THE PART-TIME SUPERINTENDENT – IMPLICATIONS AND CONSIDERATIONS

Bradford G. Saron, Ed.D. Louis J. Birchbauer, Ph.D.

A PENNY WISE OR A POUND FOOLISH?

GOAL

Research: State of the Part-Time Superintendency

Goal: Produce Considerations for School Boards School District Vision Community Kids

TIMELINE AND INVOLVEMENT

WASDA Small Schools Committee

WASDA and WASB Collaboration

Statewide Study and Composition of Document

Accepted, Published, and Disseminated

HOW IS ALL OF THIS GOING TO GET DONE?

CONCLUSIONS

Delegation

CONCLUSIONS

Savings

CONCLUSIONS

Management vs. Leadership

CONCLUSIONS

The Board

CHALLENGES

IMPLICATIONS (THE RESEARCH SUGGESTS)

Vision is Neglected• ISLLC & NSBA

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

NSBA’S KEY WORK OF SCHOOL BOARDS

IMPLICATIONS (THE RESEARCH SUGGESTS)

Delegation• Delegation

Ecologies• Capacity,

Certification, Training, or Aptitude

IMPLICATIONS (THE RESEARCH SUGGESTS)

Time and Expectations• Unavailability, Task

failure • Negotiation

methodology, past practice adherence, consistent contract interpretation

SMALL SCHOOLS COMMITTEE

Positive Negati

ve

Source: Small School’s Committee Wiki

SMALL SCHOOLS COMMITTEE (CONT)

Cost SavingsOpportunities for Retired IndividualsConsistency between BuildingsStill have Some Leadership

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

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.

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.

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.

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?

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?

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?

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?

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

POWERPOINT

Questions?

Slideshare.com

DON’T HESITATE TO CONTACT US

Louis J. Birchbauer lbirchbauer@wasb.org 414.218.2805

Bradford G. Saron saronb@cashton.k12.wi.us 608.654.5131 e. 201