by overall results

ALL (2,451)

Admin. (212)

Cert. (543)

Comm. (133)

Parent (993)

Student (35)

S.S. (220)

16 Be visible throughout the District and actively engaged in community life.

4.29 4.41 4.34 4.40 4.16 4.53 4.57

17 Integrate personalized educational opportunities into the instructional program.

4.24 4.20 4.18 4.34 4.24 4.18 4.37

18 Be an effective manager of the Districts’ day-‐to-‐day operations. 4.17 4.13 4.28 4.04 4.05 4.20 4.53

19 Provide guidance for district-‐wide curriculum and instruction. 4.12 4.24 4.10 4.24 3.99 4.00 4.47

20 Utilize student achievement data to drive the District’s instructional decision making.

3.76 4.21 3.59 3.83 3.66 4.06 4.15

Key VV - Vision &

Values IL -‐ Instructional Leadership

CE -‐ Community Engagement M – Management

The percentage of survey respondents who agreed or strongly agreed with the following statements is detailed in Figure 1. The ECRA-‐HYA Benchmark is included to provide a comparison to industry norms. The benchmark was compiled based on the survey responses of approximately 33,000 stakeholders in the ECRA-‐HYA database.

Figure 1: Average Characteristic Importance by Area Percentage of Respondents Who Selected “Agree” or “Strongly Agree”

(Scale 1-‐5, 1=Strongly Disagree, 2=Disagree, 3=Neither Agree or Disagree, 4=Agree, 5=Strongly Agree)

HISD; 45% HISD; 33%

HISD; 30% HISD; 22%

Benchmark; 74%

Benchmark; 30%

Benchmark; 47%

Benchmark; 59%

The district currently provides a high quality

education

The district currently provides a clear, compelling

vision for the future

The district currently communicates effectively

with stakeholders.

The district currently manages district resources

effectively.


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Comments from Interviews and Focus Group Meetings February-‐March 2016

Listed in alphabetical order

BOARD Strengths • 1 to 1 initiative • 21st Century facilities being built • Accountability • AP participation • At the forefront of educational change • Belief in equity • Board has been data driven in decision-‐making • Bond Program to build and renovate schools • Broad Award twice • Business community works well with district • CFO has done a tremendous job in keeping us financially healthy • Competitive compensation plan • Construction Bonds in 2007 and 2012 • Culture of excellence • Declaration of Beliefs and Vision – will be revisited to update • Diversity of the community • Dual credit programs – AA degrees in 5 years at high schools i.e. the Early College program • Early reading work • Electronic textbooks • Ensuring college readiness • Excellent at pursuing new ideas • Expansion of AP options at all high schools • Focus on teacher quality • Good political support from both sides of aisle from the state and national representatives • Good principals • Grad Labs to catch up students when they are behind in credits so they can graduate in four

years • Great business support for the District • Great place to work • Great relationship with the TEA • Healthy balance between Teach for America staff and traditional staff • High level of integrity on the administrative team • Highly diverse teaching staff • HISD attracts great leaders and lets them lead • HISD has moved the needle in a big way • HISD is a special place • HISD is truly an amazing district • Houston Endowment • Incentive and retention bonuses for high need schools


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• Informed, resulted oriented change efforts • Innovative district • Leveling up when changes are needed • Literacy by 3 • Local leader authority • Long history of decentralization • Magna Award • Momentum is moving in the right direction • More rigor at the HS level • Opening new schools • Performance pay • Progressive district • Recruited phenomenal people into leadership positions • Reform and transition • Reform oriented policies • Relationships with other superintendents in the area • Retention bonuses in high need schools • Small school subsidies • Strong general fund and low tax rate • Strong leadership in place • Teach for America partnership • Team HISD initiative • Technology for classroom usage and organizational management • Transparency in district operations • Trusts HYA • Union relationships • Vanguard Program Issues/Concerns/Challenges • 109 IR schools • Avoid punitive cultures • Behavior at public board meetings • Better training for teachers is needed • Board dynamics • Board members who want to run the daily operations of the District • Bringing people in from out-‐of-‐state who leave after a short time • Changes in our immigrant population • Decentralized system may be causing inequities • District closed 58 schools – 50 in neighborhoods of color and 8 in white neighborhoods • District has 20K empty seats in schools • District organization structure is not conducive to community access • Drawing students from neighborhood to Magnet schools have created educational deserts • Fight in the district is over magnets and funding • HISD is out of touch with the community • Hispanic and African American cultural clashes • Huge and gross inequities • Implementation questions – often we have good ideas that do not get implemented with

fidelity


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• Inappropriate behavior of board members • Initiatives are too top down • Internal development and promotion should be encouraged • Lack of checks and balances in the evaluation processes • Limited dollars • May need to create a system of tiered autonomy • Medicare dollars are being expended inappropriately • Misbehavior on the part of the Board • Movement towards greater centralization has not gone well • Moving principals around • Need for healthy and productive feedback loops • Need for regional offices • Need for succession planning • Need for wrap around services in more schools • Need to adjust school boundaries • Need to clearly show how resources are spent on a school-‐by-‐school basis • Need to look at how effective the 1-‐to-‐1 initiative has been • Need to refortify and stabilize the system • Neighborhoods in Houston are dying • Number of failing schools • People have been operating within a culture of fear • Phasing out parent engagement department • Political pressures that pull and tug on Trustees • Real and justified anger in the community about struggling students • Schools are not hitting the mark and there is a lot of work to do to improve them • Sense of inequity in the district • Social promotion • Some board members and administrators do not understand the challenges in some

communities • Stability in middle management is needed • State Robin Hood laws will have HISD sending money to Austin – $107 million deficit • Structure in the way schools are supervised • Suspension and discipline practices • Teacher turnover • There should be no hidden agendas • Top heavy central administration • Transparency • Uncertainty at the DO due to leadership changes • Wants process to be fair and objective • War on magnets • Way too much turnover in staff – need for stability especially in key leadership roles • We have not created a welcoming and motivating environment • Whole city is on edge over perceived conflict on the Board • Workforce needs to look like student population • Working to maximize what can be accomplished with bond dollars given rising construction

costs


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Desired Attributes and Characteristics • Ability to build on the strengths of HISD • Articulates the vision to all stakeholders • Belief in tiered autonomy • Believes in charter schools and district partnerships with them • Believes in more centralization • Believes in wrap around services in the schools • Bold leadership • Builds a Board/Superintendent team • Builds a genuine team among administrators • Cannot be a charter school advocate • Communication • Courage to face inequity issues • Culturally competent • Elicits input from stakeholders in a meaningful way • Experience in a large system • Global thinker • Healer • Holds people accountable • Humble • Implementation expertise and focus • Incrementalist • Is equitable • Knowledgeable about how to deal with SES and race issues • Knows the state of Texas • Lives in the district • Not afraid of conflict • Not afraid to be innovative • Provide additional resources to schools with struggling students • Relates to the whole HISD population • Relationship builder • Sends money to school level • Sensitive to minority communities • Smart • Someone from Texas • Stability • Stops what is not working well • Strong • Surrounds himself/herself with individuals who are bilingual • Tactful • Transparent • Understand urban schools • Understands that the Board sets policy and the Superintendent carries it out • Understands the business side of school district operations • Visibility in all communities • Visionary • Willing to push back against the Board


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PRINCIPALS Strengths • Academic excellence • Academics/growth • Accessibility • After school activities • After school dinner programs • ASPIRE Program • Assistance with family resources • Autonomous decision making to do our job to meet the needs of our campus • Awareness of urban school issues and their differences • Breakfast in the classroom • Celebrations • Clear vision across the district • College credit • College readiness • Communication – ongoing and two-‐way • Community input and feedback • Competitive wages with surrounding districts • Consistency in established programs • Consistency in school leadership • Continue funding and establishment of more AP courses in high schools • Continue support and training for district-‐wide initiatives • Continue support services • Continue technology initiatives like Power Up • Continue with higher standards that district has put in place especially with obtaining highly

effective teachers and existing ineffective teachers • Continuous improvement in hiring process • Create a system with centralization of open communication • Data rich district • Decentralization • Diversity • Do not disrupt the month of July so principals can take their vacation • Dual language program • Educational excellence • Educational strengths – high standards for all students included G/T and special education,

immigrants and refugees • Effective communication • Effective instruction and effective teachers • Empathy • Emphasize feeder pattern support • Ensuring effective TDS’s on turnaround campuses • Ethics • Expansion of dual language at the elementary level • Extended learning opportunities • Extra-‐curricular opportunities


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• Flexibility to meet the needs of each particular school • Focus on academics • Focus on learning for the children • Forward thinking – continue the innovative momentum as it relates to unique needs of schools • Frequent communication • Full day Pre-‐K • Global graduates • Good management • Grow your own model – effective teacher in every classroom • High performance and meeting standards • Hiring based on experience and positive results • Honoring that each campus has different needs • Honoring the schools • HUB • Human resources • Initiatives focusing on college matriculation • Innovation – academics, technology, expertise in leadership training, programming • Instructional initiatives – maintaining focus on one initiative for an extended period of time • Instructional leadership mindset – the belief and expectation that the principal is and should

be the instructional leader • Intervention programs at some campuses • Leadership Development Office • Literacy by 3 • Love the structure of SSO with ten schools • Magnet programs/schools • Mentoring and supporting new teachers • Mission and vision clear • Mutual respect • One size does not fit all mentality • Open communication • Opportunity to collaborate with other principals • Option of 4 day work week during the summer • Parent classes • Parental activities and learning opportunities for them • Perseverance • Personnel who believe in our core value of common decency • Platform for internal promotions and growth • Power Up Program • Principal autonomy in hiring process • Principal/teacher dashboard • Principals are valued/asked for input • Professional development • Progress • Progress/ratings • Pushing forward the district’s current strategic direction • Relationships between schools • Relationships with our community – ability to lead based on the needs of the community • Respect the role of the principal and minimize micromanaging initiatives


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• Safe school environment • Safe schools • School choice • School heritage/tradition • SDMC • Site based decision making • Stability in leadership and staff • Standardized testing was reduced and needs to stay that way • Strategic goals and core values • Strong bilingual programs • Strong curriculum • Strong leadership • Structure of school office • Summer – Friday’s off • Support structures • Technology • The Leader in Me and different programs • The uniqueness of each school based on community needs • Transportation to magnet schools • Trust • Unique programs – early college, Futures, IB, etc. • Value all ethnic groups and all ages of students • Value early childhood and early intervention • Value unique qualities and needs of each campus • Variety of programs that match the communities • Voices are heard when they come to the campus • Willingness to take risks Issues/Concerns/Challenges • “No firing superintendent” – don’t hire people that haven’t been in teaching or AP’s for a

principal position • 2016 election and implication for Texas education • Access to TDS/PD specialists • Achievement gaps among sub-‐groups • Address vertical alignment of school supervision • Addressing social deficits at schools that affect the academic failures and providing

programming to support schools • Adequate training for new teachers specific to their position • Alienation of various groups in the district • Alignment in expectations and mandates among all elementary campuses • All schools held to same standard without same support • Allow sitting principals to mentor vs hiring mentors • Allow time for initiatives to demonstrate success • Alternate options for behavior issues • Attract and retain highly effective teachers • Back to regional support – not spread out over district • Be able to manage a contentious board • Bloat – administrative/central office


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• Bring back feeder patterns – area offices, right now there is no sense of unity • Budget – equity among allocation of funds among the schools • Build on image – not a good place to work, reimage HISD • Build systems • Campus challenges with recruiting contest • Capacity builder • Central office continuity • Centralization of district initiatives, planning and timelines • Change from cutthroat environment to one that is collaborative and safe • Change from emphasis on teaching to learning – more of a focus on authentic learning and

engaging in structure • Change notifications at the last minute • Chief of schools and school support officers are not effective as they are designed • Chiefs/SSO’s have different visions • Closing neighborhood schools • Common language and consistency with math • Common vision between all elementary schools • Communication issues • Compensation equity • Compensation teachers/principals/administration • Comprehensive high schools are a complex portfolio of the district’s high schools • Consider moving back to districts • Consistency – stop changing our leadership at the school level • Consistency between school offices • Consistency in curriculum – data access for academics • Consistency of department – central contact/communication should be uniform • Consistency of maintaining programs in place vs something new • Consistency of school leadership • Consistency with district leadership (SSO’s, principals, central office staff) • Consistency with the adoption of programs • Consistent expectations by different school area offices • Consistent leadership – we are always changing principals and at other levels • Consistent professional development across the district • Continuity – lack of communication across SSO chief groups, lack of communication across

departments, too many mixed deadlines, expectations placed on principals, lack of connection between curriculum and professional development

• Continuity and fidelity with selected programs and initiatives • Create a central office to provide service through support of the principals that do not create

initiatives for a one size fits all approach and a lack of consistency/follow through • Culturally responsive leadership and teaching • Culture of fear/punitive environment • Culture/morale • Culture/respect – employees need to feel respected and supported • Curriculum • Custodial and maintenance • Data specialists assigned to campuses • Decentralization vs centralization • Discipline and behavior management


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• Disconnect between HISD departments • Discontinue school shopping for PEG schools – allow only one choice • Disparities and racial under representation in gifted programs • District morale • District purchasing policies • Do away with performance contracts – give people a chance to make changes • Don’t use HFW for promotion standard • Dual language – give schools a choice • Dual language – specifically staffing and VIF implementation • Effective professional development • Eliminate management by chaos • Ensuring SSOs have the skill set necessary to support the campuses assigned • Equitable funding for all schools • Equity vs equality • Erosion of decentralization • Experience and knowledge of central office personnel • Fear of retaliation • Feeder patterns/regions • Focus on professional strength • Focus on technology support to meet the needs of 21st century • Frequent changes in personnel • Frequent reorganization – chief, budget analyst, SSO, etc. • Funding and allocation • Funds are decreasing • Get rid of VIF – waste of money • Go back to a feeder patter concept for continuity and like challenges • High principal turnover – lack of support for quality leaders • High SES vs low SES • High turnover in struggling/low performing schools • Hiring from within and continuity in district initiatives • Hiring the right teacher to do the job • HISD Directory – needs to be in a centralized location and updated daily • Honoring contract agreements at the campus level • How do you reduce turnover rate in district? • How do you support chronically struggling schools? • HUB schools initiative not working • Implementation of initiatives – schools are often forced into too many initiatives • Inability to meet needs of special education students • Incentives to keep our highly effective teachers • Increase elementary school leader salaries to be in alignment with secondary leader salaries • Inequality in schools • Inequitable funding • Information is not channeled appropriately • Initiatives with no direction and initiatives are disconnected • Instability and gradual erosion of decentralization • Instability in leadership • Internal racism with Board/class divide of leaders/schools • Lack of common decency towards/among adults


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• Lack of communication • Lack of consistent support of previous programs (Lit by 3) • Lack of curriculum support from Central Office • Lack of feeder pattern support • Lack of institutional memory and appreciation for knowing background and history of current

challenges and successes • Lack of recapture payback plan even with a year waiver • Lack of respect and disregard for our core value of common decency • Lack of support from parents/accountability • Last minute decision making • Leaders using HISD as a stepping stone • Leaders who have been a principal • Leadership support consistency • Legitimize complaints • Less initiatives • Limited career advancement of veteran HISD administrators • Low morale across the district due to punitive tone and appraisals • Magnet schools take students from neighborhood schools which causes inequity • Make salaries competitive with other districts and fair within the district • Math and science • Meeting with all middle schools in the district • Morale – reduce the negative culture, hidden agendas • Morale/trust builder • More parent involvement especially at the high school level • Mutual respect • Need a clear vision – middle man has too much control, no clear lines of communication • Need a culture of trust – value principals through actions not words • Need more transparency • Need someone who is about principals and supporting them • Need to rebuild trust between central office and schools • Negative district culture • New teacher onboarding – too much information all at once • No clear lines of communication • No collaboration with feeder patterns, other schools • No hidden agendas • No leadership support for new principals • Non-‐suspension as a consequence for inappropriate behaviors • One size fits all doesn’t work • Open communication with all stakeholders • Organization of infrastructure • Organizational structures • Our new HISD Board is divisive • Outdated technology • Overcrowding particularly for HUB schools • Parent communication liaison center needs to be coordinated with principal input • Parent responsibilities are being placed on teachers/administrators – taking away from the

teaching component • Partnerships


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• PD for teachers to implement innovative programs with fidelity • Perceptions of instability • Performance contracts • Personnel changes in the human resources system should be uniform • Plan out initiatives more effectively • Police department – they are unable to adequately provide support to campuses • Poor communication between central office and campus, often one way • Poor communication between departments, lack of institutional memory • Pre-‐K enrollment numbers need to increase • Principal/teacher appraisal – timeline, tool • Principals are off campus too much • Principals must be valued • Principals/professional staff turnover • Professional development by content needs to be revisited to ensure that it is meaningful • Professional development is irrelevant to specific needs of schools • Pulling best teachers that lessen the impact on kids/student achievement (TDS) • Quality of teaching candidates in pool • Rampant nepotism • Reaching a common definition of equity among schools • Recognize that Houston has multiple communities that need to be respected • Recruiting dynamic individuals who are supportive of Best Practice that includes student

engagement and authentic learning • Recruiting more bilingual teachers • Recruitment of highly effective teachers • Reduce turnover in central administration and principals • Reestablish geographic administration to build community ties • Reevaluate role of SSO • Regional HUB schools are not supported • Relationship builder • Resources • Retaining our best teachers • Revamp teacher/principal approval – too many campuses don’t work, waste time, convoluted • Revisit teacher appraisal system • Revisit using lead principals mode again could help save money • Rising testing standards • Rising tides of ELL learners – department of ELL to meet district needs • School choice is a growing problem • School choice is hurting neighborhood schools • Schools are not equipped to handle today’s current social issues • Some type of incentive program to retain top talent • Someone to focus on curriculum that will be sufficient for the culture of the district • Someone vested in HISD with a long term vision • Someone with investment beyond monetary elements • Special education • Special education program – need streamlined approach to IEP, one of the least effective

programs in HISD • SPED – not enough support or communication from SPED to campuses, particularly in light of

the full inclusion they expect from us


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• SSO Turnover – principal support varies from year to year, sometimes mid-‐year • SSO’s and Chiefs have different expectations/vision • SSO’s are not needed except for coaching purposes only or restructure their roles • SSO’s need to be principals at IR schools • Stability – revolving doors, constant reorganization, new initiatives every year • Staff turnover • Streamline appraisals and file review process • Student performance (minorities and the gap) • Summer institute – too many days • Support for IR schools with diverse learners • TADS – simplified student performance component • TADS – too much documentation, paperwork, not all teachers need all components • TADS needs to be revisited – teacher view is that it is punitive as opposed to supportive • TADS too time consuming – coaching form is great • TADS/Student performance/feedback tool needs to be upgraded • TD’s need to be teachers in IR school • Teacher and leader appraisal systems • Teacher attendance • Teacher retention • Teacher turnover • Technology • Test scores • The HISD Board tenor seems diametrically opposed to the value that HISD is trying to bring

forward • Too many academic memos • Too many changes at one time • Too many initiatives – keep the main thing the main thing • Too many layers of leadership above the campus level • Too many meetings – too much time away from campus • Too many special projects positions were created – eliminate them • Too much power to the union • Training given to new teachers entering district – middle and high school teachers feel that it is

geared more towards elementary teachers • Trust • Trust is very important • Trust principals to do their job • Type of performance contracts are contingent upon relationships with the superintendent or

central administration • Understanding diversity • Unity among schools • Unprofessional behavior of certain board members • We are a fragmented district including our school board • We are spread out in our cohort • We need consistency • We need smaller group meetings by feeder patterns • We would like to return to regions by geographic area • Working with programs that don’t meet the needs of all schools • You can’t lead through fear


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Desired Attributes and Characteristics • 5 year commitment – long-‐term • A true leader! An inspirational person that the school leaders can trust and can look up to. This

job is so hard. Intimidation does not work. We need a leader. • Ability to communicate collaborative vision • Ability to cultivate positive relationships with board • Able to build partnerships • Accessible • Acknowledge HISD tenure and experience • Active listener • Acts in a manner which exhibits equity and fairness • Address student discipline – concrete strategies to address these larger issues • Address turnover, build relationships – don’t cause turnover • Address vertical alignment • Advocate for all children • Allows autonomy • An advocate for principals • An agent of change – supports programs that re-‐thinks the educational landscape • An educator • Appreciates Houston educational talent • Approachable • As principals, it is important to us that the candidate is brought to the board quickly • Back to feeder patterns • Be able to inspire others to do their best • Be able to retain staff • Be fair and just to all schools • Be open to suggestions • Believe in maximizing resources to schools and minimize compliance • Believes in promoting from within • Bilingual • Breakdown divisions between departments • Bring people together to accomplish the vision of the district • Build culture of trust • Build relationships with board • Building principal experience in HISD or in urban district • Builds a culture of support • Business savvy • Capacity to collaborate • Cares about all communities in our diverse city • Challenge leaders but support through professional development, funding and consistent

supervisors (SSO’s, Chiefs, budget, etc.) • Classroom experience at more than one level • Clear vision • Clear vision for our future in unison with Chiefs, SSO’s • Clearly express their vision with specificity • Collaborative leader and one who grows leaders • Collaborative with staff and community


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• Committed and follows through • Common decency, respect • Communicates a vision • Communication skills • Community oriented • Compassion – loves kids • Consistent • Courageous • Create a safe environment to take risks • Culturally sensitive • Culture builder of honesty and collaboration • Curriculum and instruction knowledge • Decision maker on research based practices • Developer of positive culture – trust • Diplomatic change agent • Diversity – explore all • Does not engage in unethical practices • Does not motivate by fear • Education background • Effective communicator • Effective listener • Eliminate cronyism in contracts, hires, etc. • Encouraging/supportive/inspirational • Engages the community/respects the culture of the district; understands the history • Equitable support of all schools • Ethical • Ethically unify the board • Even tempered • Exercises mutual respect • Experience in a large urban setting • Experience in the classroom and principalship • Experience in understanding urban issues • Experience working with at-‐risk schools • Experienced superintendent • Extraordinarily confident and unwavering in the face of conflict • Familiar with or possess a deep understanding of the Texas educational system • Family oriented • Financial knowledge (budget) • Flexible and open-‐minded • Focus on all kids (equity) • Focus on positive culture • Focused and driven to move initiatives from beginning to end • Forward thinking • Gathers input • Genuine • Good emotional regulation • Good listener • Good negotiator


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• Grooms leadership • Hands-‐on • Has a balance between leadership and management • Has a history of working with minority and urban cultures • Have a culture of trust • Has come up the ranks in the educational setting • Healer • High emotional intelligence • Hires competent staff – does not implement “good old boy” system • Hires well within the system – not his/her friends • Hold everyone accountable, not just at campus level • Home grown – knows what will and will not work in Houston • Honest • Identify and hire strong talent • If you say please comment, listen to the comments • Implements school walk-‐throughs • Important to have previous experience with a large urban district with a proven record of

success • Inner city school understanding • Innovative • Inspirational and supportive vs threatening • Instructional leader • Integrity • Intelligent • Interested in HISD not just the position • Keep kids first • Knowledge of all levels for example elementary, middle, high, etc. • Knowledge of curriculum and instruction at all levels • Knowledge of Houston community • Knowledge of research • Knowledgeable about the money and school education • Knowledgeable of current programs • Knowledgeable of district history • Knows communities of various cultures – values diversity • Knows the students that HISD serves • Lead by motivating and setting high expectations • Leader who looks at a person’s strengths • Listener • Local – know the student we serve • Long-‐term commitment • Maintain decentralization • Manage a balance between work and family • Management without intimidation • Marketing considerations • Mentally stable • Mindset of what it means to take care of/support/organize a large urban school district • Models loyalty, trustworthiness, and professionalism • More collaborative meetings with feeders


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• Motivating • Must be able to work with board and keep board focused on academic needs of students • Mutual respect/trust • Navigate the complex relationships of the board • No bullying type behavior • No cronyism • No one who has a selfish complex and feels personal about professional differences • No personal agendas • No personal egos – agenda is Houston and its children, no personal agendas • No pet projects (VIP, dual language, Apollo, Leverage Leadership) • Non-‐threatening • Not a one size fits all person • Not dogmatic • Not impulsive with initiatives • Not impulsive, rational • Not new initiative crazy • Not someone who is passing through • Not top down • Open minded and actively seeks input from all stakeholders • Open to feedback and not defensive • Open/respectful communication • Patient yet purposeful • People person • Personable/relationship builder • Personal integrity • Politically savvy • Positive and supportive • Pragmatic • Priority of the students first • Proactive not reactive leader • Problem solver • Professional development at every level • Promises should be kept • Proven leader • Proven performance in an urban school setting • Proven record of success • Proven track record of working with school boards and school leaders • Psychological evaluation, leadership style • Puts students first • Receptive to feedback and self-‐reflective • Record of success in diverse community • Reduce isolation of schools and leaders • Reflect the makeup and diversity of the district or if not, he/she is truly in tune with diversity • Relationship builder • Respect for principals and treat them as professionals • Respectful • Respects employees at all levels • Risk taker, yet a systematic planner


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• School advocate with board of education • School board supporting all students • Secure enough to receive feedback from principals • Selects staff that will not use district positions as a stepping stone • Sensitive to diversity • Servant leader with humility – coach • Skilled communicator • Someone invested in HISD and Houston • Someone the students can relate to • Someone who believes in our core values • Someone who can and will hold his/her own cabinet and department heads accountable • Someone who can challenge Board • Someone who can connect with students especially our minority and most disadvantaged

children • Someone who can manage and leader challenges i.e. Board of Education • Someone who desires to know your name and not just a select few • Someone who has been an educator • Someone who has investment in HISD past monetary concerns • Someone who is committed for 3-‐5 years • Someone who is fresh in their career – not someone who has been a superintendent several

times • Someone who is or like Ken Hewitt • Someone who is willing to collaborate and take feedback • Someone who knows Houston or at least Texas • Someone who respects the principalship and values teachers • Someone who understands and is familiar with a large, urban school district and to fight for

equity • Someone who values teachers, principals, and all students • Someone who will not bully, demean, or denigrate others publicly or privately • Someone with a proven track record of positive relationships • Spirit of equity • Stable and has a plan/vision – values stability to grow others • Strategic • Streamline the appraisal process • Strong communication skills • Strong enough to handle current board members • Strong instructional leader • Strong moral compass • Strong understanding of processes and systems • Student centered – advocate for children • Successful past – no buyouts • Supportive culture vs culture of fear • Supports decentralization • Systemic thinker and leader • Team builder • Texas administrator experience • Thick skinned • Thoughtful/mindful


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• Transparent – trust is very important • True knowledge of how to close the achievement gap • Understand the schools have similar demographics but each schools has its own culture to be

respected • Understanding of principalship • Understanding of urban education in Houston • Understands diversity • Understands elementary needs • Understands history of HISD • Understands Houston community – culturally, historically, politically • Understands the culture of Houston ISD • Understands turnaround is a 3-‐5 year process • Unifying vision for all parts of the district • Urban school experience • Value all levels of education (ES, MS, HS) • Value input of business community to bring people together • Value principal input • Value what we have that works • Values diversity • Values employees and their experience, respect for service to the district over the years • Values input from all stakeholders • Values personal relationships • Values principals and teachers • Values teachers and principals • Values voices of principals in decision making process • Visible • Vision for rebuilding • Wants to get to know his/her people • Willing to challenge the status quo • Willing to develop in-‐house talent • Willing to relinquish bonus during budget crisis


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TEACHERS AND STAFF Strengths • Accommodating diversity • Accomplishments of students beyond high schools • After school programming • AP offerings • Aspire incentives – students taught with preparation to be competitive in global market,

regardless of socio-‐economic background • AVID • Choice • Course offerings: lots of AP Classes, Dual Credits, IB -‐ Programs to help students get ready for

College • Decentralization • Decentralization is a good thing. (But the principle of it is not always honored.) • District meets the needs of differing communities • District removes financial barriers for AP Exams • Diversity in the community • Diversity of our district-‐ we are truly a sampling of Houston and I appreciate being in a district

with diversity • Diversity within district and international • Dual language programs • Early College • Electives • Emerge Program – first generation students, helps students without college in families –

breaks down barriers for college • Emerge Program has trickled down to middle school level – exposing awareness to students at

middle school that college is an option • Expansion of dual language schools in multiple languages • Focus on literacy at elementary – Literacy by 3 • Freedom to serve community was what made it possible to offer unique meal program at high

school site. • Global education • High expectations, every high school prepared to offer IB and AP courses – start preparing

students as soon as arrive in 9th grade so they are ready to move forward in high school grades • Increased options for career and college paths • Literacy approach. Literacy by 3 is great. • Literacy by 3 resources • Literary at middle school level – Literacy in the Middle Pilot Schools – 5 schools • New schools • New teacher – great mentors and leadership team • Now have AP courses at all high schools which did not exist in past • Options for different schools; parents have choice to send their children to the school with the

best fit. • Overall program • Power Up Program – technology


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• Principals value decentralization model -‐ allowed to use funds in way community and school see as needed.

• Professional sharing • Progressive school district -‐ leads the state of Texas • Progressive system • School choice • Sense of family • Students receive food to be able to focus on their academics – eliminates hunger issue that

distracts. Lunch is provided with story time during the summer. • Taking chance on innovation • TEAM HISD • Variety of options • Variety of programs throughout the district, from elementary to HS -‐ Magnets, for instance -‐

There is high variety of options for our schools. • Writing Workshops. Issues/Concerns/Challenges • Chavez High School feeder pattern meetings are valued • Compensation needs to be improved for teachers and mid-‐level managers • Consistency in decision-‐making • Curriculum alignment need among feeder schools • Curriculum and Instruction Department is dysfunctional. Our school doesn’t use the tests and

materials from them, so instead the principal has to take money out of the school’s discretionary budget to buy resources.

• Data rich but lack access to data in friendly manner -‐ Getting new information system, but need systems for teachers, community, system levels -‐ Allows us to set goals but not currently user friendly

• Decision-‐making at the district level without community input • Demonstration schools for best practices for at risk students • District needs to organize system of communication • Extra help (paraprofessionals) in Special Ed classrooms and in other classrooms with needs. • Financial cuts in the budget are significant and worrisome. The new superintendent will have

to manage this gap between the services that our students need, and the monies available. The new superintendent will also have to be able to respond to concerns about why HISD didn’t know about this ahead of time and plan accordingly.

• Financial cuts will disproportionately impact the poorest and neediest of students. • Get best teachers with most needy students • Hiring and retaining good teachers • How is data used? – to evaluate instruction or used in ways that drive people out of

organization • How to retain best teachers at most needy campuses -‐ Consider extra compensation • Increasing the options for career and college paths for students. • Lack of consistency around the SSOs and the decisions they make. • Lack of understanding and support for ECE. We used to have many ECE Coordinators; now we

just have one. • Level of engagement in all communities to show that every area is valued -‐ Need to outreach to

engage underserved communities to show that what they are trying to do has value -‐ Eliminate barriers between the communities and the superintendent


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• More specific age-‐specific training for secondary teachers • Multiple bosses is a negative factor • Need to address programs that are inclusive of all student populations, don’t leave any out • New information management system will roll out in one year • Non-‐Transparency of administrative decisions • Nurse and a Counselor on every campus. • Overload of initiatives -‐ we need the district to focus. • Pendulum swings of centralization vs. decentralization, autonomy vs. autocracy. • People are scared to talk about things aloud because you don’t know who you can trust in the

District. • People need to be valued. • Physical infrastructure/blight. A building that has been boarded up for 2 years even though

the district was supposed to spend just 2 months to fix a mold problem. • Pressure for test scores • Principals, especially good ones, work very hard and experience significant pressure here and

many choose to leave. • Process to hire teachers needs to be improved to insure HISD is finding career minded

exemplary teachers rather than just filling a spot • Program Implementation. Literacy by 3 is an example of something poorly laid out. It might

not be a bad problem, but the implementation was rushed and not thoughtfully laid out. • Programs keep changing and are inconsistent. Teachers and parents are frustrated. • Resource support -‐ We don’t get enough at our school. We might get a Teacher Development

Specialist (TDS) assigned to us; but because there are schools that are low performing, we never see the TDS. I understand that the other schools might need more than we do, but we still should get something.

• Retention bonuses for highest need schools need to continue • School accessibility. Neighborhood schools are often not accessible to kids in the

neighborhood; because kids in the neighborhood are not eligible/qualified to attend • Some schools have risk factors and some do not have this -‐ Conversation needed • Sometimes there is disconnect -‐ Parents in underserved communities feel they are not

receiving what their students need -‐ Find out what community needs and wants -‐ Engage parents more -‐ Parents who are dissatisfied pull students out and move them to another campus.

• Stability is key at school sites • Teacher appraisal system is too restrictive and intimidating and can potentially be misused by

administrators. And it takes the fun out of teaching for a lot of teachers. • Teachers don’t necessarily “buy” what they hear from central office. There is a culture of

distrust. • Team HISD needs to trickle down to the schools • There are too many layers in central office, including leaders who don’t understand what’s

happening in schools. • Trust. • Try to keep initiatives from central office distilled for teachers -‐ Lack of coordination of

requests. Too many bosses expecting information -‐ Sometimes information is the same information but being asked in different ways

• Turnaround time on performance is the greatest risk factor for stability • Vertical alignment of schools needs to be revisited.


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• We need an administrator-‐mentoring model. It takes a seasoned principal to help a neophyte principal.

• We need more bilingual staff, especially in special education/special services. Desired Attributes and Characteristics • Able to deal with race issues • Accountability for serving all students at highest level -‐ Not just compliance to state and

federal mandates -‐ Getting kids defined as special needs, getting their needs met • Advocate of social justice • Background in education • Be a people person • Believes in and develops HISD’s culture of hospitality • Candidate from an urban area, who understands poverty, who understands social justice first

hand • Communicator • Culturally sensitive and aware • Deliberate • Establishes district-‐wide committees to seek input and feedback • Ethical • Example, -‐ every day something nice was said about every person – build relationships • Fiscally responsible • Honest • If something is tried and does not work, abandon it and move on • Invested in developing everyone in the organization • Knows the principals • Let sites decide if want to implement community schools in response to budget problems • Listener -‐ Someone who listens to teachers and understands the context • Maintain dignity of people receiving the information. • Mediates differences • Meets with staff on a regular basis • Moral values and ethical standards • Morally, ethical person • Must be opened minded – understanding that many have been in HISD their entire careers • Need someone with a different mind-‐set • Need superintendent who is big enough to admit mistake and accept responsibility • People person • Person has to be careful if he/she wants to try something that is not new, like literacy coaches -‐

Have done before, don’t call it innovation -‐ We try things too fast, and when don’t work call it out

• Places emphasis on recognized theories of learning • Plays well with others. We have a diverse board that might seem to have their own agenda(s). • Reaches out into the community • Reaches out to campuses • Respect the people who work here, open, honest, deliberate • Rewards teachers for things other than test scores • Risk taker – can’t please everyone all the time • Sensitive to the ethnic and cultural makeup of the nonwhite students who comprise the

majority of students in HISD


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• Serves a role model for children in the community • Smart • Someone successful in running previous district • Someone who can find common ground and bridge differences • Someone who can hire the right kind of central office leaders who understand and honor

schools and have a proven track record. • Someone who can understand big, complex, school districts • Someone who has been in education, not a businessperson • Someone who is here for the children, and who makes decisions based on the best interests of

kids. • Someone who is more reflective of community -‐ Person of color who is bilingual • Someone who is not so far removed from the interworking of schools • Someone who is really here for the children • Someone who understands HISD first-‐hand • Someone who understands Special Education • Someone who understands the daily life of schools • Someone who was in the classroom more than just a couple of years • Stabilize culture – Teachers have had culture of fear • Strategic • Tactfulness – be truthful but tactful • There are good things in HISD, so don’t change things for change sake -‐ Work on those things

that will make a difference • There must be sincerity in his/her actions that his/her decisions are being made in the best

interest of children. • Transformational leader • Transparency -‐ A transparent decision maker • Transparent and Real • Understand how to move resources – budget shortfall—being strategic • Understands the diversity of the city • Understands the history of each area of the city • Understands the importance of Early Childhood Ed • Uses research and results • Values dual language • Visible in schools • Wants to do the best for kids


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COMMUNITY Strengths • 1 to 1 computer initiative • 90 languages and cultures are a true asset that we value • Ability to go to DeBakey Medical or the STEM Schools for career opportunities • Academic options -‐ Different school options -‐ Arabic school e.g. • Academic options, such as pharmacy and aviation, college options • Accepts and deals with the salad bowl of diversity • Accessibility of magnet schools; Students can walk or are given transportation to a magnet

school • Accountability for principals that are not doing a good job • Activities like Band and Basketball • Administrative leadership staff • After school programming • All schools have needs but they may not all be equal in need • Allow for classroom innovation • Alternative education program • ASPIRE program – keeping highly effective at high need schools • Autonomy of the schools with principals given the authority of the budget • Board is strong • Board listening to input • Bricks and mortar • Career Awareness Program for students and parents – helps to motivate the students • Choice in schools • Churches • Civic Clubs • Collaborative spirit • College and career pathways • College culture starts at elementary level • Community Groups • Community in Schools (CIS) • Community input is valued in decisions • Community of Houston – aeronautic, Medical Center, Engineering, • Components of Apollo program have made a big difference • Creative approach to problem solving • Cultural diversity • Culture of collaboration • Curriculum has changed to support teachers with planning guides – this has worked well • Data driven • Decentralized approach • Discipline has improved • District facilitates access to advanced course work paying for AP and IB, ACT, SAT • District just wants parents to be involved in with own child, not the system as a whole • District looks at meeting learners’ needs • District works hard at leveling the playing field • Diverse learning opportunities


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• Diversity – race, ethnic, religious backgrounds and a sense of what diversity means • Diversity – religious, race, and economic • Diversity in the population and the schools • Diversity of the population -‐ethnic, racial, economic • Diversity within the board -‐ It is really a reflection of the city at large • Diversity-‐ student population that is diverse ethnically, economically and intellectually • Dual language enrollment programs through HS • Dual language programs • Early College program • Economic status…of the community and the district… the economy was diversified beginning

in the1980s • Education of minority children • Efforts to diversify the staff • Embracing technology in many ways • Emerge Fellowship Program – exposure to and preparation for college application • Equity across schools is a discussion, sometimes painful, that we have begun • Essential Staffing initiatives • Every campus can develop its own culture • Excellent teachers and administrators • Exemplary schools • Expansion of School of Communications have diluted the program • Exposure to career options programs at the high school level – needs to expand into the

elementary • Extra-‐curricular program • Feeling that HISD is pass through for senior administrators who are looking to become a

superintendent • FFA Program • Fighting for Yates • Fine arts program • Fiscal resources • Focus on “Children First” • Focus on learning rather than testing • Focus on the Arts • Friends of Montessori • Futuristic Orientation • Gifted and Talented program allows students to be on a step higher than others • Global Reading Program • Good job at revamping schools • Good leadership • Good principals’ voice in leading schools • Good students come out of HISD • Graduation program • Great principals • Handling student behavior at football games • High expectations for students to be better • High Expectations for students. Standards are high • High expectations plus offering resources finding ways to bridge the gap. Including after

school tutoring. It is also true of the support and leadership staff


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• High school has been a great experience • High School Options Program • Higher education institutions • Highly qualified teachers • HISD and Houston embrace diversity • HISD is open to discussing needs with college • HISD is taking good steps in the right direction • HISD transportation to all magnet schools • Houston Endowment • Houston’s culture, museums, and field trips; rich environment • IB Program • IB Program • Importance of the relationship between teachers and students • In-‐house tutoring programs • Incredible teachers who go above and beyond all the time • Independent work to try align elementary schools within the feeder pattern • Innovation • Innovation of programs-‐ engineering; magnet schools for many different languages • International Baccalaureate (IB) • It is more about the dollar and politics rather than education • Keep the focus on safety issues – checking backpacks etc • Lack of consistency among SSO and CSO positions that supervise principals • Lack of vertical alignment in feeder patterns • Language programs and diversity • Leadership in school, administrators • Legacy of the importance of education is passed on to the children of the community • Literacy by 3 Program • Literacy by 3 Program should continue • Literacy Program is tremendous – elementary and middle school • Magnet programs-‐ how they are funded and how all kids can take advantage of them • Magnet School funding issues • Magnet School options • Magnet Schools • Magnet schools • Magnet Schools -‐ strong • Magnet schools, Vanguard schools • Maintaining academic level of achievement • Majority of kids in Houston attend HISD • Make sure proper supervision for students when they come to school • Mandatory recess • Many opportunities for students • Mexican American Studies (MAS) • Middle College High Schools Program – helps students who are behind in credits and older • More culturally diverse Board • Need for greater collaboration and connections among schools • Need to study what works and duplicate it across the District • Neighborhood schools • New federal legislation to limit testing


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• Nutrition program • Once schools become successful as magnet, school, they lose funding • One size fits all solutions do not fit • Opening an Arabic School • Openness and a sense of Community and being accepted for who you are • Operate the DO with the same meager staffing levels as the schools • Opportunity outside of school for students to pursue interest e.g. NASA or Rice U. or Writers in

the Schools – during the summer time • Our people are our greatest strength • Parent education efforts • Parent empowerment • Parent Involvement has an impact on how the school does-‐ helping to meet the needs of the

students • Parent support have made many schools successful • Parents are very invested • Passage of bond issues • Pathway Projects for K-‐12 to College • People support magnet schools. • Performing arts • Power up initiative • Power Up Technology • Preparing children for the future • Principal turnover and movement • Principals seem to welcome parents to be involved and they are accessible • Professional environment • Promoting people who are not doing a good job • Pumping money into programs that do not work • Push pull on traditional staffing and decentralized staffing decisions • Quality of Programs -‐ Grammy award winning school; Fine arts school with arts, writing,

dance, visual arts • Quality programs that address significant needs • Readiness to change • Reading incentive programs • Rebuilding the schools • Recognition for principals that are doing a great job • Recognizes the differences among schools and decentralization works well • Recycling is a theme that is addressed at all high school – focus on a better future • Resiliency of those who are still fighting to get a school district that is up to par for everybody • Resources for students • Safety of students • Scholarships for successful students • School administrators • School Choice Options • School health advisory committee • Schools -‐with a wide array of programs • Schools can be community hubs • Schools running themselves – school based decision making, not top down, principal autonomy


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• Show appreciation for homegrown teachers that ascend to principal role – these efforts to promote quality teachers should continue

• Site based management allows principals • Special education services • Special programs for students that are offered now • Specialty schools • Spelling bees • Staff is passionate about education and children • Staff that is talented & experienced • Staff who go above and beyond • Staying within the budget • Strong dual-‐language program that’s evolving. • Support for Literacy by 3 • Support for supporting student voice • Teachers • Teachers -‐ excellent • Teachers -‐ Passionate -‐ who can light a fire under your child that they can utilize to be a better

student • Teachers –Dedicated • Teachers are good • Teachers connect with students through sharing of their life experiences • Teachers have reached out and offered extra help • Teachers proactively address racism and bullying • Teachers set a great example and role model for kids – Ensure that it happens in all schools • Teachers who care • Technology • Technology – Power Up Program • Technology in the classroom – Power-‐Up Program • The “Leader in Me” program is successful • The learning process • The regional system worked better in the past – need to bring the system back • There is not a lot of racism • Trend to allow successful principals to remain in their schools • Tutorial programs for children who are struggling – pull outs, after school and Saturdays • Tutoring programs • Tutoring services • Understanding how diverse HISD is – it is difficult to have equity • Vanguard Program • Variety of experiences for bi-‐lingual students; you can search the best for your child • Variety of schools choices available • Warmth and openness • We have strong academic programs • What to do with schools when decentralization fails and the need to hold principals

accountable • Work packets over the breaks


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Issues/Concerns/Challenges • 1 to 1 computers are in their 3rd year – what will happen next year when the leases end • Administrators who come to Houston seeking advancement • 5000 Role Models needs to be brought (5000 male role models and 5000 at risk boys – male

mentors follow these boys) all the way through schools • Academic achievement levels in the elementary schools vary significantly • Accessibility of Vanguard programs – information deficit on how students are accepted into

the program, these programs are very homogeneous i.e. do not represent the diversity of the community

• Achievement gaps • Addressing failing schools i.e. literacy • Addressing the issue of closing schools and losing neighborhood schools – issue is causing

greater dropout rates because students do not move to another school • Administration is too top-‐heavy. • Alternative training and certification programs creates teachers who do not stay in HISD • Analysis of district structure • Anti-‐bully programs need to be increased – kids report bullying incidents to the professionals

who do not always follow through on investigating them and addressing the problems – adequate psychological evaluation to prevent childhood suicide – parents need to be made aware of when these situations occur

• Apollo 20 Project soaked corporate funding for this project and did not work well – 20 million wasted

• Arrogance on the part of central office administrators • Ask people what they need – don’t tell them • Attract and retain high quality staff members • Autonomy of the schools – too much bureaucracy, superintendent needs to allow schools and

their respective communities to make decisions based on the needs of their students • Best and brightest students leaving neighborhood schools to attend magnet programs • Best Practices -‐We don’t emulate best practices; some schools do very well with limited

resources; but we shouldn’t buy programs rather than look at what’s working in the classrooms

• Better pay for teachers • Bigger student populations with small classrooms • Board contention and division • Board has a responsibility to have a clear, unified vision • Board relationships – Board does not seem to give a clear message to the Superintendent • Board should have quarterly meetings to listen to each community • Bond dollars are not able to complete all the projects promised • Bond program for capital improvements -‐ managing that • Bond program has short changed some schools • Bonuses for administrators cause ill feelings in the system • Bridge the home to school gap -‐ there is a disconnect • Brings counselors back • Budget – how to trim the budget and maintain programs, maximize resources • Build staff morale • Building a high school without a pool and an adequate auditorium • Building maintenance


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• Building relationships • Building relationships with the staff • Buildings – Temporary school buildings -‐ Equity in these facilities is a huge issue. • Buildings are dirty • Bullying at schools is a significant issue • Bus services – buses are not working properly and cause delays – means that students are

getting home late • Bus transportation because the district is huge is key and it has to be fixed. Have to get the

students in the seats. Bus Driver recruitment and pay may be the issue. • Career Awareness Program needs to be in middle school, too • Career pathways • Challenges of charter schools • Changing principals frequently • Changing schools without adequate notice • Charter schools are taking away good students • Charters can hold parents more accountable to be involved even those parents who are

working could do something. • Children falling through the gaps • Children have to travel too far to go to school – There are no middle schools in the 3rd ward –

need for neighborhoods • Choice is phenomenally discriminating • Closing schools • College focus for the students that really want to go and encourage them to go to challenging

schools • Commitment to the community by community members • Communication and dealing with issues has not been a strong point. • Communication is lacking to tell what is available for students and parents • Communication issues – educate the community in regard to school district programs • Communication needs to be improved • Community based school model • Community should have input on school principals • Community/Neighborhood Schools need more options • Complaint Procedure -‐ No infrastructure appears to be present for responding • Consistency of procedures and implementation of policies across the district • Consistent program to teach children to read • Continue efforts to increase college attendance • Cost of tutoring services • Create work force opportunities for young people • Cultural Awareness training needed for staff • Culture of Fear • Culture of principal changes – fear of District Office • Culture of testing • Curriculum needs to change • Customized parent education • Cutting nurses and counselors • Data driven approach drives African American schools by metrics rather than broader

measures • Decentralization does not work for all schools


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• Decision making process could involve the parents and community on the front end particularly with the re-‐zoning. Beyond the Site Based Decision Making

• Decline of neighborhood schools • Demographics of Houston – most teachers are not bilingual • Develop global perspective • Different resources are available in the schools – equal opportunity for all resources • Differing communities • Diluting teacher quality through Teach for America • Disparity among school, especially in African American schools on economic issues • Distribute funds equally to low-‐income communities • Distributing the financial pain fairly • District did not follow state guidelines on special education needs • District is not up to par • District organizational structure is not community friendly – need to bring back local districts

that connected with their communities • District regulations stifle creative • Diverse neighborhoods in Houston • Diverse socio-‐economic issues • Diversity • Drop outs • Economic diversity is a challenge; competition for resources • Educating graduates so that they are tolerant and accepting of all races • Elementary schools should have more after school programs • Eliminate ASPIRE program • Eliminate test score incentives • Embrace media to get the word out • Ensure that parents feel welcome in schools • Equal funding across schools • Equality – recognize unique needs of schools, communities, and children • Equitable access to high quality curriculum for all students • Equitable access to high quality magnet programs for all students, schools don’t have the same

programs • Equitable allocation of resources • Equity among schools • Equity issues – same education for all, remember though that not everyone starts at the same

place, educational program needs to make up the gaps • ES, MS and HS that are not working need to be addressed • ESL population is growing rapidly • Evaluate teachers better to improve quality of teaching staff • Evaluate the quality of food services and the quality of food that is served in regards to

nutritional value and desirability • Every school is different so don’t make them all do the same things • Everyone should matter and staff needs to really hear everyone’s voice • Excessive testing • Extra-‐curricular opportunities are different based on the school community • Finances • Fiscal shortfalls


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• Focus on drug infractions in schools – increase support services for students with drug issues and problems – Where is the support system for psychological support for students that need it? Ways to help with credit recovery when students get behind

• Focus on reading, writing and arithmetic • Focus on teacher, support staff, and police personnel and the qualities they reflect

professionally • Funding – need to provide equal opportunity • Gangs in schools • Gentrified historical Black and Latino neighborhoods • Geographic size/population of the district • Getting parents involved • Gifted and Talented services through Vanguard Magnets cause great inequity and segregation • Give every student the chance to have an excellent education • Greater Houston Partnership has too much influence in HISD • Having children travel too far for school, parents can’t participate and students can’t

participate in afternoon activities • High degree of staff turnover • High schools need to foster more nurturing environments – HS need to have more of the

supervision and support that is provided at the MS level • Highly qualified teacher in every classroom • Hiring process needs to be revisited including video • HISD does not communicate well • Hold school board meetings across the district so that people can attend • Homework and the reams of paper that our kids are getting. • Houston did not have integration – they solved this problem through magnet programs • Houston is a melting pot of diversity • How to meet the needs of kids who do not have a parent advocate • Implementation a program that focus on values – integrity and self-‐esteem • Implementing Texas mandates • Importance of parents volunteering in school and children need to see their parents involved • Importance of safety in the schools • Important to maintain Black culture • Impose pay cut for anyone making more than $125,000 • Inadequate number of staff – schools seem understaffed • Incentives to educate parents on school activities • Inconsistency among teachers • Increase after school programs and make sure they are in all schools • Increasing the graduation rate • Inequality in magnet funding • Inequity among schools • Information…sometimes the perception is based less on what is going on and more on gossip;

More comprehensive information is needed • Initiatives -‐ So many initiatives that it feels that teachers are drowning… • Insider contracts • It is often a struggle to get schools to allow volunteers to participate in schools • It is time to tap into a local person • Know what the programs are and conduct proper program evaluations • Lack of trust across the district


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• Lack of trust in the District • Laptops for all high school students – can we continue to afford this? • Large percentage of staff turnover • Leader in Me Program seems to be declining – not as much activity as previous years • Legislature has taken away money for resources that we need • Let families know about available resources • Librarian and a counselor needed in all schools • Libraries – keep them instead of media centers • Limited number of students can attend magnet schools • Literacy including technical reading • Look into issues of middle school -‐ they are sometimes left in the dust, particularly for lower

performing schools – they should be improved not closed. Need to help MS thrive • Low staff morale • Low test scores • Magnet and the neighborhood schools • Magnet programs -‐ Students who could benefit from choice (magnet) programs at high school

do not get in through the lottery system and consequently choose private schools. • Magnet programs at some schools have failed and have been starved financially • Magnet schools – people go there not because of what’s offered, but because of the lack of

quality in their neighborhood schools. We need more research on why people choose magnet schools.

• Magnet schools have a long way to go • Magnet schools lack accountability • Make every school an ideal school • Make sure that teachers grade assignments and turn in grades • Managing student behavior in the classes • Maximize resources – some programs are vastly under utilized • May need to centralize the HISD approach • Meaningful avenues for communication with outside groups and community organizations

need to be developed and nurtured • Mental health issues • Mexican American Studies needed • Minimize standardized testing • Misconduct by teachers • Models schools meet the needs of students, the school and families • Morale among the staff • Morale issues among staff due to merit pay • More bilingual • More crossing guards are needed • More culturally sensitive • More field trips • More flexibility in dealing with student behavior • More focus on parent support • More investments in schools in those areas where the parents are working • More minority teachers in minority schools • More opportunities for all students • More project based learning • More security is needed in schools


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• More Spanish resources needed • More summer school programs • More support for teachers – so much paperwork that teachers can’t teach • Morning traffic congestion at drop off time • Moving Carnegie has created a void • Need consistency at the school and district levels • Need for a better education • Need for area superintendents model • Need for college readiness for all students • Need for community based advisory group at each school • Need for community based offices • Need for computers in every classroom • Need for district standards regarding dyslexia specialists • Need for greater accountability • Need for more transparency • Need for neighborhood schools • Need for professional teachers and principals • Need for rigorous screening processes to find the best teacher who understands minority

populations • Need for state funding to increase • Need for vocational classes • Need more parental involvement in some schools • Need more resources for families – social work, access to higher quality food and medical care • Need school nurses and counselors • Need to address bullying issues • Need to better engage parents • Need to budget for more teachers to reduce loss and turnover • Need to demand more parental involvement • Need to develop a culturally competent curriculum as students have different needs • Need to do inventory of all schools and determine the needs of each school • Need to focus on the whole child • Need to have demanding principals • Need to maintain African American history of schools • Need to preserve the history in the library • Need to rebuild the community • Need to renovate schools • Need to seek Annenberg and ACC funding • Need to teach everyday life skills • Needs to balance enrollment among schools • Neighborhood school issues • Neighborhood schools – tend to be successful if the principal has been there for a period of

time • No libraries in some schools • No more school closures • Number of black students in magnet schools • Nutrition and obesity issues need to be addressed • One size does not fit all; we can’t use cookie cutter programs and expect them to work • Open door meetings


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• Overcome the challenges that kids come to school with • Overcrowding in some schools with classes above 22 to 1 • Parent and family engagement • Parent involvement in those places where there is not as much and therefore needs a support

system • Parental involvement is essential to helping to prevent problems and the district needs to

encourage and support meaningful parental involvement • Parents used to be welcomed to have lunch with their child at school – that has been

eliminated at some schools by the principal – needs to be permitted again • Partnership between home and school is critical and needed • Pent up frustration about what has been happening in the last few years – need to be rebuild • Policies seem reactionary • Policy that creates division • Political environment • Politics on the Board • Poor reading scores – parents can’t help • Poverty • Pre-‐school population is underserved – there is a need for Pre-‐K and early childhood

development • Preparation for college • Preparation for jobs and life, rather than just college – volunteers and corporations coming

into schools to provide opportunities for children • Principal mobility-‐ if someone is doing well, don’t move the principal. Let them continue to

develop relationships with staff and community • Principals – define autonomy, too much turnover, too much reassignment • Principals being moved around frequently causes problems • Principals need to be free to do what they need to do at their schools • Prioritize needs • Problems will not be solved until parents can be involved • Professional development – how to help adults get “knee deep” into the problems facing their

students • Professional development for middle school teachers • Professional development for teachers • Professional development for teachers on cultural awareness and children living in poverty • Programs in place for after school activities • Programs to meet the community needs • Promote cultural tourism outside of downtown • Promote ethics and morals • Promote good leadership • Proper supervision and parental notification provided when sporting events and after school

activities such as tutoring are cancelled • Provide a better learning environment • Provide comparative data on what is spent per child per school • Provide intervention services during the school day so that children do not have to stay after

school • Providing the necessities for all kids to excel • Questions about the missionary model for hiring teachers e.g. Teach for America – they don’t

understand Houston and they don’t stay in HISD


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• Raises for teachers • Re-‐zoning issues, • Reading scores/skills • Ready to be able to centralize systems so that there is more equity. • Recess time…kids skip recess to do make up work • Record keeping of classes taken and monitoring of classes needed to graduate high school

needs to be improved • Reduce class sizes • Reduce superintendent’s bonus and compensation • Reducing the dropout rate among African American youth • Reinvestment in our community • Resources that support teachers and principals are not throughout the district • Respect for teachers • Responsibility to invite parents into the schools • Retaining administrators • Revisit the philosophy of the magnet schools – define, serve everyone but not damage

neighborhoods • Rising population of students • Safe school environments • Safer schools • Safety concerns due to need for more crossing guards • School choice issues • School collaboration – successful schools help others • School curriculum needs to be relevant • School security needs to be improved • Schools are different and therefore might have different needs. Can’t cookie cutter • Schools as “hub” of a community • Schools that need principal changes – lack of attention to the needs of students by the

leadership • Seat belts in buses – how is this going to work? • Security concerns • Security measures need to be consistent across and not just left up to principal • Set priorities for spending where it will make the most difference • Should ask the TEA for more money • Site based management is not working • Size of the district -‐ getting to know what’s going on in other parts of the district • Social services are needed to support students • Solution for misguided teens: Parent read a statement, which was a “Solution for misguided

teens”. The principal proposed a new system that should equip students in their fields of interests with the necessary tools for fulfilling purposes. Students in high school should be focused and driven. Grade 1-‐8 core curriculum and high school students can be trained to be ready for professions.

• Some schools are unorganized • Some schools are very segregated • Special education and inclusion • Special Education…hard to give the services that children need; this might become more

difficult as the budget gets tighter • Spending Title 1 money better


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• Staff evaluation • Standardized testing and its prevalence throughout the country… • STARR is a silly measure that is too narrow • STARR is not valid although it may be reliable • STEM academies needed in community of color • STEM training needed • Storage of substitute teachers and classes that are not covered • Strategic planning • Strengthen the Literacy Program even more • Stress among the teaching staff • Student agendas give parents a clue as to what is going on in the classroom-‐-‐ • Student discipline • Student discipline – keep anti-‐suspension of very young students • Student social-‐emotional learning – no counselors, limited number of social workers • Student transportation issues • Student well-‐being issues – mental health • Students are frustrated by all of the testing • Students coming back from Charter Schools that are not doing well • Students who are not reading on grade level • Students who do not care about trying to do their best • Support for teachers • Talent -‐ There are a lot of people in this district (or in this community) that left, or were

pushed out – and they’re very talented. We need to develop our own. They can teach, and they can reach our kids.

• Teach for America teachers who only stay a few years • Teacher certification • Teacher education training • Teacher preparation for AP classes • Teacher student ratio needs to be reduced – classes are overcrowded • Teachers and consistent use of technology • Teachers need to have a professional dress code • Teachers want their career education jobs back • Teachers who are true professionals • Teachers who have lost their passion should leave the profession • Teaching staff does not reflect the diversity of the student population • Technology • Technology challenges and planning • Technology infrastructure is an issue – • Technology systems are place but they to be more fluid and focused on the needs of each

teacher • Technology systems for instructional management do not work well – Ed Moto, Grade Speed • Technology use by the teachers so that parents can see what is happening in classes • Test scores • Testing • Testing is over-‐emphasized and consequently the atmosphere is toxic • The buck does not stop with anyone • Too many programs are being pushed that distract from education • Too much assessment


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• Too much bureaucracy in the system • Too much emphasis on test scores • Too much emphasis on testing • Too much focus on testing • Too much teaching to the tests • Too much testing • Transition of reconfiguration of school boundaries has not been handled well – rival school

populations have been combined without much support • Transportation – provide transportation for students who live less than two miles • Turnaround the path that the district has chosen to destroy neighborhoods and their culture • Turnover in administrative staff – principals leave for better pay in surrounding districts and

central officer administrators leave for career advancements in other districts • Understanding Texas politics and education • Understanding the City of Houston and its connection to the rest of the world • Unequal resources in schools • Unlevel playing fields between schools • Upgrading the schools • Us versus them mentality in the District • Use available resources much better – innovation • Value and grow the principals • Viable workforce development • Visibility of central office administration in the schools needs to be a priority • Vocational education – build a partnership with HCC and other business partnerships • Vocational education opportunities are a mush • Vocational programs and trades are really important. Kids of color are not getting the jobs that

are available because they are not adequately trained. • Vocational programs needs to be expanded and started at an earlier age so that students can

develop skills before it’s too late. • Wasting time and money • Website needs to be more useful and user friendly • Welcoming of the teachers and helping parents to see the resources that are available. • Working with parents – hold parents accountable • Wrap-‐around services are needed-‐ Pre and post school hours; day care, study time; some

schools offer and some do not • Wraparound services are needed…resources for children for basic needs-‐ they need to be fed

and cared for and have mental health evaluation so that they can grow as a person, especially in high poverty schools.

Desired Attributes and Characteristics • A leader who has a backbone • A model for students • A product of HISD • Ability to balance the unique needs of each school based on the community • Ability to bring the central office admin closer to the schools/community as possible • Ability to change the image of HISD • Ability to delegate • Ability to design programs to meet the needs of a school • Ability to develop relationships with all groups


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• Ability to empower the principals – autonomy for the principals • Ability to evaluate programs – are they working? • Ability to mobilize the mission/shared vision • Ability to solve tough problems and back up decisions – i.e. how students are placed in

Vanguard schools • Ability to work with an elected board • Ability to work with the board; transparent and effectively manage the Board • Able to advocate for funding with the state legislation • Able to work the with Board of Trustees to build a common vision – identify strengths, define

success, work on problems together • Accessible • Accessible to and interested in parents • Accountability • Active in the community • Active in the schools • Active learner • Active listener • Administrative experience • Advocate -‐ Stand up to the politicians and the Education Department in Austin • Advocate for Community partnerships • Advocate with the legislature for resources for students and perhaps to grants and private

money that might be available. • An educator • An experienced superintendent • Analytical -‐ Adaptability and the ability to analyze what’s working and what’s not working

based on data • Apply what is working here and other places. We are unique in our socio-‐economic diversity • Appreciation that parents and community are the consumers who pay the bills • Approachable • Attentive to the Latino community • Attracts high caliber teachers • Authentically engaged and sees the outcomes of their work with students • Awareness of successful district nationwide • Background and understanding of educational research • Background in education as a teacher and leader • Balances decentralization and consistency across the District • Be able to explain decisions • Be available to students and parents • Be involved in the communities and the issues they are facing • Be responsible for the academic achievement of all students • Be visible in the community with staff, students, and families • Be well liked in the previous job • Becomes part of the community • Believes in reinvestment in the community • Benevolent • Best practices – ready to walk away from a ‘drill and kill model’ • Bi-‐lingual education-‐ be knowledgeable so that there is a consistent approach especially with

the high mobility of bi-‐lingual students


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• Bilingual • Board Leadership -‐ help the Board with supportive services • Board relations-‐ ability to work with Board • Bridger of gaps • Bring new ideas into the district • Budget cuts at all levels -‐ consider at the top first • Budgetary Pragmatism-‐-‐with fiscal acumen to handle a budget this large • Build bridges and consensus • Build relationships with business partners and religious community • Build working relationships • Builds and maintains relationships • Builds support with the whole board • Business mentality • Can support decisions – explain why based on data • Can’t have negative perceptions about Blacks and Latino schools • Cares about all school equally • Cares about education • Cares for the students and likes to make a difference in their lives • Caring and understanding • Caring heart – values staff and families, demonstrated examples • Certified as a superintendent • Champion for the people • Child Advocate • Christian values • City of Houston candidate • Classroom and principal experience • Clear ideas on how to move forward – clear strategic vision • Coalition builder • Cognizant of the problems that educators face • Collaborative • Collaborative spirit • Comes from behind the wall • Committed • Committed to Houston – willing to become involved in the community • Committed to making every school a model school • Committed to staying in the district • Common Sense • Communicates frequently on changes and issues • Communication skills • Communicator • Communicator who empowers others to communicate as well • Communicator-‐ clear expectations; listener especially to students • Community builder • Community builder and listener to parents. We are a diverse community. You have to look at

the process for change and truly engaging parents in the process of change • Community organizer, who has the strengths to develop abilities of people


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• Community partnership builder -‐ We are not in a silo and there are elected and business officials who would help if invited. They would be interested in interacting through a broader approach

• Community school model-‐ believes in that • Compassionate and emphatic • Connected with legislators • Consensus and coalition builder • Could be someone outside of education • Courage to do what is right • Courage to make tough decisions, not driven by politics • Courageous -‐ Not afraid to go against the grain if something is good for HISD • Courageous – ability to make tough decisions, put funds into tougher schools • Creates an atmosphere respect for differences • Creative and collaborative problem solver-‐-‐ We have all these charter schools and not for

profits and higher education and businesses. We need to develop the partnerships and make this a community effort for students.

• Creative problem solver • Cultural competence of the new Superintendent -‐-‐ take into consideration the diversity of

cultural approaches to problems solving • Culturally and linguistically competent • Culturally aware – reach out to all communities • Culturally competent, aware, and sensitive • Culture changer • Cuts failing schools numbers significantly • Cuts the dropout rate in half • Decisive -‐ Be able to make hard choices on the basis of what’s good for kids • Demonstrated history of collaboration • Demonstrated success to set and achieve goals for himself/herself • Demonstrates respect for everyone • Develop a culture of continuous improvement • Develop leadership in staff – builds the administrative team • Do not punish successful schools in trying to help other schools • Doctorate • Doctorate in Education • Does not close the schools • Does not place too much emphasis on testing • Does not value charter schools • Down to earth • Economically astute • Education background and years of experience in a classroom • Educational experience and educating children in some way • Educational leadership • Educator first -‐ schools are not factories; all children are different • Effective communicator • Embraces diversity • Embraces parent engagement • Empathetic • Empower principals who are doing a great job


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• Encourage innovation • Engage parents • Ensures that all students get a great education • Ensures that every student success • Equanimous – able to balance issues and keep kids as the focus • Equity commitment for schools • Every school should have school nurse • Experience as a superintendent • Experience in a large, diverse, urban school district • Experience in big city • Experience in education • Experience with demographics similar to Houston • Experience with large teams and resources • Experience with poverty • Experience working in a large urban district with high poverty • Experienced superintendent • Face time with the superintendent in all communities – go out and ask what is needed in each

community • Fair resources to all schools • Fair with everyone • Familiar with Houston • Family oriented • Financial acumen – how to maximize the use of available resources • Financial background • Fire in the belly • Fiscal acumen-‐ Be a good shepherd of the fiduciary matters • Focuses on teacher retention • Forecaster of things to come • Former educator • From Houston and know HISD • Fund-‐raiser • Get back to the Basics • Gets down and dirty • Go-‐getter • Good communicator • Good interpersonal skills • Good, honest and trustworthy • Hands-‐on • Hard worker • Has a plan for getting kids back into HISD from charter schools • Has energy and enthusiasm • Has not forgotten what it is to be a teacher • Helps HISD be the number one school district in the nation • High expectations – hold for all students • High stake testing is not his/her focus • Holistic approach to teaching and learning; protecting teachers and principals for undue

pressure of students doing well on standardized tests • Honest, trustworthy


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• Humble • Humility • Identifies and implements best practices • Identify resources for students and teachers • Implement research based policy • In touch with people in the neighborhoods • Increase communication to parents in regards to testing and student progress • Incrementalist and transformative at the same time • Innovate from within -‐ Take what was good, prioritize and drive deeper those things and let go

of those things that are not working and the discussion of equity is one of those things. We are starting to act like a district that cares about its kids. Recognize the good things that are working; for example an IB Coordinator at CO

• Innovative • Inspire others to take on our successful initiatives. • Inspires excellence • Integrity • Intellectual • Intelligent • Interested in diversity • Internal candidate • Keeps schools safe • Know how to build trust • Know how to related to children • Know research and best practices • Know what is going on in the buildings • Knowing yourself and surrounds yourself with individual who complement you • Knowledgeable • Knowledgeable about Best Practice • Knowledgeable about possibilities and trends • Knows how to advocate for funding and needs in Washington • Knows how to map assets before making changes • Knows how to say no • Knows the audience and has the ability to be engaging with them • Knows the system • Knows the value of the community • Knows what is happening in HISD • Leader that would treat all kids as if they were his/her own – wants the best for every child • Leadership – connect and communicate with all stakeholders and elected officials • Leadership that is invested in the Houston community • Leadership that supports principal and teacher who are doing great work • Level up • Likes differences • Listen to students • Listen to teachers • Listener • Listener • Listens to everyone • Listens to parents, staff, teachers, clerical, janitors


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• Listens to teachers as well as parents • Listens to the teachers, the parents, and the students • Lived a life where they have been exposed to communities of color • Local cultural sensitivity • Local person • Looks for stability • Lots of energy • Loyal and willing to work on behalf of children • Magnet schools – be supportive of those magnets that are fantastic; but they shouldn’t be used

as a relief valve for neighborhood schools that are not working. • Make a commitment to the neighborhood schools as well, because the magnet schools are hard

to get into • Make the school district a team effort • Makes safety and security a priority • Managerial skills • Mindset of community driven education • Model for everyone • Motivator • Must have educational experience • Needs to be sensitive to and able build consensus among the various communities in Houston

– white, African American, Latino • Needs to know Houston • Negotiator-‐ coming to agreement • Network with the community • No “Brand it with me” mentality • No change for the sake of change • No silk suits • Not a rubber stamp for downtown business interests • Not afraid of African American, Latino, and Asian communities • Not afraid to take a stand on an issue • Not an authoritarian leader • Not an outsider • Not top down • One of the Board members • Open door policy • Open door policy for teachers, staff and parents • Open minded and able to change your mind • Open to communicating with all publics • Open to the pubic • Openness -‐ variety and difference among school • Operates within the local budget and resources • Overall vision with a decentralized approach to have schools meet the needs of their students • Participates personally in the legislative process • Passion • Passion for children • Passionate about HISD kids • Patient • People skills


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• Personable • Politically astute • Politically savvy in making changes • Politician • Practical – do we need all of these “special niche” programs? • Present at the ground level • Product of HISD • Professional development • Proficient in another language • Proud of graduates from all high schools • Proven success record • Proven track record of improving student achievement • Proven track record of leadership in a large, urban district • Proven track record of success • Provide for equity • Puts children first • Puts the right people in the right place • Realistic and perceptive about the needs of the community, families, and children • Rebuilds trust • Reflective learner • Relationship builder – track record of rebuilding trust • Relationship builder with all stakeholders • Relationship builder with community leaders and elected officials • Remember – actions in public leave a lasting impression • Remembers teaching • Respect for teachers and students and their input • Respect the school choice option • Respectful • Retain effective high quality administrators and teachers and provide meaningful professional

development for both. Ensure high performing administrator in every school and a high quality teacher in every classroom

• Risk taker • Safety -‐ concerned for the safety of children, to quell fights and provide after school activities • Sense and spirit of equity – makes sure that all schools are successful • Sense of history and traditions of the schools and the communities in Houston • Sensitivity and appreciation for community needs and issues • Servant Leader • Set the bar high for student academic success with an emphasis on college readiness • Sets goals and guidelines so teachers teach all students, not just the best and brightest • Sets the tone of acceptance • Should be an educator • Should be invested in each school • Should come from Houston • Should not follow one person’s agenda • Shows respect for all children • Social skills • Some local – some who knows the culture of Houston and HISD


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• Some things are a given…working with the people who have been here have good ideas and next superintendent should be open to working with those people

• Someone from the community • Someone from the Houston area • Someone who can handle push back • Someone who cares • Someone who has come up through the community – be of the community • Someone who is invested in the community and knows Houston • Someone who loves his/her job • Someone who to listens to the community • Someone who understands Houston and Texas Education system • Someone who understands the city and its diverse communities – community oriented leader • Someone who understands the diversity and uniqueness of Houston • Sound fiscal manager • Spirit of engagement • Staff should come from the Houston area • Stand up for public education • Statesman • Strategic planner – visionary • Strategic thinker -‐ Take the long view on anything that the superintendent does. Something in

place because it was supposed to solve a problem…did it work? Were there any unintended consequences?

• Strong • Strong working relationship with the Board • Student Achievement -‐ Have a care for the individual student achievement • Students first -‐ The district is going to have to take some difficult decisions and think of the

students first, so be careful that students are considered in the budget • Superior as superintendent – qualities of leadership – someone who comes out to schools • Supervises employees to do their work • Support principals • Supports and appreciates caring teachers • Supports parental involvement in schools • Supports teacher in teaching the way they want to teach • Supports teachers and improve morale, encourage risk taking and creativity • Sympathetic • Takes care of both sides of the tracks • Takes HISD to the next level • Takes responsibility for problems and solves them • Talk to parents about what they think they need in their schools • Teacher relationships-‐ Superintendent should view the teachers as an asset, rather than a

problem to deal with. • Teaching and principal experience • Teaching experience -‐ 5-‐10 years recent • Team builder • Team player… the team of 10 • Thick skin – ability to make difficult decisions • Think outside the box • Track record of helping poor children


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• Transformational leader • Transformative • Transparency • Transparency when it comes to budget cuts, for example • Transparent about finances • Transparent in his/her decision-‐making • Treat all HISD students as if they were their own • Trilingual or bilingual • True partner with the community • Trustworthy • Understand and be able to navigate Texas politics • Understand issues surrounding equity • Understand that the schools are diverse • Understand the challenges of urban education • Understand the issues • Understand what is like to be working in a school • Understanding of Houston communities • Understanding of Houston’s changing demographics • Understanding the state, federal, and local • Understands Afro-‐centric education • Understands bilingual education • Understands board governance issues and relationships • Understands culture of the school district and implications for HISD • Understands HISD – sees where we came from before moving forward • Understands Houston • Understands technology and social media • Understands that meaningful change takes time • Understands that students are more than test scores – understands that they are people first –

sees the whole child • Understands the community and listens to the community • Understands the different population in Houston • Understands the district’s demographics • Understands the he/she works for the Board • Understands the role of the teacher -‐ Superintendent should have started in the classroom. • Understands the value of school nurses and counselors • Understands what HISD schooling has been • Understands what the Black community had in the schools in the past • Understands what the teachers go through every day – be in schools and is hands-‐on • Unifier • Urban experience • Uses resources wisely • Value community and establish relationships – connect • Values career and technology programs • Values community based schools with wrap around services • Values parent involvement and makes sure that parents feel welcome in the schools • Values professional development about children • Values social-‐emotional well-‐being for children and teachers • Values the talent in the District


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• Values the voice of parents • Vigilant -‐Identify problem teachers and principals and stay on top of them so that funds are

used correctly especially in regard to fund raising. • Visibility in the schools • Visible -‐ Visit schools and see where people are working and what needs to be changed

because teachers have to teach there. • Visible – to all schools even those with less funding • Visible across the city • Visible in all communities • Visible in the schools and the community • Visible on all campuses • Vision • Vision but likes collaborative thinking • Visit the all of the schools • Want to work with higher ed • Wants to be in HISD for the long term and make an investment • Wants to do the right thing • Wants to have fewer administrators at the District level • Wants to preserve the legacy of Houston and appreciate the diversity of the community • Wants to see kids educated • Warmth • Well educated and qualified • Well rounded • Willing and able • Willing to fight the good fight • Willing to listen • Willing to stick his/her neck out for parents, students and teachers • Willing to still learn • Willingness to listen • Works well with city council and other government agencies to resolve joint issues such as

traffic and congestion issues • Works with community foundation and business for funding • Works with the community • World-‐class leader


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Houston Independent School District Superintendent of Schools Desired Characteristics

After seeking input from its Board members, staff, parents, students, and community leaders via focus groups, interviews, and an online survey, the Board of Education of Houston Independent School District seeks an experienced, culturally competent educational leader who possesses the following characteristics: Fosters a positive, professional climate of mutual trust and respect among all stakeholders - faculty, staff, administrators, students, parents, Board Trustees, and community members by: ! Being visible and accessible with all communities in HISD ! Communicating regularly and systematically with all stakeholder groups, both sharing information and

genuinely seeking input before decisions are made ! Demonstrating collaborative interactions with students, staff, parents, and community members ! Developing a strong partnership with the Board of Trustees, focused on moving the system forward

through a continuous improvement philosophy ! Establishing meaningful and long-‐term partners with a wide range of civic, community, educational,

and governmental organizations throughout Houston and Texas ! Modeling mutual respect and trust for all stakeholders ! Understanding the needs and culture of all communities and diverse groups within HISD, the politics

and history of Houston, and the educational landscape of Texas

Holds a deep understanding of the teaching/learning process and promotes the importance of providing safe and caring school environments in order to: ! Address the academic, social/emotional, and college/career/vocational learning needs of all students ! Create and guide an educational system that maximizes the supports for all students ! Deploy a deep understanding of and belief in social justice and the related issues of equity, equality, and

diversity ! Manage the long-‐term health and stability of the system ! Respect and inspire teachers, administrators, and staff to be student-‐focused and forward-‐thinking ! Systematically address the struggles and challenges facing students of color and/or economic need

Establishes a culture of high expectations for all student and personnel by: ! Developing collaborative and productive working relationships with all stakeholder groups ! Ensuring efficient daily operations and effective long-‐range planning for the district and its schools ! Guiding a district team grounded in servant leadership and the importance of focusing on school needs ! Recruiting, employing, and retaining effective personnel throughout the District and its schools ! Supporting a decentralized approach to decision-‐making while ensuring a baseline of consistency

particularly in order to create safe and caring school environments In regards to leadership experiences and credentials, the successful candidate will likely: ! Have experience as a teacher and principal working in a large, diverse urban environment ! Have experience as an educational leader in a school district or other institution of similar complexity ! Have an understanding of Texas and the Houston area ! Hold teaching, administrative, and/or superintendent endorsements

HISD LPR 04 14 16 Bd Mtg - ECRA Group Inc. · PDF...

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Transcript of HISD LPR 04 14 16 Bd Mtg - ECRA Group Inc. · PDF...