Post on 05-Jul-2020
Community Engagement and Profile Report Madison Metropolitan School District Superintendent Search
Dr. Kevin Castner | Dr. Debra Hill
November 11, 2019
B.W.P & ASSOCIATES, LTD. EDUCATIONAL LEADERSHIP SEARCH CONSULTANTS
Madison Metropolitan School District
Community Engagement and Profile Report
By Dr. Kevin Castner and Dr. Debra Hill
November 2019
BWP and Associates Consultants
The following report provides data and information gathered through community engagement
and an audit process for Madison Metropolitan School District (MMSD) and its associated communities. The purpose of this process is the development of a leadership profile that upon
approval by the MMSD Board of Education, will be used as the basis for the recruitment identification and selection of the District superintendent. A special note of thanks is given to Ms.
Barbara Osborne and the MMSD staff who have been more than generous with their assistance
and hospitality.
The information provided reflects the overall themes that emerge from input and feedback from
school board members and numerous constituent groups between October 21 and November
11, 2019. Information was gathered by BWP and Associates consultants via individual face‐to‐
face interviews, focus group discussions, community forums, hard copy feedback and emails as
well as an online survey which was available in English, Spanish and Hmong. Multiple avenues of communication employed by the district including news media, website postings newsletters, social media, phone calling etc. were used in order to notify the community regarding the process and request constituent input. Members of the community who were
asked to serve as ambassadors were also utilized in an attempt to notify all segments of the population of the search process and their ability to provide input to the Board for their consideration.
The focus group facilitator team included Dr. Dr. Kevin Castner and Dr. Debra Hill. All data was
gathered and analyzed exclusively by the BWP team. Appendix A lists demographic data regarding the seventy‐four (74) organizations or individuals who were invited to participate in
the interviews and focus group conversations. Appendix B provides summary statements from
one hundred thirty‐nine (139 individuals) representing thirty‐five participating organizations and
fifty‐six (56) community members who met with the consultant team for a total of two hundred
eight (208) contacts. In order to minimize identification of individual participants, the responses
have been grouped based on size or type of identified group. In addition, sixteen (16) individuals
provided written input to the team increasing the total to two hundred twenty‐four (224). It is
important to note that references about specific individuals were not included for the purpose
of this report.
Appendix C presents the online survey results from the one thousand four hundred eighty‐one
(1,481) participants which also includes one hundred thirty (130) written comments entered into
the survey. There were two (2) surveys completed in Spanish and one (1) completed in Hmong.
Of the survey respondents the following should be noted. Forced choice was required to fill in
some questions. Additionally, the option for additional comments was also provided and utilized
by respondents. The survey data is being presented as a representation of community input. As
a component of this process, names were redacted and only occurred in one case and all verbal
feedback was included. Concerns were raised regarding the ability to complete the survey
multiple times. Please note the survey does not specifically track duplication or multiple
responses given by a single individual. While an IP address may be red flagged if a consecutive
number of repeated responses is viewed, in general limiting access via an IP address cut off tends
to disenfranchise individuals who are using the same computer, taking the survey in a computer
lab, or in a public place since only one survey is then allowed to be submitted from that device.
We believe in the honesty and integrity of community members and have not found this to be
an issue.
In summary, approximately one thousand six hundred ninety‐two (1,692) members of the MMSD
community provided input into the process by responding to the following prompts:
1. What do you see as the greatest strength of the MMSD?
2. What do you see as the greatest challenges faced by the MMSD?
3. What qualities and characteristics does the next superintendent of MMSD need to
possess and demonstrate?
4. Is there anything else you would like to share regarding the hiring of the next
superintendent?
A general frequency distribution strategy was used to analyze the response data from members
of the community. The information provided reflects the overall themes as listed below and
presented in random order that emerged from input and feedback from the Community
Engagement and Profile Report.
Strengths of the District
❖ Excellent teachers and administrators who are very hard working
❖ Diversity (socioeconomic, racial, ethnic, LGBTQ+ status, religious, ability, andimmigration status) in the community population
❖ Supportive and engaged parents, community, and community partners
❖ Commitment addressing issues of racial equity, restorative practices, social justice
❖ Great students
❖ Resources
❖ Positive Reputation
❖ Community stability – many return and stay
❖ School programs and academic rigor
❖ Community cares about good education
❖ Educational Opportunities
Issues/Concerns Challenges
❖ Implementing social justice and restorative practices
❖ Resources and equitable distribution of funds trying to service a diverse economiccommunity with economic shifts
❖ Curriculum – not focused enough, too many initiatives – needs to includeenvironmental studies
❖ Programming – provide Brown and Black students with equity in opportunity toachieve, early childhood, special education programs and educational options
❖ Academics – the opportunity gap resulting in disparate outcomes for Brown andBlack students while continuing to improve outcomes for all students
❖ Personnel – more cultural diversity within staff that reflects the student population(with a focus on recruiting and retaining more Black educators), central office andschool connections, top heavy administration
❖ Climate, culture and morale – overall and especially of teachers and need for buildingadministrative support
❖ Communication at all levels
❖ Conflict with parents and opportunity hoarding
❖ Consistency and visibility of leadership – both administrative and Board
❖ Facilities
❖ Equitable allocation of resources
❖ School safety and discipline
Characteristics/ Skillsets
❖ Understanding of and commitment to high levels of academic achievement for allstudents, especially those of color.
❖ Background as an educator with teaching and administrative experience and inworking with special needs, multilingual, and early childhood populations
❖ Visionary – can inspire and bring others along
❖ Good communicator in both written and verbal areas with political savvy in relating to all facets of the community including students
❖ Student centered – works for what is best for students
❖ Experience in working with diverse student and community populations in racial, cultural and economic contexts
❖ Experience in district finance and budgeting
❖ Racially conscious and can demonstrate a commitment to and success in working on issues of race and racial equity, cultural competency, social justice, restorative practices
❖ Personal qualities – confident, dedicated, sincere, student‐focused, thick skinned, boots on the ground leadership, honest, organized, fair, ethical, strong and can say no
❖ Interpersonal skills – collaborative with a variety of stakeholder groups, can build good relationships, good listener who gets input, is accountable, exercises good judgment, approachable, cares, trust builder, will listen to student voices
❖ Knowledge of the history of MMSD with a desire to address its issues, will reach out to ‘marginalized’ populations
Leadership skills – team builder, can go against the norm, strategic in planning and systems thinking (including long‐term financial planning and visioning), accountable, visible in schools and in the community, approachable, visionary, innovative, holds others accountable
Other
❖ Has experience – classroom – diverse environments – suburban/urban – similar district size
❖ Doctorate is nice but not essential but should have advanced study
❖ Should live in or near or be willing to move in or near
❖ Will make a commitment to the District’s work on racial equity, social justice and restorative practices especially as related to Black and Brown Students
❖ Needs to have knowledge of educational trends
❖ Needs to realize District history
❖ Can listen and respond to the voices of all
❖ Will be able to work collaboratively and cooperatively with the Board
❖ Will be fiscally responsible
These themes are not listed in priority order, but summarize and capture the essence of the
community’s perceptions about the MMSD community and what will be required for success
for the new superintendent.
In summary, approximately one thousand, six‐hundred ninety two (1,692) (not including
duplication) community members participated in engagement activities. The MMSD
community should be proud of the extent to which multiple segments of the population
participated in this search process.
APPENDICES
Appendix A ‐ Invited Community Organizations and Individuals List 6
Appendix B ‐ Focus Groups and Community Forum Responses 7‐35
Appendix C ‐ Online Survey Results
Final Results: Complete 36‐49
Final Results: Students 50‐60
Final Results: Hmong Language Survey 61‐71
Final Results: Spanish Language Survey 72‐82
36‐82
Madison Community Audit and Profile Report
Invited Community Organizations and Individuals (74)
Appendix A
SHRAC Community Groups ‐ Community Leaders Advisory, 100 Black Men, Boys and Girls Club,
United Way, Urban League, Centro Hispano, Everett Mitchell, Sal Carranza, Black Excellence
Coalition ‐ Think Tank, Hmong Education Council, Latino Education Council, Freedom Inc, Head
of Neighborhood Organizations and Planning Councils, FMPS Staff and Board, GRUMPS
Students ‐ BSU, Student Senate
Parents ‐ Parent Advisory, PTO Group Leaders, Advance Learner Groups ‐ MPAL, WCATY,
Madison Partners of Inclusive Education
Special Education Groups ‐ SPED Advisory Group, Midtown Mamas, Disability Pride Board, WI
Family Ties, Board with Professional Disabilities, WI Partners in Policy, Member of the ARC – WI,
Disability Rights – WI, WI FACETS
Staff ‐ BEN, Staff of Color, Teacher Advisory Group, COLT (Central Office), Principals
(Elementary, Middle and, High School), SSAs , SROs
Elected Officials ‐ Mayor, City Council, Fitchburg Mayor, County Ex and County Board, City
Education Committee, Early Childhood Committee, Madison Area Legislators, Chief of Police,
County Sherriff, DA Ishmael Ozanne
Faith Leaders ‐ Black Pastors Group, Interfaith Group
Union Leadership ‐ MTI, AFSCME, SCFL
Private School Families ‐ Edgewood, Eagle, Madison Country Day, Lighthouse
Business Community ‐ Madison Black Chamber of Commerce, Latino Chamber, Chamber,
Downtown Rotary, Fitchburg Chamber, Jack Salzwedel, DMI, Kevin Conroy, Mike Victorsonfit
Higher Education Leaders ‐ Madison College, UW Madison, UW School of Education, Edgewood
2 General Community Forums*
Madison Community Audit and Profile Report
Focus Groups and Community Forum Responses (35)
Appendix B
Board of Education Interviews (6)
Strengths:
‐ Diversity**
‐ Fine Arts
‐ Good staff*
‐ Class size
‐ Culture
‐ Students – committed to learning
‐ Ability to maintain and retain good administrators
‐ Good jobs attract good educators
‐ Proud community – participants speak up
‐ Active community who really supports public schools
‐ Really strong administration
‐ Excellent teachers and staff that understand the complexity of schooling and challenges that
children face and still show up for work every day for our kids
Issues/Concerns/Challenges:
‐ Dramatic growth in the city
‐ Becoming very urban
‐ Becoming very diverse
‐ Not prepared as a district to deal with these challenges
‐ Reconcile leadership
‐ Do something that hasn’t been done before
‐ Create an atmosphere to help students
‐ Uniting needed of the Board, administration, teachers to work together on equity
‐ Competition of charter schools and vouchers
‐ Behavior in schools
‐ Teacher diversity, lack of pipeline
‐ Staff turnover
‐ Drugs
‐ Restorative justice program
‐ Differentiated funding
‐ Addressing needs of top performing students
‐ Ability to balance needs of all students
‐ Staff’s ability to accomplish differentiated instruction
‐ Meeting the needs of all students
‐ Open enrollment
Characteristics and Qualities Desired:
‐ Someone who has been able to work in an urban school district
‐ Has had to deal with racial issues in schools
‐ Has had to deal with behavior issues
‐ Will lead in a collaborative way, be committed to schools and solves issues
‐ Experience and understanding of racial challenges
‐ Incredible, sophisticated, systems leader
‐ Has had classroom experience
‐ Broad base of skills
‐ Wants to participate
‐ Early childhood experience and manager
‐ Will see benefits of listening
‐ Experience with facilities operations and understands the relevance of facilities
‐ Dual language experience – possibly multiple languages
‐ Has the ability to work with folks with diverse backgrounds
‐ Solution focused
‐ Skills and background to work with people
‐ Understands the priority of Special Ed and the arts
‐ Good relationship with teacher’s union
‐ Good relationship with staff, principals and teachers
‐ Ability to reach out with diverse community with multiple languages and cultures
‐ Transparency
‐ Ability to hire good principals
‐ Value staff autonomy
‐ Ability to implement Strategic Framework
‐ Ability to benchmark our programs and determine what’s working and what’s not working
‐ Has worked in a diverse community
Other Considerations:
‐ Needs a Ph.D. or Ed. D.
‐ Could have been a deputy chief or assistant superintendent of a good sized district
‐ Needs to live in the community
‐ Experience over doctorate
‐ Needs to live in the district
‐ Does not need to have had the superintendents title
Madison School District MSD Disability Rights group and COLT (13)
Strengths: ‐ Children
‐ Active community
‐ Location
‐ Higher education programs
‐ University town/state capitol
‐ Active teacher union
‐ Competitive compensation
‐ Ability to have student walkout
‐ Progressive – Our kids ‐ The diversity in the leaders with a futuristic outlook ‐ Students voices who need to be heard ‐ Location ‐ College and community thought partners pipeline to exemplary researchers ‐ Business support ‐ Active community ‐ Different cultures than other school districts ‐ More vocal – more involvement ‐ Dual language programs ‐ Diversity ‐ Competitive compensation ‐ Active teachers’ union ‐ Community supports education, but doesn't know what things they're supporting ‐ Many assets
‐ Great staff
Issues/Concerns/Challenges:
‐ Equity work needs to go deeper
‐ Need to hire locally
‐ Accountability ‐ Balance of catering to community staff and parents ‐ Reactionary ‐ Not good at telling our story – we live that story ‐ Communications could be stronger throughout ‐ More transparency ‐ Opportunity to improve sucks ‐ Difficult to be anything but normal ‐ Look at things – Democratic in theory but not reality ‐ “Madisonize” everything – no fidelity to any of the programs – everyone gets to choose their
own way ‐ We do not reinforce the message ‐ Operating in silos creates extra work ‐ 33 elementary schools how to bind them all together – middle schools four high schools plus two
Alternative schools – 18 to 20 students in class – class size 25 to 30 students in the high school 60% low‐income, 12% ‐ African‐American, 22% Hispanic 100 languages spoken – Madison thinks
they are better than others ‐ What makes us great also makes us struggle ‐ What we say and do are two different things ‐ Lack of understanding about where everyone is ‐ Going in relationship to equity ‐ Revolving door of staff in central office ‐ Recognition of lots of turmoil ‐ Lack of recognition of support staff ‐ Lack of insight into who’s in the space through the hierarchy ‐ Potential resources but not utilized
‐ Reactionary
‐ Not good in telling own story
‐ Room to improve
‐ Hard to be a person of color
‐ Silos in system, system of schools v. school system
‐ Lack of coherence
‐ Lack of stability in central office
Characteristics and Qualities Desired:
‐ Understanding of ESOL, forward thinking about inclusionary practices
‐ Not afraid to bring people together
‐ Grounded as a classroom teacher and instructional leader
‐ Integrity
‐ Purposeful and solid decision maker
‐ Supportive of the Arts
‐ Advocate for public school funding
‐ Management ability to create equitable funding approaches and equity in funding
‐ New superintendent needs to listen to student voices that need to be heard ‐ Have an exemplary superintendent who likes to partner with Universities and other community businesses ‐ Leans on equity focus and emotional intelligence awareness of the schools ‐ Brings together and integrates processes in order to streamline ‐ Demonstrated track record and work and can show it ‐ Can zero in on important things and get out the word to all and get rid of all the noise ‐ Understanding what’s needed to bring the community together ‐ Listens to communication and can communicate as well ‐ Willing and can make changes through relationships rather than through hierarchy ‐ Can create a student learning environment ‐ Can show evidence of student learning and student achievement ‐ Show ways where teaching, learning and assessment provides evidence of gaps being closed/ reduced ‐ A cool one who can stick ‐ One who can seek outcomes and accountability
‐ Understands how school systems function ‐ city vs country ‐ Worked in schools and central office ‐ Worked in diverse settings ‐ A superintendent who likes to partner with universities and other communities in District ‐ Someone who can lead with an equity focus
‐ Experience as an equity leader
‐ Supportive of dual language program
‐ Systems thinker
‐ A leader who can create buy in
‐ Evidence of successful track record
‐ Evidence of teaching/learning success in closing the achievement gap
‐ Relational
‐ Pragmatist – not just theory driven
‐ Ability to hold people accountable
‐ Ability to implement Strategic Framework – unified document not unified implementation
Other Considerations: ‐ Doctorate would be pleasant to have with and would be credible with this being in a college
town ‐ Doctorate would be nice but not necessary ‐ Doctorate is important
Principals (12)
Strengths:
‐ Significant high achieving students
‐ Strong Instructional Framework – helping coherence
‐ University town
‐ Many resources
‐ Culturally responsive leadership
‐ Intentional stand on anti‐racism
‐ Always on cutting edge
‐ Committed group of teachers and administrators
‐ Diversity
‐ Amazing partnerships
‐ University town with multiple supportive universities
‐ 4K program for students
‐ AVID Program
Issues/Concerns/Challenges:
‐ Diversity
‐ There is no middle class
‐ Some individual people can change the dynamics of the district
‐ Pending potential budget cuts
‐ Attracting and retaining staff
‐ Upcoming referendum
Characteristics and Qualities Desired:
‐ Relational leader
‐ Good listener with follow through
‐ Collaborative leadership style
‐ Successful experience in diverse district
‐ Ability to operationalize Strategic Framework
‐ Ability to audit programs – strategic abandonment – determine what programs work and which
programs to not work
‐ Ability to be reflective and receive feedback
‐ Ability to build trust and improve upon a culture of mistrust, fear and feeling of vulnerability
‐ Hearing and respecting principal’s voices
‐ Instructional leadership in 5 Cs
‐ Transparency throughout budget process
‐ Budget challenges
‐ Budget transparency
‐ Need continued work on equity and learning strategies
‐ Mobile student population
‐ Attracting and retaining staff, lack of candidates and subs
‐ Becoming more diverse
‐ SPED challenges and IEPs
Segregated community
‐ Visionary but with pragmatist approach
‐ Ability to develop relationships and trust
‐ Thick skin
‐ Ability to work with all segments of community and provide leadership for student success for
ALL students
FMPS (Foundation) & GRUMPS (Grand Parents) (6)
Strengths:
‐ Staff is extraordinary ‐ Historical support from community ‐ Committed to concepts of true equality for everyone
‐ University sites ‐ good relationship between universities and schools ‐ Active highly educated community ‐ Strong and challenging beliefs about what should be happening in schools ‐ Diversity – students are more diverse than the community ‐ People who get involved are committed and working for kids making steady improvements and
advancement ‐ Great foundation ‐ Broad support for trying to make the system work
‐ Number of organizations that work to support schools use
‐ Trains school volunteers ‐ Willingness to talk about issues of race with each other staff, students, and teachers
‐ Diversity
‐ Community partnerships
‐ Strong academic programs
Issues/Concerns/Challenges:
‐ How to solve the problem and how to skip challenges ‐ Everybody feels that they are equals ‐ 97% politics 3% education for the superintendent ‐ Juggling many balls ‐ Issues around zero tolerance and racial stress is bigger – it’s a bigger issue than race ‐ How to solve the problem and how to create new policies ‐ Can't burn people out by hammering equity ‐ Make people required to speak makes people afraid to speak out ‐ Superintendent doesn't listen carefully to teachers and principals ‐ Everyone has a request to be a part of the decision‐making process ‐ Financial great times helps out ‐ Ability to have a referendum in 2020 which is likely to be the largest In the District’s history and
trust this big request will pass ‐ The new superintendent will be at the Apex of that and the implementation of the outcomes ‐ An inexperienced Board needs leadership and training – five board ‐ Members have less than a year in their roles as Board Members – they need to have help to
understand their limits ‐ Limited engagement by the Board ‐ Operates as a Board of Directors and the Superintendent directs them and then the board
criticized ‐ Loose cannon on the board ‐ Social Media – is used and abused appropriate by the Board ‐ Board does not vote ‐ Under board does not understand how to handle a failure and how to help the district and deal
with the fallout ‐ Eastside / Westside divided ‐ Meeting the needs of all students
‐ Ability to keep strong academic standards
‐ White wealth community – sense of richness???
‐ Underutilizing assets
Characteristics and Qualities Desired:
‐ Needs to walk on water and try to heal the tension in the district ‐ All major managers had to come through theory in work groups ‐ One needs to engage in training for buy‐ in ‐ There is a need to understand how the community and District functions and be under the
Board of Education ‐ Trust – Faculties and staff have done have not been treated well which has bubbled over ‐ A challenge is talk without listening to the noise of a lot of educational everyday complaints ‐ Needs to have a basic understanding and a basic educational philosophy that he/she is able to
express ‐ Needs the ability to craft the voices ‐ Courageous – knows what they stand for and can be trusted ‐ Can acknowledge problems within ‐ Will look at the programs and values and focus, especially between buildings and follow up with them ‐ Implementation of Strategic Framework
‐ Ability to engage all stakeholders and bring them together
‐ Ability to evaluate all programs and prioritize what works and what doesn’t
‐ Leadership for a referendum
‐ Active listening skills
‐ Humble leader
‐ Ability to build trust
‐ Relationship builder
‐ Ability to support individual school improvement places that address closing the achievement
gaps
Community Leaders Advisory – SHRAC – Black Excellence Coalition – Advanced
Learner Group – Freedom INC (21)
Strengths:
‐ Many good programs available to kids (but not everybody has same access)
‐ Collective hope to be a model city
‐ AVID program
‐ Excellent dual language programs
‐ Supportive community that will support referendum
‐ Tale of two cities
‐ Combination of 30 different agencies of council community leaders involved in social Justice work and activism
‐ Students advocate for themselves and are diverse in race, ethnicity, class ‐ Lots of brilliance from students who have capabilities with everything ‐ Engaged community who wants to be committed and supportive ‐ Doing its best to push for a racial equity agenda ‐ Young people of color in leadership positions – they are very committed ‐ Hard conversations have been started – lots of things have started to happen ‐ Great opportunity to produce change doing the best to push forward ‐ Engaged School Board – Democrat body of younger folks Black and Latinos majority of the
Board ‐ Resource‐rich – access to the university with world‐class leaders – research and development
champions ‐ Business community commitment ‐ Foundation support of public schools ‐ Strong level of partnership ‐ Community responses at board meetings regarding positive policy ‐ The district has many very good programs available ‐ Collective community collaboration – people want to do the work
‐ Tale of Two Cities economic and matching voting ‐ Community supportive of school system ‐ Economic vitality unmatched ‐ Abbott program is excellent – well implemented with fidelity ‐ Dual language programs in many of the schools ‐ Good resources
‐ Pull out for advanced learning program
‐ University
‐ Images of the students can be seen throughout the district ‐ Black professionals committed to the success of their students ‐ BECS Bilingual Recovery Council ‐ representation throughout the district ‐ Community asking for more power – interventions made by people who continue to push ‐ District tries to work with the community organizations with social equity and restorative justice ‐ Opportunity for a shift – some people truly committed individuals ‐ Partnerships where they are in the schools to work with students ‐ Create a curriculum that speaks to students who needs challenges ‐ Knows how to educate folks
Issues/Concerns/Challenges:
‐ Zero Tolerance policy – behavioral education plan is awful and punitive programs ‐ Bad kids not allowed to come to school for some of the programs that they really need especially for Black students ‐ Prison pipeline for Black youth and other minority students ‐ IE dress code violations questioned ‐ Middle school girls 100% dress coded – pushed and use some things that Black students do ‐ Some programs executed well but the statistics and examples don’t reflect this ‐ Lack of trust ‐ Central control of schools ‐ OCR investigation and impact in thinking
‐ Reading race to equity report shows a lot of people away, especially if you have children –
‐ External leader people of color left ‐ 80% of the staff is white ‐ 56% of the students of color ‐ Main recruitment for teachers is University of Wisconsin, which equals 90% White ‐ Large academic disparity ‐ Redefined focus on specific programs ‐ Feeling that the administration did not champion the programs ‐ Restorative justice not really recognized ‐ It has been responded to but needs cultural shift ‐ Lack of resources in 2 1/2 of the schools some puzzle pieces – lots of programs always not
always communicated across ‐ The district – leader should know that as well ‐ Programs listed are common knowledge to some people but may not be large enough to assist
all students ‐ A community with a lot of responses – so doing things either with too much or too little ‐ Hardest place to do work in
‐ Tax base retirees don't want to pay more in taxes ‐ Can be a tough on people perceived as outsiders ‐ Schools that play the part but are not really diverse ‐ Continuum of people who are not out weekly ‐ Bigotry ‐ Schools work for a lot while parents do fundraising
Characteristics and Qualities Desired:
‐ Ability to equitably deploy resources in a research rich and talent rich district
‐ Ability to determine priorities and meet needs of diverse groups of students
‐ Vision for instruction and process skills to implement vision with measurable metrics and
benchmarks to determine if all students’ needs are met
‐ Accountability
‐ Ability to bring people together
‐ Involvement with Advanced Learner group
‐ Some commitment to Wisconsin and Madison will have to be considered ‐ Schools that look like they do but are not diverse – each student has a kingdom of its own ‐ Fight in every fight on every level ‐ Managing externally strong strategic discipline and guidance and strength ‐ Going to be comfortable working with community ‐ Can appeal to all stakeholders ‐ Can continue conversation ‐ Track record of District programs restorative justice practices at all different levels of where
students are ‐ Awareness of puzzle pieces – lots of programs are not always committed across the district and
communicated across the district – leader should know that and know that well ‐ Finding a balance back in serving all students ‐ Community organizations can supplement and lend a hand but needs to get the core right ‐ Would be out in the community to learn about the various parties and buildings beliefs –
regarding expenditures ‐ Courageous decision making ‐ Know how to deal with infrastructure and maintenance – facilities planning and justification ‐ Navigating a strong School Board ‐ Building relationships and capacity of students and staff of color ‐ Willing to take the system down ‐ Bold enough and have different conversations with marginalized constituency groups specifically
Black and Brown communities ‐ Dialogue and sharing with others and with other superintendents needs to happen ‐ Be bold and be humble ‐ Everybody does not have access – this is where Equity issues come into play ‐ Movement as a community towards equity – we hope that can be made well played or to do
better ‐ Stated commitment to do better not found here in implementation ‐ How do we respond to critical incidents ‐ Homeless population grows from year to year – like San Francisco regarding economic
disparities
‐ Pseudo mentality ‐ Might have had minority superintendent ‐ We don’t grow our own ‐ District talks a good talk but capable people not considered ‐ Limited focus on ELL students ‐ Principals’ skills don’t match the population of the schools ‐ Foot‐action beyond where words are ‐ Leader who has changed paradigms on leadership – has theory knowledge and everyday
experiences ‐ Has worked in a large district and will grow with a diverse population of students ‐ Equity – looks at the needs of all students ‐ Experience and success with diverse populations ‐ Has dealt with those who have something and those who have nothing but education ‐ Thinking about global thinking ‐ Has a pulse on what is happening in the families and recognizes and identifies what is needed ‐ Know the language and how to communicate with very various groups ‐ Needs more than lip service to school connections ‐ Not be parent but kid elders ‐ Know that they would have a variety of allies who want Black students to succeed ‐ Having been a phenomenal teacher
Other Considerations:
‐ Board referendum requires a superintendent to live in the district ‐ Some may question their credentials if they don't have a doctorate nice, but may create a
credibility question
BSU/BEN (29)
Strengths:
‐ Many teachers really care
‐ Program options – AVID
‐ Supportive school system – teachers care ‐ Change diversity of the teachers ‐ Good place to live ‐ Diversity ‐ University connections ‐ Big dual‐language program ‐ Resources to tap into ‐ BSU Club Black Student Union ‐ Chromebooks for each student ‐ STAE and Stem programs ‐ College prep ‐ Making students feel like they belong
Issues/Concerns/Challenges:
‐ “hall walkers”
‐ Need to address opportunity gap
‐ Students need more options
‐ Community communication and cross communication ‐ Support system could be a little better ‐ Tutoring and student services ‐ People to help ‐ Would like block scheduling ‐ Do not like block scheduling ‐ Crowded hallways ‐ West needs to be bigger as a high school ‐ Reputation seems to have failed ‐ Policies seem to be created for one group of students ‐ Need to make sure students have mastered their courses – when they don't they are set up for
failure ‐ Students don't have consequences ‐ Different punishment for what happens ‐ Students need to get along more ‐ Do a better job of keeping the students safe ‐ Principals need to interact more with students and give better support ‐ Engaging curriculum
Characteristics and Qualities desired:
‐ Proven track record
‐ Strong stand on racism
‐ Relationship builder
‐ Need to hear student voices**
‐ Visibility in schools – never met superintendent
‐ Ability to hold people accountable ‐ Coming into the schools ‐ Has a proven track record of policy‐making ‐ Strong standing around racism ‐ Listens to student voices and looks out for everyone ‐ Make sure students have the same opportunity as other students ‐ Faculty not diverse – will hire more Black and Brown teachers ‐ Need to make sure kids have mastered their subjects – they are set up for failure ‐ Will not make schools uneven ‐ Individual who cares ‐ Has an experienced background and visits schools ‐ Has good communication ‐ Should be enthusiastic about the district ‐ Feels kids not going to class is unacceptable. Teachers have a passion ‐ Relationship‐building by being in schools ‐ Create atmosphere of welcome and acceptance ‐ Create options for students
‐ Making sure curriculum is engaging and relatable to them ‐ Punishments that push into classrooms ‐ Train and hold teachers accountable ‐ Students trust other staff members and that staff is not recognized ‐ Non trustworthy teachers need to give support when students say they don’t know something
Other Considerations:
‐ BSU will take the survey. ‐ Need to live in the district. ‐ Doctorate not necessary, but nice
PTO Leaders/Parent Advisory (11)
Strengths:
‐ Strong parental engagement
‐ Dual language immersion program
‐ Quality education in our schools ‐ Strong parental engagement ‐ High quality of Education ‐ Dual language program
Issues/Concerns/Challenges:
‐ Teacher morale – teachers made to feel like the fall guys
‐ Distrust in schools vs. central office
‐ Doyle vs. schools
‐ District is insular and needs more outreach
‐ The district is an island – does not reach out – is insular ‐ More outreach with government especially County ‐ Lots of pressures on teachers to do it all – need to look at wraparound services ‐ Sometimes not accepting of partnership help ‐ Restorative justice programs and projects in the community are sometimes not partnered with
schools ‐ More transparency in the District is needed ‐ Moral of the District and teachers low morale ‐ Teachers are blamed and become the fall guy ‐ Teachers and support staff feel that they are the last to know ‐ Projects and programs are thrown at teacher's with no support or adequate training ‐ Separation of the District community and Doyle ‐ District map compared to make shifts – this is a function of toxicity coming down from the top ‐ Conflict in behavioral policies – punitive policies and operations create more conflict ‐ How students are handled is not equal‐ Opportunities are not available for all ‐ West has economical advantage ‐ For highest and lowest income Doyle is an equity island
‐ Equal opportunities should be provided for everyone ‐ The district is an island – does not reach out – is insular ‐ More outreach with government especially County ‐ Lots of pressures on teachers to do it all – need to look at wraparound services ‐ Sometimes not accepting of partnership help ‐ Restorative justice programs and projects in the community are sometimes not partnered with
schools
Characteristics and Qualities desired:
‐ Ability to reach out to all stakeholders
‐ Open to building relationships
‐ Integrity
‐ Transparency
‐ Experience in wraparound services to meet student needs
‐ Visibility in schools
‐ Person of color with track record of understanding equity
‐ Need a “boots on the ground” person ‐ Someone who comes into building to see what's going on ‐ Understands the need for security in schools ‐ Experience with referendum is a must ‐ Recognizes that parents and kids are the client ‐ Knows that better communication with staff leaders make it a partnership ‐ Should not bring their own people and is willing to develop leadership from here ‐ Has had actual teaching experience ‐ Is strong enough to stand up for equity ‐ Has political savvy
Other Considerations: ‐ Passionate person of color coming from schools that have succeeded with Black students ‐ Doctorate nice but not necessary ‐ Does not have to have previous superintendent title ‐ Should live in the community
‐ Having doctorate not critical but living in community is critical
Business Community/Higher Ed Leaders (4)
Strengths:
‐ Variety of programs – Advance Placement, Duel Credit, AVID
‐ Extracurricular activities – fine arts
‐ Striving to more forward, be progressive
‐ Quality faculty
‐ Identified importance of diversity
‐ Local expertise
‐ Universities
‐ Diversity
‐ Variety of programs, program opportunities, sports and especially Fine Arts
‐ Outstanding instructors
‐ Making sure we understand the challenge of diversity
‐ having leaders connecting with families
‐ Opportunities to advance for advanced placement courses
‐ Dual language
‐ Ability to have ways to connect and feel very supported
‐ The diversity that it brings is also a challenge
‐ Good partnership between universities and the district
Issues/Concerns/Challenges: ‐ Trust factor
‐ Ensuring unheard voices get heard
‐ Calling out the achievement gaps – not who we thought we were
‐ Those who have access want to be progressive how is that going to work out ‐ Who has access
‐ The intentionality of all out equity issues – third‐party report resonates differently within the
groups – the data doesn't lie
‐ What are we going to do and how to do it
‐ How to find best practices
‐ Failing forward
‐ Rolling out of plans without enough support
‐ Tension impacts morale by top‐down framing
‐ Resource constraints
‐ Principals do not feel they have authority to engage
Characteristics and Qualities desired:
‐ Understanding the diversity of the community
‐ Not top down approach to rolling out programs too quickly
‐ Ability to reach out to all segments of the community and articulate a vision for district
‐ Proven experience in comparable district with proven track record of success
‐ Ability to engage entire community – especially at the school level
‐ Distributive leadership model that gives autonomy to the schools
‐ Experience in supporting and building partnerships
‐ Ability to work with Board
‐ Superintendent understands missing fad field fallback
‐ Articulates vision with strategies
‐ Has been in school districts for a long time
‐ Will be expected to execute quickly – able to engage the entire community and gage things
through the school devolving leadership at the school level
‐ Understanding what is needed in this community
‐ One who has an affinity for partnerships
‐ Not too much top‐down management the talk needs to connect with stakeholders
‐ Can lead through example and effect change from within to get big buy in
‐ A successful principal and has some budget experience
African American Council of Churches and Faith Leaders (20)
Issues/Concerns/Challenges:
‐ Why some kids do well and students of color do not do as well
‐ Teachers need support in content matters
‐ Ignoring of some solutions to some common issues related to religious holidays
‐ Lack of responsiveness and harm being done to minority students
‐ Need for leadership
‐ Staff needs to work to improve people
‐ Some students feel unsupported, stressed and depressed
‐ Lack of trust
‐ Disenchantment and discouragement
‐ Act 10 and the and financial issues built and bad feelings
‐ Homeless population needs attention
‐ Pushing of interests most like them and fight to make this a part of the district ‐ White supremacy interwoven within – fix it for the minorities need for leadership
Characteristics and Qualities desired:
‐ Will serve as a model ‐ Takes very seriously priorities to help children rather than harm children ‐ A person who has who can create an environment that can relieve rather than contribute to feelings ‐ Trust builder who can who can address the wide range of community members across the board ‐ Will listen and not come in with a set package ‐ Can talk and execute strategies ‐ Shows experience and can get things done through the staff ‐ Thinks outside and has creative approaches on trust issues ‐ Forthrightness ‐ High authenticity level ‐ For real with stakeholders ‐ Good coach ‐ Someone looking to stay ‐ Fluid at navigating all aspects of the community ‐ Accessible, approachable, down‐to‐earth ‐ Job‐related teaching – classroom experience ‐ Background with public school system experience dealing with special education ‐ Takes very seriously priorities to help children
Elected Officials (7)
Strengths:
‐ Teachers are of high‐quality with good experience and positive about students ‐ Bright kids ‐ High community sense with lots of parental involvement in some schools
Issues/Concerns/Challenges:
‐ Higher degree of poverty ‐ Increase of ELL ‐ Traumatic childhood experiences especially for young children that schools have to deal with ‐ How well prepared is the district to deal with families in crisis ‐ Pretend school environment we need wraparound services for more families ‐ Dealing with transition populations ‐ Tension of school and empowerment ‐ Top‐down decisions not effective ‐ Options for dealing with troubled kids should be reasonable and with reasonable expectations ‐ Accountability at the top
‐ Need to recruit more diverse teachers and staff
‐ Low test scores for African American males in math are unacceptable
‐ Too many IEPs for Black boys
‐ Addressing achievement gaps and proficiency levels
‐ Trust is an issue
‐ Kids in the halls and not in class – students can’t learn if not in class
Characteristics and Qualities Desired:
‐ Very aware of focus that has not been effective for Madison ‐ Wants to find out what are the historical challenges ‐ Wants to engage in the community and willing to learn ‐ Will need to deal with the issues from the beginning ‐ Needs to know how to the handle disruptive groups – will call out people in the community and
is confident enough to say you're being rude and disruptive ‐ Has a sense of what's right ‐ Not afraid of conflict ‐ Has a combination of experiences ‐ One who has progressed but may not be finished ‐ Can use a human resources type of approach ‐ Can communicate and work with people ‐ Has a reason why they want to be here ‐ Ability to reach out to support groups and engage them in helping district address issues and
more forward
‐ Ability to intentionally close the achievement gap
‐ Support of diversity and culturally competency training
‐ Strong person personal convictions about supporting all students to succeed
Other Considerations:
‐ Doctorate may help but not necessary ‐ Should live in the community ‐ Does not have to be superintendent but needs to come with those experiences
Union Leadership and NH Association Leaders (4)
Strengths:
‐ Strong staff
‐ Community support for education
‐ Desirable place to live ‐ It’s exciting – schools want to create an environment of inclusion ‐ People here really care ‐ Impressed with the principals ‐ Parents want to volunteer and are willing to volunteer ‐ Inclusive of all types of children ‐ No schools are super big problems ‐ Students will get generally a good experience although there are changes in transition
Issues/Concerns/Challenges:
‐ Emerging threat of vouchers and charter schools
‐ Too many initiatives – need to scale down
‐ The learning gap ‐ Color versus white has been a long time problem that has difficult to address ‐ Frustrated teachers ‐ Technology being used for education ‐ Disrespect – students need to follow the rules ‐ Diversity – trying to find the equitable balance and don't want equity issues to be the story
of Madison ‐ Issue split on programs offered in schools ‐ Sensitivity in communicating what the options are ‐ Efforts to cut back on staff ‐ Not enough time in the day for Special Ed staff to get all the required work done ‐ Patronizing ‐ Interest in but not the depth – does not take into account Special Ed needs ‐ Lack of openness ‐ Lack of recognition that the benefit of the whole would include Special Ed ‐ Disenfranchising of students and families of color and disabilities ‐ Does not get to the root of things out there – especially issues not treated the same as
equity issues ‐ Top‐down needs to employ include and engage stakeholders ‐ 50/50 session occurs behind closed doors
Characteristics and Qualities Desired:
‐ Advocate for public education
‐ Need a leader who is a unifier and can bring people to the common cause of educating all
students
‐ Ability to work with staff and see staff as a solution to solving to issues
‐ Work with Union and be proactive in locally making best of Act 10 legislation
‐ Support staff and having their back when they are doing their job
‐ Work to regain confidence and improve trust in district
‐ Will be aware of behind the door decisions and confident enough to dismantle this practice and rebuild
‐ Has a dual language background ‐ Understand the complexities and values the language ‐ Committed to restorative justice practices that are happening in classrooms and buildings
and can go back to the original plan of ethics and values ‐ Can review available resources to show different sources ‐ Will work with central office in a collaborative way and provide action steps to avoid silos ‐ Positively impact the cultural and climate with us ‐ Needs to have a wide lens ‐ A unicorn ‐ Has teaching experiences and instructional leadership abilities ‐ Has to have had roots ‐ Considers disability to be a national part of human experiences ‐ Can provide leadership to design schools to identify needs of all Learners and understand
Special Ed and values it ‐ Can better utilize resources for all programs and students ‐ Understands what's good for Special Ed. kids is good for us ‐ Recognizes the breakdown in trust ‐ Remains calm when people are going off and says I am not responding at this time ‐ Has some degree of understanding the technology staff or the connection to technology ‐ Good listener and understands what it is to be ‐ Understands how to work with a strong staff and how to direct them ‐ Can build a high level of trust with all stakeholders ‐ Will be there for the kids ‐ Will connect with the community ‐ A collaborative leader
Other Considerations:
‐ PhD okay, but not necessary. ‐ Taught more than a year experience over several levels
Staff of Color, Latinx, Hmong, SSAs, SROs (9)
Strengths:
‐ Restorative justice program
Issues/Challenges/Concerns:
‐ Hear much about Black Excellence – need to hear more about LatinX excellence
‐ Need to reach out to all subgroups
‐ Last superintendent brought in people from the outside – need to hire within, the talent is here
‐ Overcoming the silos in the district
Characteristics and Qualities desired:
‐ Committed to restorative justice
‐ Visible in the schools, part of cultural events
‐ Vision for LatinX and Hmong populations
‐ Courage
‐ Transparency
‐ Instructional leader with lens of teaching experience
‐ Understanding the relationship of racial justice intersection of white fragility
‐ Understanding the multiple needs of learners
‐ Ability to bring people together for the common good
‐ Leadership style of collaboration
‐ Experience in trauma sensitive district to address socio emotional needs of students so they can
focus on instruction
‐ Cultural humility
‐ Needs to have ability to do a quick study, people impatient to move forward
‐ Want passion for Madison
Teacher Advisory Group & Student Senate Representative (7)
Strength:
‐ A lot of good people working care a lot about the students and show up to help students succeed ‐ College town connections have been built and we have access to research and mind thinking ‐ Good connections between teachers and students ‐ Teachers get to know students as well as support them ‐ Equity ‐ Focus growing and acknowledgement of where students and the community really is ‐ Union support and support staff work with school board ‐ Strong people trying to do the right thing to get better
‐ UW research arm
‐ Teachers care about their students
‐ Focus on equity is driving the work
Issues/Concerns/Challenges:
‐ Race issues
‐ Lack of student diversity in AP classes
‐ Disconnect between schools and Doyle, lack of trust
‐ Pressure of so many initiatives causing resentment
‐ Helping teachers feel valued and appreciated
‐ Balance of socio emotional needs of students and academic learning
‐ Aging infrastructure of buildings/facilities
‐ Pressure of white flight
‐ Significant problem with the racism and equity ‐ Teachers of color don't want to work here ‐ A divide between central office and students ‐ Teachers leave because they don't feel supported by the central office ‐ Superintendent changes make students feel not supported ‐ Principals pulled out of buildings for meetings and get behind ‐ Discipline plan not learned or supported enough ‐ Verbal abuse is not addressed ‐ Not enough support – the process of restorative practices ‐ Lack of trained personnel ‐ Facilities and conditions are not the same ‐ Is not pared with needs especially relative to physical space ‐ School structures are inappropriate for student and adult learning. ‐ Need more counselors and mental health support staff because of the transitions and the
trauma in schools ‐ Lack of helpful communication from central office ‐ Top down vs. local building based process ‐ Not as progressive as we believe we are ‐ Lack of trust between Doyle and teachers ‐ There has been a breakdown in communication especially related to sending out data ‐ The District adds more to the plate without anything being taken off ‐ Too much top down causing teacher overload ‐ Lack of help for communication ‐ Feels like programs are connected but they are disconnected ‐ Things are done out of fear ‐ Pressure that there will be white flight ‐ Teachers are afraid to do equity work for fear of repercussions – concerns that if it does not
work there will be dire consequences like being fired ‐ Critical conspiracy sense and spectrum of where people are in the equity arena ‐ Training and support not given to staff to do the work ‐ Madison human resources blew restorative practices
Characteristics and Qualities Desired:
‐ Ability to determine what’s working and what’s not and refocus
‐ Charisma with a good heart
‐ Clarity of vision
‐ Instructional leadership with understanding of the challenges and support needed for
differentiated instruction to address needs of all students
‐ Leadership with a sense of urgency to address achievement gaps in district
‐ A Bold leader
‐ Supportive of staff
‐ Systems think – comfortable with complexities of district ‐ Servant leader – not about self but the kids
‐ Can look at the system and make it more transparent. ‐ Come in to learn about the district before changing things ‐ Needs to have curricular learning ‐ Be Barack Obama of superintendents and have charisma ‐ Holds staff accountable -listens to students voices ‐ Understands our sense of urgency which has now merged into the classroom ‐ Superintendent must identify and do more nice to do options ‐ Understands that the narrative is these are all of my children ‐ Brings clarity in communication ‐ Will provide a vision ‐ Will look at structures and systems and can advocate for change ‐ They will need to be pushed back ‐ Understands that this ia complex system ‐ Coalition‐building and supportive of teachers ‐ Understands what they are and how to be and how to work on anti‐racism ‐ Superintendent can balance academics and social and emotional culture confidently
Other Considerations: ‐ Does not necessarily need doctorate ‐ Should live in the community ‐ Does not need the title of superintendent but it would be nice
Special Education Representatives (3)
Strength: ‐ Dedicated staff ‐ Skilled and engaged university community ‐ Diverse community backgrounds and experiences for parents who are engaged ‐ Well educated knowledgeable parents and staff with a breadth and depth of understanding of
special needs ‐ Community people engaged and want to be engaged ‐ Sees inclusion as a value by community and the district
Issues/Concerns/Challenges:
‐ Potential for improving by supporting staff at all levels ‐ Inconsistent special education programs given support best ‐ Professional development plan for inclusion as a value by the community and the district
challenges potential for improving by supporting staff at all levels ‐ Development of collaborative resources ‐ Staffing of high quality teachers is limited ‐ Licensed Special Ed teachers limited ‐ Staff does not have a voice ‐ Special Ed graduation rate limited
‐ Illumination of the Black and Brown students in special education ‐ Transient population ‐ Transition between high schools makes movement between schools difficult ‐ Behavior and how to address that accountability ‐ Not getting paperwork done for IEPs ‐ Lack thereof at high levels of administration documenting IEPs to Implementation lawsuits for
special Ed ‐ Narrowness of focus on subset of issues ‐ Some central office not participating in executing or administering IEPs ‐ Needing special ed curriculum ‐ Traits and characteristics ‐ Understanding of Special Ed inclusion as one of the one of the priorities – has a breadth and
depth of understanding ‐ Someone within to bring broad level of expertise and experience with credentials to
command the level of respect ‐ Able to interact with government and University ‐ Can speak in depth with a significant amount of experience in special Ed and services to
students ‐ Promoted the quality of services and staff tasked with helping students ‐ Understands legal issues regarding special education
Other: ‐ Necessary and essential to work out of the district
General Community Session Forums 1 and 2 (56)
Strengths:
‐ Community values education
‐ University town ‐ Community who cares they want to see all kids succeed ‐ Dedicated teachers ‐ Commitment everyone wants Madison to succeed ‐ The passion of youth and support that they get from the community and a national and global
sense ‐ Having knowledge of the history and traditions of Madison and looking at the numbers
which did not match created an identity crisis and recognition that who we were is the past Well funded‐
‐ Solid infrastructure
‐ Good teachers
‐ Community partnerships
‐ Focus on the achievement gap
‐ Parents are willing to support
‐ Engaged community
‐ Desire of trying to do the right thing
‐ Allies to support Black youth
‐ Good place to live
‐ UW connection along with other institutions
‐ Social justice work
Issues/Concerns/Challenges:
‐ Staff diversity
‐ Achievement gaps**
‐ Deficit framing of students as valuable members of the community
‐ Behavior management issues with students
‐ Designing programs to meet student needs – need more technical education programs
‐ Frustration with the system
‐ Curriculum seems flawed – lacks fundamentals
‐ White fragility
‐ Staff morale
‐ Lack of ability to support policy in schools
‐ Flight of people leaving the system
‐ Breakdown of trust
‐ Balancing “progressive privilege”
‐ Latino access to programs
‐ Lack of trauma informed educator support
‐ Systemic racism – need to review and make changes
‐ Facilities in need of repair
‐ Need greater transparency
‐ Top down decision making
‐ SROs in schools have got to go – students feel threatened
‐ Take cops out of schools
‐ Climate of distrust with teachers/staff/community
‐ We are not who we thought we were
‐ Madison tradition of enlightenment
‐ Hearing the voices of the at‐risk population
‐ Need for sustainability ‐ More transparency is needed to improve the climate for teachers, staff and students ‐ List of top down decision making contributes to the climate and fear ‐ Resources in terms of facilities can't compete with other districts ‐ Looking at reading skills and how that affects behaviors ‐ Alternative school is a terrible program ‐ High School class sizes of 30 ‐ Sustainability – know who we are and what we are ‐ We need to approach all segments of the community to for their input ‐ Consider ways to get those voters included ‐ Understanding things are complex ‐ The homeless crisis ‐ Sometimes policy and equity definitions don't match. ‐ Pipeline for prison for our Black and Brown students
‐ Under‐appreciated paraprofessionals ‐ Programs measure for each student individually programs as well as District average ‐ Using the website is not effective as the primary method of communication ‐ Leadership has not listened – it should be challenged – have no action behind their words ‐ We need to name the problem head‐on ‐ Does not acknowledge where input comes from ‐ Sees some students as “bad kids” not addressing underlying issues and problems ‐ Leadership vacuum ‐ Concern by some that nuances of community engagement report will not reflect the nuances of
communication conversation ‐ Recording values varies ‐ Two student populations failing the most ‐ African‐American and students with IEPs ‐ New superintendent should have awareness of Special Ed. in Madison is broken – there is
evidence that it is successful
Characteristics and Qualities desired:
‐ Ability to have vision for the district that has the clarity for people to attach to
‐ Trust builder
‐ Anti‐racist mindset with ability to deconstruct and work toward making things better
‐ Track record for making a difference and closing achievement gaps
‐ Past record of turning things around – a difference maker
‐ Ability to hold people and programs accountable
‐ Multi‐skilled
‐ Must be a risk taker and change agent
‐ Ambitious with power to inspire
‐ Integrity
‐ Supportive of teachers
‐ Vision of academic excellence
‐ Not here to receive a check but to care and love for our students
‐ Demonstrated ability to establish a culture with focus on mental health
‐ Ability to get the Board to listen
‐ Ability to recruit a diverse staff
‐ Demonstrated capacity to communicate with community
‐ Managerial skills to have the ability to take hard look what’s working and what’s not working
‐ Model deep interest in the stories of students
‐ Politically savvy
‐ Capacity to feel the stakeholders
‐ Sensitivity to religious policies
‐ Ability to change the narrative – 5 D’s “Cultural Conditions” stereotype
‐ Visibility in the schools
‐ Experience with trauma informed programs and dealing with mental health issues
‐ Politically savvy
‐ Understanding the power of the youth voices
‐ Ability to use equity lens in making all decisions
‐ Knowledge of the Madison community
‐ Listens and gives respect to the students
‐ Mindset that all kids can succeed
‐ Superintendent will hold Board accountable
‐ Ability to build trust and build relationships with internal and external school community
‐ Engagement with community
‐ Urgency and accountability for the kids
‐ Ability to build pipeline to increase diversity of staff
‐ The new superintendent will be present in the schools ‐ Will be proactive not always reactive ‐ Will have knowledge and a history of student needs and be able to reach all kids ‐ Bridge maker who will know the different communities ‐ Someone who understands the community and is committed ‐ Someone who if they have kids want them to go to our schools ‐ Has volume and will use voice ‐ Powerful and unique acknowledgement of the history of Madison and understands the identity
crisis ‐ Has political savvy ‐ Understands what's respect and equality ‐ Can leverage foundation money and funding ‐ Someone who can build the infrastructure ‐ Someone who understands the sense of urgency by parents of students in the system now ‐ Knows we need metrics on benchmarks to show progress and problem solving ‐ Has the ability to rebuild ‐ Will demonstrate new hope around the process and learning the resources ‐ Superintendent who will not be afraid to challenge the school board especially around cases
about Black girls ‐ Comes to listen and learn ‐ Able to implement policy and understands its complexity ‐ Understands the difference between community power and input ‐ Do what they say they're going to do ‐ Recognizes that our children are not the problem sometimes with better analysis – we have
resilient children and cannot place blame on the kids ‐ Will search for needs and deepen the understanding of the dynamics between superintendent
and board ‐ Recognizes that the Superintendent has central pest control – will have an understanding of
laws and issues of the community.
Other Considerations:
‐ Doctorate not critical but living in community is important
‐ Will require the firm to look at the best qualified candidate ‐ Doctorate desired but not absolute – living in community a must
Additional Community Comments (16)
Strengths:
‐ Protecting white students but not students of color
‐ Hmong program – it is great to see other Hmong people performing
‐ No strengths
‐ Students who are willing to attend school each day
‐ Don’t have anything
‐ I guess they all come together as needed
‐ I don’t feel like MMSD has a great many strengths – there are so many wrong things that
teachers are doing and getting away with it
‐ I think MMSD is good for its many students to think alike for the good and the bad
‐ Many students come together to share their ideas
‐ Some of the schools are great, but I don’t think they need cops in the schools
‐ No strengths
‐ I don’t see that MMSD has any strengths
‐ Each time there is a School Board meeting a lot of people show up to speak up for Black and
Brown students
‐ I don’t know
‐ A lot of school playgrounds
‐ Parents, students, and teachers are willing to work with each other to have a better system in
schools
‐ Not much – maybe some of the teachers
Issues/Concerns/Challenges:
‐ None
‐ Where some people kind of hate Hmong people but they manage to get through it
‐ When it comes to choosing something for the good of schools
‐ There are many incidents and arrests in schools
‐ Not enough investing into youth of color
‐ Giving out tickets for no reason
‐ Making a decision to take cops out of schools or making our schools better
‐ Making sure all Colored students are safe at all times
‐ Also making the effort to actually put themselves in Black peoples shoes and see how they really
feel when people call the cops on them
‐ Fitting everyone’s needs
‐ Understand how students feel about school both positively and negatively
‐ MMSD doesn’t really think about how their students are not treated equally
‐ I think it’s hard for them to keep track of kids
‐ More classes of 2nd languages – Hmong, French, etc.
‐ Learn more about other cultures and not “fake” information
‐ More counselors of other cultures to understand what we are going through
‐ More staff with anger
‐ Having cops in schools
‐ Not hiring teachers that are actually taking of disability kids – some are just there to be there
and treating them horribly
‐ Not investing into youths
‐ The School Board is not doing anything about ending the contract with the police
‐ Not enough resources for students of color
‐ Car – taking the bus is long
‐ Police in my school
‐ Unfair Black treatment
‐ Not hearing the needs of Black and Brown Kids – instead MMSD continued to place harm by
placing police in the school system
‐ Contract with the police
Characteristics and Qualities Desired:
‐ Understanding of cultural differences
‐ Person of color
‐ Passionate
‐ Hard working
‐ Someone who cares for all kinds of kids
‐ Someone that’s motivated and cares for kids
‐ Someone who could lead and make changes to better our Black and people of color
‐ Taking cops out and putting money into the schools and black youth
‐ Be sure to hear everyone’s voice
‐ Let Black people be heard/Colored kids
‐ Take community control over discipline
‐ Actually take cops out of school and use the money for something way better
‐ Understanding of children and know that their voice matters
‐ Listening and communicating
‐ Someone who cares about kids and their grades and doesn’t care about the skin color and is
nice and restful to them
‐ Cares about students’ opinions
‐ Will listen
‐ Is determined
‐ Does not take no for an answer
‐ Is not afraid to speak up when there is a problem
‐ Someone who is caring of all kids and that will make the right decision for all people of color
‐ Someone who is loving
‐ Someone who can speak and actually do what they say
‐ Understands and knows what is best for Black and Brown students
‐ Be able to work with all people
‐ A fun person to be around
‐ Strong and understands culture
‐ Honesty
‐ Student relationship
‐ Believes in the people
‐ Nice
‐ Visits school more – getting to know the students and parents
‐ Responsible
‐ Will help Black and Brown kids
‐ Should be here for the kids
‐ Should be the voice of those who cannot speak out
‐ Will not just sit behind a desk
‐ Who will sit down and listen about changes and try to implement them
‐ Commitment to change
‐ Allow students and parents to have power over decision making
Other:
‐ Have a School Board meeting
‐ Would like to bring more counselors of color and a mental health provider
‐ We have been demanding you take cops our to schools in the interest into youth of Color
‐ Take community control of school discipline
‐ Actually hear us out
‐ This was not enough time to get community feedback
‐ We need more time to talk about it and that we can’t only go to the schools but also got to community centers in communities that are most impacted
‐ People most impacted should also have a say and be able to have the decision making too
‐ They should have the process in each community center
‐ Make the community a big part of this
‐ Have students and parents involved
‐ I don’t know
‐ The community most impacted should be a part of each process
‐ Visit all of the schools and community
‐ Talk to the people who are most impacted
43.3% 642
55.8% 827
43.4% 643
14.9% 221
8.3% 123
Q1 Select from the list below the three most significant strengths of theMadison Metropolitan School District.
Answered: 1,481 Skipped: 0
Supportivecommunity
Excellentteachers and...
Location ofdistrict-...
Availableresources to...
Good schoolfacilities
Supportiveparents
Reputation ofdistrict
Financialmanagement
Technology
Effectiveleadership
Curriculum
Educationaloptions and...
Other (pleasespecify usin...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
43.3%
43.3%
43.3%
43.3%
43.3%
43.3%
43.3%
55.8%
55.8%
55.8%
55.8%
55.8%
55.8%
55.8%
43.4%
43.4%
43.4%
43.4%
43.4%
43.4%
43.4%
14.9%
14.9%
14.9%
14.9%
14.9%
14.9%
14.9%
8.3%
8.3%
8.3%
8.3%
8.3%
8.3%
8.3%
24.2%
24.2%
24.2%
24.2%
24.2%
24.2%
24.2%
9.0%
9.0%
9.0%
9.0%
9.0%
9.0%
9.0%
3.4%
3.4%
3.4%
3.4%
3.4%
3.4%
3.4%
14.7%
14.7%
14.7%
14.7%
14.7%
14.7%
14.7%
5.9%
5.9%
5.9%
5.9%
5.9%
5.9%
5.9%
11.5%
11.5%
11.5%
11.5%
11.5%
11.5%
11.5%
28.0%
28.0%
28.0%
28.0%
28.0%
28.0%
28.0%
8.8%
8.8%
8.8%
8.8%
8.8%
8.8%
8.8%
ANSWER CHOICES RESPONSES
Supportive community
Excellent teachers and staff
Location of district- proximity to a world-class teaching university
Available resources to meet student and teacher instructional needs
Good school facilities
1 / 14
Madison Metropolitan School District Superintendent Search Survey
24.2% 359
9.0% 133
3.4% 51
14.7% 217
5.9% 87
11.5% 170
28.0% 414
8.8% 130
Total Respondents: 1,481
# OTHER (PLEASE SPECIFY USING UP TO 70 CHARACTERS) DATE
1 Dual language immersion 11/5/2019 10:32 PM
2 Naming racism as a key challenge-but needs teeth 11/5/2019 7:15 PM
3 Naming racism as a key challenge-but needs more teeth 11/5/2019 7:11 PM
4 Naming racism as a key challenge- but needs action 11/5/2019 7:04 PM
5 none of these 11/4/2019 1:35 PM
6 Variety 11/4/2019 12:44 PM
7 d 11/4/2019 12:43 PM
8 Nothing 11/4/2019 12:43 PM
9 MMSD biggest strength is our tremendous diversity. 11/4/2019 9:53 AM
10 everything 11/4/2019 9:34 AM
11 None doofus 11/4/2019 9:34 AM
12 Dual Language Immersion Program and Diversity 11/4/2019 9:16 AM
13 neighborhoods and population that values education 11/4/2019 5:12 AM
14 Was once great - now racist against whites - not a strength. 11/3/2019 10:42 PM
15 Very good at connecting to middle class white. Kids 11/3/2019 9:48 PM
16 Respect for diversity 11/3/2019 10:12 AM
17 i help to raise my hand im a great student 11/2/2019 11:22 PM
18 i help to raise my hand i foucesing on my work stay in class 11/2/2019 11:12 PM
19 Awesome support staff, who are way underpaid 11/2/2019 6:13 PM
20 diversity & inclusion, safe school climate and caring for all students 11/1/2019 3:26 PM
21 diverse student body; progressive-leaning community 11/1/2019 1:43 PM
22 Dedicated teachers and staff 11/1/2019 1:22 PM
23 Unknown 11/1/2019 1:19 PM
24 Diverse student population 11/1/2019 1:18 PM
25 Y’all ain’t got no strengths. You be tripping. �� 11/1/2019 1:03 PM
26 opportunities to be engaging with diverse communities in Madison 11/1/2019 12:50 PM
27 MMSD has few strengths 11/1/2019 12:45 PM
28 Students 11/1/2019 12:44 PM
29 Willingness to address behavioral problems, cultural differences, etc. 10/31/2019 8:07 PM
Supportive parents
Reputation of district
Financial management
Technology
Effective leadership
Curriculum
Educational options and programs
Other (please specify using up to 70 characters)
2 / 14
Madison Metropolitan School District Superintendent Search Survey
30 Pathways 10/31/2019 5:29 PM
31 Diversity of student body 10/31/2019 4:10 PM
32 Dual language immersion programs 10/31/2019 12:51 PM
33 Amazing students 10/31/2019 12:21 PM
34 The Dual language program is a huge strength. 10/31/2019 10:16 AM
35 Support of teachers 10/31/2019 9:51 AM
36 The students. No other strengths. Much has been squandered. 10/31/2019 9:33 AM
37 amazing students 10/31/2019 9:19 AM
38 Spanish immersion schools 10/31/2019 9:01 AM
39 District has none 10/31/2019 8:01 AM
40 Diversity 10/30/2019 11:20 PM
41 The union. Mti 10/30/2019 8:07 PM
42 city supportive of education 10/30/2019 8:03 PM
43 Active and engaged community 10/30/2019 7:35 PM
44 Diverse students and families 10/30/2019 7:26 PM
45 This survey is terrible. 10/30/2019 5:35 PM
46 This is a bad question. Moving on. 10/30/2019 5:05 PM
47 Diversity of students and families 10/30/2019 3:28 PM
48 An active community 10/30/2019 1:42 PM
49 commitment to student services 10/30/2019 1:39 PM
50 Richly diverse student population 10/30/2019 1:32 PM
51 N/A 10/30/2019 12:59 PM
52 instead of chromebooks for everyone buy locks for the stalls 10/30/2019 12:58 PM
53 culturally competent and transparent 10/30/2019 12:57 PM
54 Diversity 10/30/2019 12:56 PM
55 Acknowledge all student voices 10/30/2019 12:56 PM
56 nothing really 10/30/2019 12:54 PM
57 diversity 10/30/2019 12:54 PM
58 Poor leadership, over rated and over priced 10/30/2019 9:24 AM
59 Police in schools 10/30/2019 7:54 AM
60 Discipline, rules and consequences for ALL 10/30/2019 6:13 AM
61 literally nothing else 10/29/2019 8:25 PM
62 Not sure 10/29/2019 2:53 PM
63 uhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh 10/29/2019 1:55 PM
64 focus on equity 10/29/2019 1:52 PM
65 cool clubs and programs. Lots of opportunity for students 10/29/2019 1:25 PM
66 Make staff well being a priority 10/29/2019 12:21 PM
67 work to support ELLs and historically disadvantaged groups of students 10/29/2019 9:22 AM
68 Black excellence and equity initiatives 10/28/2019 8:11 PM
69 Open-minded community 10/28/2019 3:47 PM
70 None 10/28/2019 3:18 PM
3 / 14
Madison Metropolitan School District Superintendent Search Survey
71 Diverse student population 10/28/2019 3:05 PM
72 Diverse community 10/28/2019 12:54 PM
73 We lack all of these 10/28/2019 10:13 AM
74 innovative programs and diversity 10/28/2019 8:59 AM
75 I am struggling to find a strength of this district 10/28/2019 7:15 AM
76 DO NOT eliminate existing positions not to disrupt workflow. 10/27/2019 8:32 AM
77 Not much 10/27/2019 12:23 AM
78 diversity of student body 10/26/2019 12:00 PM
79 Literally none of these 10/25/2019 9:58 PM
80 Mmsd is shit with lazy policies 10/25/2019 9:27 PM
81 It's hard to find three- lot of deficits in this district. 10/25/2019 4:37 PM
82 Diverse community 10/25/2019 4:19 PM
83 Does not exist 10/25/2019 4:04 PM
84 A hardworking student body 10/25/2019 3:54 PM
85 diverse student population 10/25/2019 2:59 PM
86 explicitly anti-racist work being done 10/25/2019 2:38 PM
87 Our students who bring a diverse set of experiences to school 10/25/2019 1:38 PM
88 None 10/25/2019 1:17 PM
89 Diversity of population 10/25/2019 1:08 PM
90 Making people want to go to school 10/25/2019 1:06 PM
91 None of these currently represent the Madison school district. 10/25/2019 1:06 PM
92 Having people of color in leadership and decision making roles 10/25/2019 12:15 PM
93 Diversity 10/25/2019 11:50 AM
94 Diversity of student body 10/25/2019 11:20 AM
95 Michael Hernandez 10/25/2019 11:07 AM
96 Unique urban natural environment and school forest accessibility 10/25/2019 11:06 AM
97 Person of color. 10/25/2019 10:50 AM
98 teachers, workers who endure 10/24/2019 5:25 PM
99 Appreciation for diversity and students of various backgrounds. 10/24/2019 4:40 PM
100 Lots of smart people live here who have smart kids 10/24/2019 11:45 AM
101 N/a 10/24/2019 11:34 AM
102 (some) excellent teachers and staff 10/24/2019 11:30 AM
103 Most (not all) teachers and staff members are excellent. 10/24/2019 10:27 AM
104 Unsure at this time 10/24/2019 10:06 AM
105 Commitment to LGBTQ students and staff 10/24/2019 9:21 AM
106 Strong ethnic diversity among students and families 10/24/2019 9:16 AM
107 Diverse group of students/families 10/22/2019 6:21 PM
108 Students! 10/22/2019 4:45 PM
109 Reinstate security guard... she should be commended!!! 10/20/2019 9:26 PM
110 Not your policies regarding racism though 10/19/2019 6:08 PM
111 You people are idiots for firing Marlon Anderson. 10/19/2019 5:05 PM
4 / 14
Madison Metropolitan School District Superintendent Search Survey
112 Great support staff like Marlon Anderson 10/19/2019 2:44 PM
113 https://bit.ly/2OYErB0 10/19/2019 9:52 AM
114 Our diversity of students, families and willing community partners 10/18/2019 10:40 AM
115 nothing else really 10/18/2019 9:02 AM
116 Teachers, good resources for special education 10/18/2019 7:54 AM
117 Green/Sustainability-minded 10/17/2019 7:07 PM
118 A willingness to see opportunities to improve 10/17/2019 6:53 PM
119 Support for the LGBTQ community 10/17/2019 3:19 PM
120 Past practice of thinking outside of the box. 10/17/2019 1:22 PM
121 Diverse community 10/17/2019 10:58 AM
122 Tax base sufficient to fund solutions 10/17/2019 2:47 AM
123 None of the above 10/16/2019 8:34 PM
124 Diversity of the students and community 10/16/2019 8:33 PM
125 Inclusivity 10/16/2019 8:08 PM
126 Most important: safety of teachers and students in schools. 10/16/2019 4:06 PM
127 Great students 10/16/2019 2:30 PM
128 reviewing only 10/16/2019 11:18 AM
129 a 10/16/2019 11:17 AM
130 Great children who can be better than the adults around them. 10/16/2019 9:44 AM
5 / 14
Madison Metropolitan School District Superintendent Search Survey
26.8% 385
15.9% 229
49.4% 711
7.2% 104
29.5% 424
36.8% 529
17.8% 256
13.1% 188
Q2 What do you consider to be the three most important issues orconcerns facing the Madison Metropolitan School District in the next five
years?Answered: 1,438 Skipped: 43
Communityrelations
Curriculum
Academicgrowth of...
Growth ofenrollment
Facilities
Funding
Educationaloptions and...
Instruction
Staffing -Increasing t...
Personnelissues - Hir...
Technology
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
26.8%
26.8%
26.8%
26.8%
26.8%
26.8%
26.8%
15.9%
15.9%
15.9%
15.9%
15.9%
15.9%
15.9%
49.4%
49.4%
49.4%
49.4%
49.4%
49.4%
49.4%
7.2%
7.2%
7.2%
7.2%
7.2%
7.2%
7.2%
29.5%
29.5%
29.5%
29.5%
29.5%
29.5%
29.5%
36.8%
36.8%
36.8%
36.8%
36.8%
36.8%
36.8%
17.8%
17.8%
17.8%
17.8%
17.8%
17.8%
17.8%
13.1%
13.1%
13.1%
13.1%
13.1%
13.1%
13.1%
40.1%
40.1%
40.1%
40.1%
40.1%
40.1%
40.1%
49.4%
49.4%
49.4%
49.4%
49.4%
49.4%
49.4%
5.3%
5.3%
5.3%
5.3%
5.3%
5.3%
5.3%
ANSWER CHOICES RESPONSES
Community relations
Curriculum
Academic growth of students
Growth of enrollment
Facilities
Funding
Educational options and programs
Instruction
6 / 14
Madison Metropolitan School District Superintendent Search Survey
40.1% 576
49.4% 711
5.3% 76
Total Respondents: 1,438
Staffing - Increasing the diversity of the workforce
Personnel issues - Hiring and retaining high quality staff
Technology
7 / 14
Madison Metropolitan School District Superintendent Search Survey
50.6% 719
16.5% 235
23.0% 327
15.8% 225
22.4% 318
26.4% 375
18.5% 263
49.6% 705
15.4% 218
55.1% 783
Q3 Select from the list below the three most important leadership skillsyou would like a superintendent to have:
Answered: 1,420 Skipped: 61
Communicationskills
Instructionalskills
Managerialskills
Financialskills
Organizationalskills
Interpersonalskills
Publicrelations...
Culturalcompetency
Laborrelations...
Collaborativeleadership...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
50.6%
50.6%
50.6%
50.6%
50.6%
50.6%
50.6%
16.5%
16.5%
16.5%
16.5%
16.5%
16.5%
16.5%
23.0%
23.0%
23.0%
23.0%
23.0%
23.0%
23.0%
15.8%
15.8%
15.8%
15.8%
15.8%
15.8%
15.8%
22.4%
22.4%
22.4%
22.4%
22.4%
22.4%
22.4%
26.4%
26.4%
26.4%
26.4%
26.4%
26.4%
26.4%
18.5%
18.5%
18.5%
18.5%
18.5%
18.5%
18.5%
49.6%
49.6%
49.6%
49.6%
49.6%
49.6%
49.6%
15.4%
15.4%
15.4%
15.4%
15.4%
15.4%
15.4%
55.1%
55.1%
55.1%
55.1%
55.1%
55.1%
55.1%
ANSWER CHOICES RESPONSES
Communication skills
Instructional skills
Managerial skills
Financial skills
Organizational skills
Interpersonal skills
Public relations skills
Cultural competency
Labor relations skills
Collaborative leadership skills
8 / 14
Madison Metropolitan School District Superintendent Search Survey
Total Respondents: 1,420
9 / 14
Madison Metropolitan School District Superintendent Search Survey
49.9% 697
15.3% 214
51.1% 714
48.7% 681
12.9% 180
33.8% 472
19.2% 269
10.7% 149
10.2% 143
Q4 Select from the list below the three most important personal characteristics you would like a superintendent to exhibit:
Answered: 1,398 Skipped: 83
Commitment tothe community
Enthusiasm
Integrity
Good judgment
Innovation
Team builder
Change agent
Risk taker
Negotiator
Peacemaker
Visionary
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
49.9%
49.9%
49.9%
49.9%
49.9%
49.9%
49.9%
15.3%
15.3%
15.3%
15.3%
15.3%
15.3%
15.3%
51.1%
51.1%
51.1%
51.1%
51.1%
51.1%
51.1%
48.7%
48.7%
48.7%
48.7%
48.7%
48.7%
48.7%
12.9%
12.9%
12.9%
12.9%
12.9%
12.9%
12.9%
33.8%
33.8%
33.8%
33.8%
33.8%
33.8%
33.8%
19.2%
19.2%
19.2%
19.2%
19.2%
19.2%
19.2%
10.7%
10.7%
10.7%
10.7%
10.7%
10.7%
10.7%
10.2%
10.2%
10.2%
10.2%
10.2%
10.2%
10.2%
14.8%
14.8%
14.8%
14.8%
14.8%
14.8%
14.8%
26.3%
26.3%
26.3%
26.3%
26.3%
26.3%
26.3%
ANSWER CHOICES RESPONSES
Commitment to the community
Enthusiasm
Integrity
Good judgment
Innovation
Team builder
Change agent
Risk taker
Negotiator
10 / 14
Madison Metropolitan School District Superintendent Search Survey
14.8% 207
26.3% 368
Total Respondents: 1,398
Peacemaker
Visionary
11 / 14
Madison Metropolitan School District Superintendent Search Survey
Q5 For each of the items below, indicate whether you believe the item isNot at all Important, Slightly Important, Moderately Important, Very
Important, or Extremely Important in the new superintendent:Answered: 1,332 Skipped: 149
18.0%235
21.2%276
30.9%402
19.6%256
10.3%134
1,303
4.5%59
11.6%153
24.9%328
30.7%404
28.3%373
1,317
8.6%114
17.2%228
31.8%421
26.1%345
16.3%215
1,323
10.6%139
22.3%294
38.0%500
21.4%281
7.8%102
1,316
6.6%87
14.6%192
33.3%437
28.9%379
16.6%218
1,313
5.0%65
11.2%147
25.5%334
32.8%430
25.6%336
1,312
3.3%43
7.3%97
18.2%241
26.6%352
44.5%588
1,321
4.7%62
16.9%222
35.9%470
30.7%402
11.8%154
1,310
2.5%32
9.8%128
28.6%373
37.5%489
21.7%283
1,305
3.8%50
11.3%149
25.4%336
32.0%423
27.5%364
1,322
8.2%108
20.0%265
35.2%466
26.6%351
10.0%132
1,322
4.2%56
5.8%77
14.7%195
26.8%354
48.5%641
1,323
2.5%33
6.7%88
22.8%301
36.0%475
31.9%421
1,318
19.8%261
23.4%308
28.6%377
15.4%203
12.9%170
1,319
NOT AT ALLIMPORTANT
SLIGHTLYIMPORTANT
MODERATELYIMPORTANT
VERYIMPORTANT
EXTREMELYIMPORTANT
TOTAL
Doctorate degree
Experience as a superintendent with aproven record of success
Experience as a superintendent in a districtof similar size
Experience as an assistant superintendent
Experience as a district level administrator
Experience as a principal
Experience as a classroom teacher
Experience in finance
Experience in personnel
Experience in instruction including specialeducation, English language learners, andadvanced learners
Experience with technology use in aneducational setting
Experience with culturally responsivepractices in a diverse multi-culturalenvironment
Experience in strategic planning
Experience in the Midwest
12 / 14
Madison Metropolitan School District Superintendent Search Survey
85.6% 1,130
34.8% 460
21.0% 277
27.3% 361
19.0% 251
8.9% 117
0.6% 8
23.3% 308
45.8% 605
Q6 Please indicate all which apply to you:Answered: 1,320 Skipped: 161
Total Respondents: 1,320
I live in theMadison...
My childrenattend schoo...
My childrenattended...
I am a studentin a school ...
I volunteer inthe Madison...
I am retired.
I hold anelected...
I am employedby the Madis...
I am notemployed by ...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
85.6%
85.6%
85.6%
85.6%
85.6%
85.6%
85.6%
34.8%
34.8%
34.8%
34.8%
34.8%
34.8%
34.8%
21.0%
21.0%
21.0%
21.0%
21.0%
21.0%
21.0%
27.3%
27.3%
27.3%
27.3%
27.3%
27.3%
27.3%
19.0%
19.0%
19.0%
19.0%
19.0%
19.0%
19.0%
8.9%
8.9%
8.9%
8.9%
8.9%
8.9%
8.9%
0.6%
0.6%
0.6%
0.6%
0.6%
0.6%
0.6%
23.3%
23.3%
23.3%
23.3%
23.3%
23.3%
23.3%
45.8%
45.8%
45.8%
45.8%
45.8%
45.8%
45.8%
ANSWER CHOICES RESPONSES
I live in the Madison Metropolitan School District attendance area.
My children attend schools in the Madison Metropolitan School District.
My children attended schools in the Madison Metropolitan School District.
I am a student in a school in the Madison Metropolitan School District.
I volunteer in the Madison Metropolitan School District.
I am retired.
I hold an elected political office.
I am employed by the Madison Metropolitan School District.
I am not employed by the Madison Metropolitan School District.
13 / 14
Madison Metropolitan School District Superintendent Search Survey
48.0% 188
7.7% 30
12.0% 47
8.9% 35
26.3% 103
Q7 If you are employed by the Madison Metropolitan School District,please specify your position:
Answered: 392 Skipped: 1,089
Total Respondents: 392
Teacher
Administrator
Othercertified staff
Support staff(includes...
Other
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
48.0%
48.0%
48.0%
48.0%
48.0%
48.0%
48.0%
7.7%
7.7%
7.7%
7.7%
7.7%
7.7%
7.7%
12.0%
12.0%
12.0%
12.0%
12.0%
12.0%
12.0%
8.9%
8.9%
8.9%
8.9%
8.9%
8.9%
8.9%
26.3%
26.3%
26.3%
26.3%
26.3%
26.3%
26.3%
ANSWER CHOICES RESPONSES
Teacher
Administrator
Other certified staff
Support staff (includes secretary, instructional assistant, custodian, food service, maintenance)
Other
14 / 14
Madison Metropolitan School District Superintendent Search Survey
36.3% 131
35.7% 129
30.7% 111
21.1% 76
9.7% 35
Q1 Select from the list below the three most significant strengths of theMadison Metropolitan School District.
Answered: 361 Skipped: 0
Supportivecommunity
Excellentteachers and...
Location ofdistrict-...
Availableresources to...
Good schoolfacilities
Supportiveparents
Reputation ofdistrict
Financialmanagement
Technology
Effectiveleadership
Curriculum
Educationaloptions and...
Other (pleasespecify usin...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
36.3%
36.3%
36.3%
36.3%
36.3%
36.3%
36.3%
35.7%
35.7%
35.7%
35.7%
35.7%
35.7%
35.7%
30.7%
30.7%
30.7%
30.7%
30.7%
30.7%
30.7%
21.1%
21.1%
21.1%
21.1%
21.1%
21.1%
21.1%
9.7%
9.7%
9.7%
9.7%
9.7%
9.7%
9.7%
19.1%
19.1%
19.1%
19.1%
19.1%
19.1%
19.1%
6.9%
6.9%
6.9%
6.9%
6.9%
6.9%
6.9%
5.3%
5.3%
5.3%
5.3%
5.3%
5.3%
5.3%
29.4%
29.4%
29.4%
29.4%
29.4%
29.4%
29.4%
7.5%
7.5%
7.5%
7.5%
7.5%
7.5%
7.5%
17.5%
17.5%
17.5%
17.5%
17.5%
17.5%
17.5%
45.2%
45.2%
45.2%
45.2%
45.2%
45.2%
45.2%
5.8%
5.8%
5.8%
5.8%
5.8%
5.8%
5.8%
ANSWER CHOICES RESPONSES
Supportive community
Excellent teachers and staff
Location of district- proximity to a world-class teaching university
Available resources to meet student and teacher instructional needs
Good school facilities
1 / 11
Madison Metropolitan School District Superintendent Search Survey
19.1% 69
6.9% 25
5.3% 19
29.4% 106
7.5% 27
17.5% 63
45.2% 163
5.8% 21
Total Respondents: 361
# OTHER (PLEASE SPECIFY USING UP TO 70 CHARACTERS) DATE
1 Variety 11/4/2019 12:44 PM
2 d 11/4/2019 12:43 PM
3 Nothing 11/4/2019 12:43 PM
4 i help to raise my hand im a great student 11/2/2019 11:22 PM
5 This is a bad question. Moving on. 10/30/2019 5:05 PM
6 N/A 10/30/2019 12:59 PM
7 instead of chromebooks for everyone buy locks for the stalls 10/30/2019 12:58 PM
8 Diversity 10/30/2019 12:56 PM
9 Acknowledge all student voices 10/30/2019 12:56 PM
10 diversity 10/30/2019 12:54 PM
11 literally nothing else 10/29/2019 8:25 PM
12 cool clubs and programs. Lots of opportunity for students 10/29/2019 1:25 PM
13 Diverse community 10/28/2019 12:54 PM
14 We lack all of these 10/28/2019 10:13 AM
15 Not much 10/27/2019 12:23 AM
16 diversity of student body 10/26/2019 12:00 PM
17 A hardworking student body 10/25/2019 3:54 PM
18 Making people want to go to school 10/25/2019 1:06 PM
19 None of these currently represent the Madison school district. 10/25/2019 1:06 PM
20 You people are idiots for firing Marlon Anderson. 10/19/2019 5:05 PM
21 nothing else really 10/18/2019 9:02 AM
Supportive parents
Reputation of district
Financial management
Technology
Effective leadership
Curriculum
Educational options and programs
Other (please specify using up to 70 characters)
2 / 11
Madison Metropolitan School District Superintendent Search Survey
27.1% 98
20.8% 75
40.2% 145
8.9% 32
28.3% 102
49.3% 178
15.8% 57
9.1% 33
Q2 What do you consider to be the three most important issues orconcerns facing the Madison Metropolitan School District in the next five
years?Answered: 361 Skipped: 0
Communityrelations
Curriculum
Academicgrowth of...
Growth ofenrollment
Facilities
Funding
Educationaloptions and...
Instruction
Staffing -Increasing t...
Personnelissues - Hir...
Technology
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
27.1%
27.1%
27.1%
27.1%
27.1%
27.1%
27.1%
20.8%
20.8%
20.8%
20.8%
20.8%
20.8%
20.8%
40.2%
40.2%
40.2%
40.2%
40.2%
40.2%
40.2%
8.9%
8.9%
8.9%
8.9%
8.9%
8.9%
8.9%
28.3%
28.3%
28.3%
28.3%
28.3%
28.3%
28.3%
49.3%
49.3%
49.3%
49.3%
49.3%
49.3%
49.3%
15.8%
15.8%
15.8%
15.8%
15.8%
15.8%
15.8%
9.1%
9.1%
9.1%
9.1%
9.1%
9.1%
9.1%
44.6%
44.6%
44.6%
44.6%
44.6%
44.6%
44.6%
35.7%
35.7%
35.7%
35.7%
35.7%
35.7%
35.7%
9.7%
9.7%
9.7%
9.7%
9.7%
9.7%
9.7%
ANSWER CHOICES RESPONSES
Community relations
Curriculum
Academic growth of students
Growth of enrollment
Facilities
Funding
Educational options and programs
Instruction
3 / 11
Madison Metropolitan School District Superintendent Search Survey
44.6% 161
35.7% 129
9.7% 35
Total Respondents: 361
Staffing - Increasing the diversity of the workforce
Personnel issues - Hiring and retaining high quality staff
Technology
4 / 11
Madison Metropolitan School District Superintendent Search Survey
69.3% 250
11.9% 43
18.0% 65
23.5% 85
31.0% 112
21.1% 76
32.4% 117
47.1% 170
6.1% 22
32.4% 117
Q3 Select from the list below the three most important leadership skillsyou would like a superintendent to have:
Answered: 361 Skipped: 0
Communicationskills
Instructionalskills
Managerialskills
Financialskills
Organizationalskills
Interpersonalskills
Publicrelations...
Culturalcompetency
Laborrelations...
Collaborativeleadership...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
69.3%
69.3%
69.3%
69.3%
69.3%
69.3%
69.3%
11.9%
11.9%
11.9%
11.9%
11.9%
11.9%
11.9%
18.0%
18.0%
18.0%
18.0%
18.0%
18.0%
18.0%
23.5%
23.5%
23.5%
23.5%
23.5%
23.5%
23.5%
31.0%
31.0%
31.0%
31.0%
31.0%
31.0%
31.0%
21.1%
21.1%
21.1%
21.1%
21.1%
21.1%
21.1%
32.4%
32.4%
32.4%
32.4%
32.4%
32.4%
32.4%
47.1%
47.1%
47.1%
47.1%
47.1%
47.1%
47.1%
6.1%
6.1%
6.1%
6.1%
6.1%
6.1%
6.1%
32.4%
32.4%
32.4%
32.4%
32.4%
32.4%
32.4%
ANSWER CHOICES RESPONSES
Communication skills
Instructional skills
Managerial skills
Financial skills
Organizational skills
Interpersonal skills
Public relations skills
Cultural competency
Labor relations skills
Collaborative leadership skills
5 / 11
Madison Metropolitan School District Superintendent Search Survey
Total Respondents: 361
6 / 11
Madison Metropolitan School District Superintendent Search Survey
50.1% 181
23.3% 84
33.2% 120
55.4% 200
12.2% 44
25.5% 92
13.0% 47
17.2% 62
14.7% 53
Q4 Select from the list below the three most important personal characteristics you would like a superintendent to exhibit:
Answered: 361 Skipped: 0
Commitment tothe community
Enthusiasm
Integrity
Good judgment
Innovation
Team builder
Change agent
Risk taker
Negotiator
Peacemaker
Visionary
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
50.1%
50.1%
50.1%
50.1%
50.1%
50.1%
50.1%
23.3%
23.3%
23.3%
23.3%
23.3%
23.3%
23.3%
33.2%
33.2%
33.2%
33.2%
33.2%
33.2%
33.2%
55.4%
55.4%
55.4%
55.4%
55.4%
55.4%
55.4%
12.2%
12.2%
12.2%
12.2%
12.2%
12.2%
12.2%
25.5%
25.5%
25.5%
25.5%
25.5%
25.5%
25.5%
13.0%
13.0%
13.0%
13.0%
13.0%
13.0%
13.0%
17.2%
17.2%
17.2%
17.2%
17.2%
17.2%
17.2%
14.7%
14.7%
14.7%
14.7%
14.7%
14.7%
14.7%
27.4%
27.4%
27.4%
27.4%
27.4%
27.4%
27.4%
20.2%
20.2%
20.2%
20.2%
20.2%
20.2%
20.2%
ANSWER CHOICES RESPONSES
Commitment to the community
Enthusiasm
Integrity
Good judgment
Innovation
Team builder
Change agent
Risk taker
Negotiator
7 / 11
Madison Metropolitan School District Superintendent Search Survey
27.4% 99
20.2% 73
Total Respondents: 361
Peacemaker
Visionary
8 / 11
Madison Metropolitan School District Superintendent Search Survey
Q5 For each of the items below, indicate whether you believe the item isNot at all Important, Slightly Important, Moderately Important, Very
Important, or Extremely Important in the new superintendent:Answered: 359 Skipped: 2
14.5%50
23.2%80
37.1%128
18.3%63
7.0%24
345
3.1%11
13.4%48
30.5%109
33.6%120
19.3%69
357
7.6%27
20.7%74
35.3%126
22.4%80
14.0%50
357
7.6%27
24.2%86
39.0%139
21.1%75
8.1%29
356
3.7%13
16.5%58
38.2%134
28.8%101
12.8%45
351
7.4%26
19.9%70
31.5%111
25.0%88
16.2%57
352
5.1%18
15.0%53
24.6%87
24.9%88
30.3%107
353
4.3%15
16.0%56
30.7%107
32.7%114
16.3%57
349
1.7%6
12.3%43
32.0%112
35.4%124
18.6%65
350
4.7%17
8.7%31
26.8%96
33.2%119
26.5%95
358
4.2%15
13.0%46
32.1%114
33.2%118
17.5%62
355
2.8%10
7.0%25
14.4%51
27.3%97
48.5%172
355
1.1%4
6.8%24
23.0%81
38.9%137
30.1%106
352
14.6%52
24.4%87
30.0%107
15.4%55
15.7%56
357
NOT AT ALLIMPORTANT
SLIGHTLYIMPORTANT
MODERATELYIMPORTANT
VERYIMPORTANT
EXTREMELYIMPORTANT
TOTAL
Doctorate degree
Experience as a superintendent with aproven record of success
Experience as a superintendent in a districtof similar size
Experience as an assistant superintendent
Experience as a district level administrator
Experience as a principal
Experience as a classroom teacher
Experience in finance
Experience in personnel
Experience in instruction including specialeducation, English language learners, andadvanced learners
Experience with technology use in aneducational setting
Experience with culturally responsivepractices in a diverse multi-culturalenvironment
Experience in strategic planning
Experience in the Midwest
9 / 11
Madison Metropolitan School District Superintendent Search Survey
88.6% 320
2.8% 10
2.8% 10
100.0% 361
5.3% 19
0.6% 2
1.1% 4
1.4% 5
33.5% 121
Q6 Please indicate all which apply to you:Answered: 361 Skipped: 0
Total Respondents: 361
I live in theMadison...
My childrenattend schoo...
My childrenattended...
I am a studentin a school ...
I volunteer inthe Madison...
I am retired.
I hold anelected...
I am employedby the Madis...
I am notemployed by ...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
88.6%
88.6%
88.6%
88.6%
88.6%
88.6%
88.6%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
2.8%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
5.3%
5.3%
5.3%
5.3%
5.3%
5.3%
5.3%
0.6%
0.6%
0.6%
0.6%
0.6%
0.6%
0.6%
1.1%
1.1%
1.1%
1.1%
1.1%
1.1%
1.1%
1.4%
1.4%
1.4%
1.4%
1.4%
1.4%
1.4%
33.5%
33.5%
33.5%
33.5%
33.5%
33.5%
33.5%
ANSWER CHOICES RESPONSES
I live in the Madison Metropolitan School District attendance area.
My children attend schools in the Madison Metropolitan School District.
My children attended schools in the Madison Metropolitan School District.
I am a student in a school in the Madison Metropolitan School District.
I volunteer in the Madison Metropolitan School District.
I am retired.
I hold an elected political office.
I am employed by the Madison Metropolitan School District.
I am not employed by the Madison Metropolitan School District.
10 / 11
Madison Metropolitan School District Superintendent Search Survey
4.9% 3
4.9% 3
3.3% 2
6.6% 4
83.6% 51
Q7 If you are employed by the Madison Metropolitan School District,please specify your position:
Answered: 61 Skipped: 300
Total Respondents: 61
Teacher
Administrator
Othercertified staff
Support staff(includes...
Other
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
4.9%
3.3%
3.3%
3.3%
3.3%
3.3%
3.3%
3.3%
6.6%
6.6%
6.6%
6.6%
6.6%
6.6%
6.6%
83.6%
83.6%
83.6%
83.6%
83.6%
83.6%
83.6%
ANSWER CHOICES RESPONSES
Teacher
Administrator
Other certified staff
Support staff (includes secretary, instructional assistant, custodian, food service, maintenance)
Other
11 / 11
Madison Metropolitan School District Superintendent Search Survey
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
Q1 Xaiv peb yam tseem ceeb tshaj plaws nram qab no txog cov kev uatau zoo ntawm Nroog Madison Cheeb Tsam Tsev Kawm Ntawv.
Answered: 1 Skipped: 0
Lub zej zoguas muaj kev...
Cov xib fwbthiab neeg u...
Chaw nyobntawm cheeb...
Muaj kev pabrau cov me...
Tsev kawmntawv zoo
Cov niam txivuas muaj kev...
Lub koob npentawm cheeb...
Kev tswj nyiajtxiag
Technology
Kev coj uas uatau zoo
Cov ntaubntawv kawm
Cov kev xaivkawm thiab k...
Lwm yam (Thovqhia kom mee...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
ANSWER CHOICES RESPONSES
Lub zej zog uas muaj kev sib txhawb sib pab
Cov xib fwb thiab neeg ua hauj lwm zoo heev
Chaw nyob ntawm cheeb tsam tsev kawm ntawv - nyob ze rau tsev kawm ntawv qib siab qhia kev kawm zoo tshaj
Muaj kev pab rau cov me nyuam kawm ntawv thiab cov xib fwb cov kev xav tau los qhia ntawv
Tsev kawm ntawv zoo
1 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
100.0% 1
Total Respondents: 1
# LWM YAM (THOV QHIA KOM MEEJ UAS SIV TXIJ LI 70 TUS TSIAJ NTAWV) DATE
1 dfgdf 10/16/2019 11:36 AM
Cov niam txiv uas muaj kev sib txhawb sib pab
Lub koob npe ntawm cheeb tsam tsev kawm ntawv
Kev tswj nyiaj txiag
Technology
Kev coj uas ua tau zoo
Cov ntaub ntawv kawm
Cov kev xaiv kawm thiab kev kawm
Lwm yam (Thov qhia kom meej uas siv txij li 70 tus tsiaj ntawv)
2 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
Q2 Koj xav tias peb yam teeb meem tseem ceeb los yog kev txhawj xeebyuav muaj nyob rau Nroog Madison Cheeb Tsam Tsev Kawm Ntawv rau
tsib xyoos tom ntej no yog dab tsi?Answered: 1 Skipped: 0
Kev sib raugzoo ntawm lu...
Cov ntaubntawv kawm
Kev kawm tauntawm cov me...
Kev sau npekawm ntawv y...
Cov tsev kawmntawv
Kev pab nyiaj
Cov kev xaivkawm thiab k...
Kev qhia ntawv
Neeg ua haujlwm - kom mu...
Teeb meem txogneeg - txais...
Technology
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
ANSWER CHOICES RESPONSES
Kev sib raug zoo ntawm lub zej zog
Cov ntaub ntawv kawm
Kev kawm tau ntawm cov me nyuam kawm ntawv
Kev sau npe kawm ntawv yuav ntau tuaj
Cov tsev kawm ntawv
Kev pab nyiaj
Cov kev xaiv kawm thiab kev kawm
Kev qhia ntawv
3 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
100.0% 1
Total Respondents: 1
Neeg ua hauj lwm - kom muaj ntau haiv neeg rau qhov chaw ua hauj lwm
Teeb meem txog neeg - txais neeg thiab ceev cov neeg ua hauj lwm zoo cia
Technology
4 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
100.0% 1
Q3 Xaiv peb yam kev txawj/paub coj tseem ceeb nram qab no uas kojxav kom tus thawj tswj hwm cheeb tsam tsev kawm ntawv muaj:
Answered: 1 Skipped: 0
Txawj sibtxuas lus
Txawj qhia kevkawm
Txawj tswj hwm
Paub txognyiaj txiag
Txawj tswj kevua hauj lwm
Txawj ua haujlwm zoo nrog...
Txawj sib raugzoo nrog laj...
Paub txog ntauhaiv li kab ...
Paub txog caiua hauj lwm
Txawj coj kevsib koom tes
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
ANSWER CHOICES RESPONSES
Txawj sib txuas lus
Txawj qhia kev kawm
Txawj tswj hwm
Paub txog nyiaj txiag
Txawj tswj kev ua hauj lwm
Txawj ua hauj lwm zoo nrog lwm tus neeg
Txawj sib raug zoo nrog laj mej pej xeem
Paub txog ntau haiv li kab li kev cai
Paub txog cai ua hauj lwm
Txawj coj kev sib koom tes
5 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
Total Respondents: 1
6 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
100.0% 1
Q4 Xaiv peb yam tseem ceeb tshaj txog yam ntxwv ntawm tus kheejnram qab no uas koj xav koj tus thawj tswj hwm cheeb tsam tsev kawm
ntawv muaj:Answered: 1 Skipped: 0
Mob siab raulub zej zog
Zoo siab
Muaj siab dawbpaug
Txawj txiavtxim zoo
Muaj tswv yimtshiab
Tsim kev koomtes
Yog tus yuavcoj kev hloov
Ua yam nyuabtxaus ntshai
Yog tus neeghais kom hau...
Yog tus neegcoj kev thaj...
Tus neeg muajzeem muag ra...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
ANSWER CHOICES RESPONSES
Mob siab rau lub zej zog
Zoo siab
Muaj siab dawb paug
Txawj txiav txim zoo
Muaj tswv yim tshiab
Tsim kev koom tes
Yog tus yuav coj kev hloov
Ua yam nyuab txaus ntshai
7 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
0.0% 0
Total Respondents: 1
Yog tus neeg hais kom haum ob tog
Yog tus neeg coj kev thaj yeeb
Tus neeg muaj zeem muag rau yav tom ntej
8 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
Q5 Rau txhua yam nram qab no, qhia seb koj ntseeg tias yam ntawd TsisTseem Ceeb Li, Tseem Ceeb Me Ntsi, Tseem Ceeb, Tseem Ceeb Heev
los yog Tseem Ceeb Tshaj Plaws rau tus thawj tswj hwm tsev kawmntawv tshiab:Answered: 1 Skipped: 0
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
0.0%0
0.0%0
0.0%0
0.0%0
100.0%1
1
TSISTSEEMCEEB LI
TSEEMCEEBME NTSI
TSEEMCEEB
TSEEMCEEBHEEV
TSEEMCEEBTSHAJPLAWS
TOTAL
Muaj daim ntawv PhD uas yog daim ntawv kawm siab tshaj
Yog ib tug thawj tswj hwm tsev kawm ntawv dhau los uas muajpov thawj ua tau zoo
Yog ib tug thawj tswj hwm tsev kawm ntawv dhau los rau ib cheebtsam tsev kawm ntawv uas loj zoo ib yam ib li ntawm no
Yog ib tug pab tus thawj tswj hwm tsev kawm ntawv dhau los
Yog ib tug coj tuav hauj lwm rau qib cheeb tsam tsev kawm ntawvdhau los
Yog ib tug tuam thawj xib fwb dhau los
Yog ib tug xib fwb qhia ntawv dhau los
Muaj kev paub txog nyiaj txiag
Muaj kev paub txog cov neeg ua hauj lwm
Muaj kev paub txog txoj kev qhia ntawv nrog rau kev kawm ntawvtshwj xeeb thiab cov me nyuam kawm mus deb cov me nyuamxyaum kawm lus askiv
Paub txog kev siv technology rau chaw kawm ntawv
Paub cov kev qhia uas txhawb kev kawm rau ib puag ncig uasmuaj ntau haiv kab li kev cai
Paub ntaus tswv yim rau kev npaj
Paub txog cheeb tsam sab nruab nrab ntawm hnub poob(Midwest)
9 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
Q6 Thov qhia tag nrho yam uas yog txog koj:Answered: 0 Skipped: 1
Total Respondents: 0
! No matching responses.
ANSWER CHOICES RESPONSES
Kuv nyob rau Nroog Madison Cheeb Tsam Tsev Kawm qhov chaw kawm.
Kuv cov me nyuam kawm tsev kawm ntawv hauv Nroog Madison Cheeb Tsam Tsev Kawm Ntawv.
Kuv yog ib tug me nyuam kawm hauv ib lub tsev kawm ntawv hauv Nroog Madison Cheeb Tsam Tsev Kawm Ntawv.
Kuv yog ib tug neeg pab rau hauv Nroog Madison Cheeb Tsam Tsev Kawm Ntawv.
Kuv yog ib tug neeg so hauj lwm lawm.
Kuv tuav ib txoj hauj lwm uas raug xaiv tsa.
Kuv ua hauj lwm rau Nroog Madison Cheeb Tsam Tsev Kawm Ntawv.
Kuv tsis ua hauj lwm rau Nroog Madison Cheeb Tsam Tsev Kawm Ntawv.
10 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
Q7 Yog koj ua hauj lwm rau Nroog Madison Cheeb Tsam Tsev KawmNtawv, thov qhia koj txoj hauj lwm:
Answered: 0 Skipped: 1
Total Respondents: 0
! No matching responses.
ANSWER CHOICES RESPONSES
Xib fwb
Thawj coj tuav hauj lwm
Lwm cov neeg ua hauj lwm muaj daim ntawv pov thawj
Neeg ua hauj lwm txhawb nqa (muaj xws li cov neeg teev ntawv, cov neeg pab kev qhia ntawv, neeg ua zaub mov, neeg uahauj lwm kho tej yam kom zoo)
Lwm yam
11 / 11
Kev Ntsuam Xyuas Nrhiav Tus Thawj Saib Xyuas Tsev Kawm Ntawv
50.0% 2
75.0% 3
0.0% 0
25.0% 1
0.0% 0
Q1 Seleccione de la lista siguiente las tres fortalezas más importantes delDistrito Escolar Metropolitano de Madison (MMSD en inglés):
Answered: 4 Skipped: 0
Comunidadsolidaria
Personal ymaestros...
La ubicacióndel distrito...
Recursosdisponibles...
Buenasinstalacione...
Padrescomprensivos
La reputacióndel distrito
Administraciónfinanciera
Tecnología
Liderazgoefectivo
Plan deestudios
Programas yopciones...
Otro (porfavor,...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
75.0%
75.0%
75.0%
75.0%
75.0%
75.0%
75.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
25.0%
ANSWER CHOICES RESPONSES
Comunidad solidaria
Personal y maestros excelentes
La ubicación del distrito – proximidad a una universidad docente de renombre mundial.
Recursos disponibles para satisfacer las necesidades de instrucción de los maestros y los estudiantes.
Buenas instalaciones escolares
1 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
0.0% 0
0.0% 0
0.0% 0
0.0% 0
0.0% 0
25.0% 1
25.0% 1
0.0% 0
Total Respondents: 4
Padres comprensivos
La reputación del distrito
Administración financiera
Tecnología
Liderazgo efectivo
Plan de estudios
Programas y opciones educativas
Otro (por favor, especifique la fortaleza utilizando máximo 70 caracteres)
2 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
33.3% 1
0.0% 0
66.7% 2
0.0% 0
33.3% 1
33.3% 1
0.0% 0
0.0% 0
Q2 ¿Cuáles son los tres temas o asuntos más importantes que ustedconsidera que el Distrito Escolar Metropolitano de Madison enfrentará en
los próximos cinco años?Answered: 3 Skipped: 1
Relaciones conla comunidad
Plan de estudio
El crecimientoacadémico de...
El aumento dela matrícula
Instalaciones
Financiación
Programas yopciones...
Instrucción
Dotación depersonal:...
Asuntosrelacionados...
Tecnología
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
ANSWER CHOICES RESPONSES
Relaciones con la comunidad
Plan de estudio
El crecimiento académico de los estudiantes
El aumento de la matrícula
Instalaciones
Financiación
Programas y opciones educativas
Instrucción
3 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
100.0% 3
33.3% 1
0.0% 0
Total Respondents: 3
Dotación de personal: Aumentar la diversidad de la fuerza laboral.
Asuntos relacionados con el personal: Contratar y retener personal altamente calificado.
Tecnología
4 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
66.7% 2
0.0% 0
0.0% 0
33.3% 1
33.3% 1
0.0% 0
33.3% 1
33.3% 1
33.3% 1
66.7% 2
Q3 Seleccione de la lista siguiente las tres habilidades de liderazgo másimportantes que le gustaría ver en un Superintendente:
Answered: 3 Skipped: 1
Habilidades decomunicación
Habilidades deinstrucción
Habilidadesgerenciales
Habilidadesfinancieras
Habilidades deorganización
Habilidadesinterpersonales
Habilidades derelaciones...
Competenciacultural
Habilidades derelaciones...
Habilidades deliderazgo...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
ANSWER CHOICES RESPONSES
Habilidades de comunicación
Habilidades de instrucción
Habilidades gerenciales
Habilidades financieras
Habilidades de organización
Habilidades interpersonales
Habilidades de relaciones públicas
Competencia cultural
Habilidades de relaciones laborales
Habilidades de liderazgo colabirativo
5 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
Total Respondents: 3
6 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
66.7% 2
0.0% 0
33.3% 1
33.3% 1
0.0% 0
33.3% 1
66.7% 2
66.7% 2
0.0% 0
Q4 Seleccione de la lista siguiente las tres características personalesmás importantes que le gustaría que el superintendente demostrara:
Answered: 3 Skipped: 1
Compromiso conla comunidad
Entusiasmo
Integridad
Buen criterioy sentido...
Innovación
Desarrolladorde equipos d...
Agente decambio
Tomador deriesgo
Negociador
Pacificador
Visionario
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
33.3%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
66.7%
ANSWER CHOICES RESPONSES
Compromiso con la comunidad
Entusiasmo
Integridad
Buen criterio y sentido comúns
Innovación
Desarrollador de equipos de trabajo
Agente de cambio
Tomador de riesgo
Negociador
7 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
0.0% 0
0.0% 0
Total Respondents: 3
Pacificador
Visionario
8 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
Q5 Para cada uno de los siguientes puntos, indique si usted consideraque No tiene importancia alguna, tiene algo de importancia, esmoderadamente importante, es muy importante o es de suma
importancia en el nuevo superintendente:Answered: 3 Skipped: 1
0.0%0
33.3%1
33.3%1
33.3%1
0.0%0
3
0.0%0
0.0%0
0.0%0
50.0%1
50.0%1
2
0.0%0
33.3%1
0.0%0
33.3%1
33.3%1
3
33.3%1
0.0%0
0.0%0
33.3%1
33.3%1
3
33.3%1
0.0%0
0.0%0
33.3%1
33.3%1
3
0.0%0
0.0%0
33.3%1
33.3%1
33.3%1
3
0.0%0
0.0%0
0.0%0
33.3%1
66.7%2
3
0.0%0
0.0%0
33.3%1
33.3%1
33.3%1
3
0.0%0
0.0%0
0.0%0
33.3%1
66.7%2
3
0.0%0
0.0%0
0.0%0
33.3%1
66.7%2
3
0.0%0
0.0%0
0.0%0
100.0%3
0.0%0
3
0.0%0
0.0%0
0.0%0
33.3%1
66.7%2
3
0.0%0
0.0%0
0.0%0
33.3%1
66.7%2
3
0.0%0
0.0%0
0.0%0
33.3%1
66.7%2
3
NO TIENEIMPORTANCIAALGUNA
ALGO DEIMPORTANCIA
MODERADAMENTEIMPORTANTE
MUYIMPORTANTE
DE SUMAIMPORTANCIA
TOTAL
Grado doctorado
Experiencia comosuperintendente con unhistorial de éxitocomprobado
Experiencia comoSuperintendente en undistrito de tamaño similar
Experiencia como asistentedel superintendente
Experiencia comoadministrador del nivel deldistrito
Experiencia como director
Experiencia como maestrode clase
Experiencia en finanzas
Experiencia con el personal
Experiencia en instrucciónincluyendo en educaciónespecial, aprendiz del idiomainglés, y estudiantesavanzados
Experiencia con el uso de latecnología en el campoeducativo
Experiencia con lasprácticas sensibles en losentornos multiculturalesdiversos.
Experiencia en planificaciónestratégica
Experiencia en la región delmedio oeste del país
9 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
50.0% 1
100.0% 2
50.0% 1
0.0% 0
50.0% 1
0.0% 0
0.0% 0
0.0% 0
0.0% 0
Q6 Por favor indique todo lo que le aplique a usted:Answered: 2 Skipped: 2
Total Respondents: 2
Yo vivo en lazona de...
Mis hijosasisten a...
Mis hijosasistieron a...
Yo soy unestudiante e...
Yo soyvoluntario e...
Yo soyjubilado.
Yo ocupo uncargo de...
Yo soyempleado del...
Yo no soyempleado del...
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
ANSWER CHOICES RESPONSES
Yo vivo en la zona de asistencia del Distrito Escolar Metropolitano de Madison (MMSD en inglés).
Mis hijos asisten a escuelas en el Distrito Escolar Metropolitano de Madison (MMSD en inglés).
Mis hijos asistieron a escuelas en el Distrito Escolar Metropolitano de Madison (MMSD en inglés).
Yo soy un estudiante en una escuela del Distrito Escolar Metropolitano de Madison (MMSD en inglés).
Yo soy voluntario en el Distrito Escolar Metropolitano de Madison (MMSD en inglés).
Yo soy jubilado.
Yo ocupo un cargo de funcionario electo.
Yo soy empleado del Distrito Escolar Metropolitano de Madison (MMSD en inglés).
Yo no soy empleado del Distrito Escolar Metropolitano de Madison (MMSD en inglés).
10 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison
100.0% 1
0.0% 0
0.0% 0
0.0% 0
0.0% 0
Q7 Si el Distrito Escolar Metropolitano de Madison (MMSD en inglés) essu empleador, por favor especifique cuál es su cargo:
Answered: 1 Skipped: 3
Total Respondents: 1
Maestro
Administrador
Otro miembrodel personal...
Personal deapoyo (inclu...
Otra
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
ANSWER CHOICES RESPONSES
Maestro
Administrador
Otro miembro del personal certificado
Personal de apoyo (incluye secretaria, asistente de instrucción, conserje, servicios de alimentación, personal demantenimiento).
Otra
11 / 11
Encuesta para la búsqueda de un superintendente para Distrito Escolar Metropolitano de Madison