Superintendent’s Entry and Learning Plan Dr. Douglas C. Arnold Pleasant Valley School District...

Superintendent’s Superintendent’s Entry and Learning PlanEntry and Learning Plan

Dr. Douglas C. ArnoldDr. Douglas C. Arnold

Pleasant Valley School DistrictPleasant Valley School District

November 15, 2007November 15, 2007

SUPERINTENDENT’S ENTRY AND LEARNING PLANSUPERINTENDENT’S ENTRY AND LEARNING PLANMay 17, 2007 to November 15, 2007May 17, 2007 to November 15, 2007

Activities during the first days, weeks and months of any leadership transition are extremely important. This is especially true in a complex and dynamic environment whereby educational, community, political and financial interests are overriding factors. The plan set forth within this document is designed to help the newly-appointed superintendent to learn about the myriad of complex issues currently facing the Board, school staff, students and community stakeholders. It is both an entry plan and a learning strategy, and is an outline for joint use to assist in the superintendent’s acclimation to the District. As knowledge of the District and its community is gathered, it will provide extremely valuable information, which will assist the superintendent in his role as CEO and help him to become an effective superintendent. Suggestions and ideas from the Board and other stakeholders will be welcomed and appreciated.

While this plan is somewhat generic in nature, it provides a functional framework, with the overarching thought that it shall be as flexible and fluid as the need arises. Furthermore, it is designed with the following goals in mind:

• To continue to build upon the superintendent’s knowledge of the District and the people comprising its community as quickly and completely as possible, outside the daily context of activities and problem solving opportunities inherent to his position;

• To identify and examine key issues in the District, learn how such issues are handled, and identify the norms which affect how the organization may function in the future;

• To identify the formal and informal operating policies and procedures within the District;

• To identify and clarify channels of communication to develop and/or enhance a sense of connectedness and trust throughout the organization;

• To identify tasks to be accomplished, establish priorities, and develop a plan of action; and

• To work with the Board to determine an appropriate time and method for informing the public of the entry and learning plan, its general intent, and information obtained that is deemed suitable for public consumption.

PurposePurpose

• To gain a greater understanding and knowledge of the people, programs, & important issues at Pleasant Valley School District

PurposePurpose

• To initiate a comprehensive process that will identify the important issues facing our school district and how those issues may affect future planning

PurposePurpose

• To identify and prioritize items that should be addressed in order to, in conjunction with the Board, establish a process to develop goals based upon the identification and prioritization of those items.

ProcessProcess

• Conducted individual interviews and focus group sessions

• Visited school buildings

• Attended school-based meetings, meetings and functions of community organizations, and school-related functions

ProcessProcess

• Focus Groups (SAC Meetings)– Support Staff– Professional Staff

InterviewsInterviews ─ 8 Board Members

– 23 Administrators*– 20 Staff Members**– 2 Association Presidents– 10 “Booster Club” Officers/

Community Members– 2 State Police Commanders

─ 1 President of NCCC– 1 Director of MCTI– 6 Students– 1 Attorney– 12 State and Local

Governmental Officials– 1 Former Superintendent

*Includes central office and building administrators, directors, supervisors and chief of school police.

**Includes professional and support staff personnel.

SCHOOL

BOARD

Recurring Board ResponsesRecurring Board Responses

• Where From?– Three from PV– One from Monroe County– One PA– Three from out of state


• Public or Private School Education?– Six public– Two private


• How Long Living in PV?– 21 years to lifelong

• Family Members in PVSD– Most have someone– Range is from in-laws to nieces/nephews to

cousins to children to spouses


• How Long on Board?– Two years to 15 years– Average of 10 years

• Why on Board?– Approached to run– Support a belief– Appointed


• General Impressions of PVSD– “Good” to “Great”

• Did Perceptions Change?– No; We can improve– Yes

• Most talk on the street is untrue• Red tape• Less authority


• Administration Strengths– Teamwork– Loyalty

• Concerns Regarding Administration– Need more staff development– Retention (especially APs)


• Professional Staff Strengths– Well above average in ability/performance– Dedication to job

• Concerns Regarding Professional Staff– Retention– “Bus Beaters”/”Clock Punchers”


• Top Priority Issues– Teacher Retention– Student Achievement– Limited Resources– Safety/Security– Cyber Schooling


• Things to Preserve in PVSD– Family/Country atmosphere – Sense of

community– Teamwork/Collegiality


• Things to Change– Nothing major– More community involvement (especially

“seniors”)– Expand course selections (especially Foreign

Language area)


• Perceptions of Past Leadership– Very Positive

• Fiscally responsible, hard working, honest, fair, very effective

• A leader


• Desires for Future Leadership– More of the same– Keep Board informed


• Opinion of Board as a Group– What is “Good”?

• Work well as a group• Get along pretty well

– What “Frustrates”?• Opinions need to be voiced• Need to develop/maintain mutual respect


• Controversial Issues– Generally handled in a satisfactory manner– Majority rules– Voice opinions openly with other members


• Advice– Be open & honest– Gain the confidence of staff


• How I Can Help– Keep Board informed– Regular communication

ADMINISTRATION

Administration DemographicsAdministration Demographics

• Where from? – Seven from PV– Nine from PA– Seven from out of state

• How long at PV?– From less than one year to 35 years– Average of 18 ¼ years

Administration DemographicsAdministration Demographics

• Why PV? – Home– Closer to home– Employment opportunities– Reputation/Recommended

• Family Members at PV– Very few

Recurring Administration Recurring Administration ResponsesResponses

• Key Issues Being Addressed– Student Achievement– Staff Development– Staff Retention– Safety/Security– School Culture/Pride in PV– Online Coursework


• Top Issues Facing PVSD– AYP/Student Achievement– Growth/Transiency– Limited Resources– Communication– Safety/Security– Staff Retention– Staff Development


• Things to Preserve– Hometown Atmosphere - Sense of community– Teamwork/Collegiality– PV Pride– Tradition– Strength of the Administrative Team


• Things to Change– Many struggled to find an answer– Collective bargaining agreements


• Leadership of Past Superintendents– Open Door/Accessible ─ Positive– Up Front ─ Confident in Staff– Honest ─ Fair– Supportive ─Team-oriented– Collaborative


• Wishes for Future Leadership– More of the Same– Open Door – Mutual Respect


• Perceptions of the School Board– Good Board/Good people– Generally supportive– Satisfied– Good Board President– Some have own agendas/factionalization– Anxiety produced by “gotchas” - Personal?– Lack of trust can lead to micromanagement


• Controversial Issue – Nearly devoid of answers


• Advice – Trust administrative team– Listen– Communicate/Collaborate


• How I Can Help– Provide support– Let people do their jobs– Listen– Be accessible

Recurring Staff ResponsesRecurring Staff Responses

• How Long Employed at PVSD?– Range from 1 to 40 years– Average of 15.8 years– Included professional and support staff,

currently employed and retired


• Why PVSD?– Best “fit”– Recruited/Recommended– Walking in someone’s footsteps

• Family Members at PVSD– Very few

• Children• Spouse


• General Impressions of PVSD– Very Positive

• “Good” to “Great” programs/school district• Challenged by growth• “I love my job”


• Top Issues PV Faces– Limited resources - Lack of tax base– Growth and its effects– Negotiations


• Things to Preserve– “Smalltown feel”– Sense of community– Heritage/History– Sense of loyalty


• Things to Change– Many struggled to answer– Nothing duplicated


• Past Contact with Superintendent– Positive to very positive– Amicable/Open

• Desires for the Future– More of the same– Visibility


• Relationship with School Board– Generally Positive

• “Good” to “Very Good”

• Good people/caring

• Reasonable

• Supportive

• Some obvious personal agendas lead to micromanagement


• Past Relationship with Superintendent– Very positive

• Open Door/Approachable• Integrity

• Desires for the Future– More of the same


• Things to Change– Enhance respect for the profession (Board and staff)

• Advice– Listen– Communicate– Be yourself

STUDENTS

Student DemographicsStudent Demographics

• Demographics– Six students - Three male; three female– Grades nine to 12– From “Gifted” to special needs– African American; Hispanic; White– From PV resident past three years to lifelong

Recurring Student ResponsesRecurring Student Responses

• What Interviewee Would Tell a Visitor– “Good” to “Great” school district– Excellent Academics– Great People/Staff– You can get the help you need– Respectful & Safe– Foreign Language Department is weak– “Coming here changed my life”


• Best Programs– Spirit Week– Sports– Honors Courses– Tutoring Labs

Recurring Student ResponsesRecurring Student Responses• Typical Day Highlights

– College-type classwork– Friends

• Typical Class– Good/Enthusiastic teachers– Challenging -Thought-provoking and varied

• Typical Assessments– Essays– Varied


• Strengths of PVSD– Size provides more opportunities– Great administrators– Diversity/Unity

• Suggestions for Programs– Better Foreign Language courses– More enrichment opportunities (e.g., piano,

violin, Latin, poetry)


• Impressions of Technology– PVSD does a great job– Prepared for Ivy League

• Suggestions for Improvement– Nothing– Courses/Departments need to have webpages


• Things to Improve– AP/Honors course conflicts– Class size

COMMUNITY

Sample SpecificsSample Specifics

• Demographics– Only one from PA– Even split of men and women– All but one with children currently in PVSD– Lived in PVSD from three to 22 years;

average of 14 ¼ yrs.

Recurring Community ResponsesRecurring Community Responses

• General Impressions of PVSD– Pleased– Very favorable– Great teachers/academics

• Top Issues– Growth– Academic standards– Diversity


• Greatest Strengths/Assets– Sense of community– Staff– Quality of education/academics


• Things to Preserve– Small town atmosphere– PV Pride and traditions– Quality of education

• Things to Change– Nothing recurring


• Past Leadership– Positive– Involved/Supportive

• Desires for the Future– Keep things going– Connect with community


• Value for Tax Dollar?– Parents & those involved = “Yes”– Those with no children/uninvolved = “No”

• Expectations of Superintendent– Do your best– Stay the course– Support students

OFFICIALS

Sample SpecificsSample Specifics

• Includes State Senators, State Representatives, County and Township Officials, Out-of District Educators– Five from PVSD– One from Monroe County– Eight from PA– One from out of state– One with a sibling at PVSD

Responses from OfficialsResponses from Officials

• Wide Range of Responses– Mostly positive

• Well run/organized• Cohesive• Has handled growth well


• Top Issues– Growth and its effects– Safety– Taxes– Funding/Economic development– Infrastructure


• Greatest Strength(s)/Asset(s) of PVSD– Diversity– Cohesiveness– Pride/Reputation


• What to Preserve– Heritage– Country atmosphere– Sense of community

• What to Change– Involve citizens on committees (e.g., B&G);

utilize diversity of community– Increase tax base resulting in tax relief


• Past Leadership– Little contact– Cordial and supportive

• Desires for the Future– Communication is key– Support township issues– Keep things going in the right direction


• Value for Tax Dollar?– Mixed (Parents = “Yes”; Those without children =

“No”)

• Expectations of the Superintendent– Keep lines of communication open– “This is a good/great start”

ThemesThemes

Strength ThemesStrength Themes• Teamwork• Sense of Community• Country Atmosphere• PV Pride• Good People• Stable Board• Respect • Past Leadership• Loyalty• Student-Staff Connection• Top-Flight Staff

Challenge Themes Challenge Themes • Student Achievement• Safety/Security• Limited Resources• Growth/Transiency• Retention of Teachers/Administrators• Maintaining PV Pride• Communication• Staff Development• Trust Between Administrators and Board• Foreign Language

NeedsNeeds

• Increase student achievement, opportunities for quality staff development, and the purposeful use of data to improve instruction.

NeedsNeeds

• Continue to develop and implement policies to enhance a safe, secure, and supportive school community.

NeedsNeeds

• Increase effective communication within the schools, across the school district, and between the schools and community.

NeedsNeeds

• Incorporate identified needs and methods for addressing those needs into the strategic plan.

Superintendent’s Entry and Learning Plan Dr. Douglas C. Arnold Pleasant Valley School District...

Documents

Transcript of Superintendent’s Entry and Learning Plan Dr. Douglas C. Arnold Pleasant Valley School District...