The Part-Time Superintendent-WASDA/WASB
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Transcript of The Part-Time Superintendent-WASDA/WASB
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THE PART-TIME SUPERINTENDENT – IMPLICATIONS AND CONSIDERATIONS
Bradford G. Saron, Ed.D. Louis J. Birchbauer, Ph.D.
A PENNY WISE OR A POUND FOOLISH?
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GOAL
Research: State of the Part-Time Superintendency
Goal: Produce Considerations for School Boards School District Vision Community Kids
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TIMELINE AND INVOLVEMENT
WASDA Small Schools Committee
WASDA and WASB Collaboration
Statewide Study and Composition of Document
Accepted, Published, and Disseminated
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HOW IS ALL OF THIS GOING TO GET DONE?
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CONCLUSIONS
Delegation
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CONCLUSIONS
Savings
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CONCLUSIONS
Management vs. Leadership
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CONCLUSIONS
The Board
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CHALLENGES
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IMPLICATIONS (THE RESEARCH SUGGESTS)
Vision is Neglected• ISLLC & NSBA
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CCSSO’S ISLLC STANDARDS
Vision for Learning Culture of Learning and
Professional Growth Management Collaboration with Community Integrity, Fairness, Ethic Political and Cultural Advocacy
Council of Chief State School Officers
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NSBA’S KEY WORK OF SCHOOL BOARDS
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IMPLICATIONS (THE RESEARCH SUGGESTS)
Delegation• Delegation
Ecologies• Capacity,
Certification, Training, or Aptitude
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IMPLICATIONS (THE RESEARCH SUGGESTS)
Time and Expectations• Unavailability, Task
failure • Negotiation
methodology, past practice adherence, consistent contract interpretation
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SMALL SCHOOLS COMMITTEE
Positive Negati
ve
Source: Small School’s Committee Wiki
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SMALL SCHOOLS COMMITTEE (CONT)
Cost SavingsOpportunities for Retired IndividualsConsistency between BuildingsStill have Some Leadership
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SMALL SCHOOLS COMMITTEE (CONT) -Undue task delegation
-Fragmentation of school vision, mission or purpose-Loss of important peer support/collaboration-Increased stress levels-Multi-tasking overload-Loss of leadership for innovation -Administrative compression chips away at the significance of our domain of expertise. -Negatively affects the school board governance process and negates the role of district leadership as a partner in governance
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SMALL SCHOOLS COMMITTEE (CONT)
-Inhibits the articulation of policies developed by school boards. (i.e., if there is not a district leader to fulfill the promise of well written and thoughtful policies)-Impedes consistent labor relations with unions : uniform negotiation methodology, past practice adherence and contract interpretation.-Diminishes capacity for political advocacy of schools who have compressed administrators since they don’t have time to be involved.
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SMALL SCHOOLS COMMITTEE (CONT)
-Reduces opportunities for consistent and lasting engagement with the community in an effort to initiate positive feedback cycles vs ongoing vicious cycles.-Downgrades district capacity to access a leader to assemble solutions for chronic issues (i.e., There is a systemic problem. Who will or have time to solve it?)-Minimizes the ability of the district leader to fulfill the role of change agent for the 21st Century.
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SMALL SCHOOLS COMMITTEE (CONT)
-Decreases the likelihood of a leader who has a true vested interest in the community and who is committed to the long term fiscal health and sustainability of the school district.-Restricts the time available to cultivate, develop, or articulate vision, purpose, or strategic initiatives.-Curtails the role and function of translator (the superintendent) between the day to day operations of the school district and the overarching purpose of school board governance.-Restricts leader by time from becoming a master level leader. -Pulled to attend more meetings and conferences to stay up-to-date with important information.
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CRITICAL QUESTIONSOPERATIONAL CONSIDERATIONS
Why are you considering this organizational change -- organizational effectiveness, community responsiveness, instructional improvement, improvement of teacher or staff supervision, curriculum leadership, school board effectiveness, budget reduction or something else?
What will be the process to make school district decisions on fiscal matters, safety concerns and staff discipline when the part-time superintendent is not in the school district?
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CRITICAL QUESTIONSOPERATIONAL CONSIDERATIONS (CONT.)
What will the new organizational responsibility chart look like for remaining administrative staff, teaching and support staff, parents, students and community members? Does the change in leadership bring about different responsibilities for board members?
How will you measure success of this
organizational change?
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CRITICAL QUESTIONSADMINISTRATIVE CONSIDERATIONS
How will you measure effectiveness of the part-time superintendent as it relates to student achievement, and who will report the academic progress of students and the school district to the community?
How will the school district’s human resources area function (hiring of staff, evaluation, monitoring of collective bargaining agreements and negotiation of staff wages and employment agreements) be handled?
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CRITICAL QUESTIONSADMINISTRATIVE CONSIDERATIONS (CONT.)
How will the school district legislative agenda and its relationship with legislators be maintained?
Who will promote and encourage a climate of learning, trust and professional growth in the district?
Who will develop and sustain productive relationships with community members?
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THE SECOND ACT (WISCONSIN ACT 10)
Evaluations
Communication with Stakeholders
Individually Contracted Employees
Nondiscrimination Policies
Handbook Implementation
System DevelopmentCommunity
Trust
Community Trust
Unprecedented Budget Cuts
Merit Pay
Problem Solving Processes
Promote Student Educational Gains
Identify Judgment Criteria for Conflict Resolution
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POWERPOINT
Questions?
Slideshare.com
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DON’T HESITATE TO CONTACT US
Louis J. Birchbauer [email protected] 414.218.2805
Bradford G. Saron [email protected] 608.654.5131 e. 201