Wall Township Public Schools Superintendent Search

BOESpecialMee-ng:SuperintendentSearchFebruary10,2020

FrankV.Auriemma,PhDMichaelD.KucharPhD

StrategicEduca-onalAdvantage

Meeting Agenda: February 10, 2020 ➢  SEA will provide the BOE with a summary of the Survey Results.

➢  SEA will provide the BOE with a summary of the Forum notes.

➢  SEA will provide the BOE with a working draft of the Superintendent Profile.

➢  SEA will provide the BOE with a working draft of an advertisement.

➢  SEA has provided the BOE with advertisement options and estimated costs.

Summary of the Survey Results The survey is comprised of 15 questions requiring a rating from: Most Important, Important, Neutral, Not Too Important or Not at All Important. It also included a free-response section where respondents were asked to list the strengths of the district, areas in need of improvement, and the characteristics they would like to see in the new Superintendent. Respondents indicated their group status as: Parents, Teachers, Support Staff, Community Members, or Administrators. The survey results were disaggregated by group. An aggregate report was also generated.

Summary of the Survey Results (cont.)

In the aggregate report, most of the questions were answered with Most Important or Important with the exception of Questions 2 and 15. In Question 2 (Veteran Superintendent), most respondents indicated Neutral and Important with a difference of about 5%. In Question 15 (Doctoral Degree), most respondents indicated that possessing or actively pursuing a doctoral degree was Neutral. The questions that scored Most Important were: Question 3: Listening to the concerns of students, staff, parents, and the community. Question 4: Having a clear vision of what is needed to provide exemplary education to all students. Question 5: Creating a positive climate across all segments of the school community.

Ques-on1:Choosethegroupthatbestdescribesyourrela-onshiptotheschooldistrict. .

Parent 68.16% 1,717

Teacher 16.0% 403

Support Staff 8.61% 217

Community Member 5.56% 140

Administrator 1.67% 42

Total 2,519

Ques-on1:Choosethegroupthatbestdescribesyourrela-onshiptotheschooldistrict. .

Ques-on2:Beingaveteranschooldistrictsuperintendent. .

Most important 8.44% 181

Important 33.43% 717

Neutral 38.41% 824

Not too important 13.52% 290

Not at all important 6.2% 133

Total 2,145

Ques-on2:Beingaveteranschooldistrictsuperintendent. .

Ques-on3:Listeningtotheconcernsofstudents,staff,parents,andthecommunity. .

Most important 70.86% 1,520

Important 27.41% 588

Neutral 1.35% 29

Not too important 0.28% 6

Not at all important 0.09% 2

Total 2,145

Ques-on3:Listeningtotheconcernsofstudents,staff,parents,andthecommunity. .

Ques-on4:Havingaclearvisionofwhatisneededtoprovideexemplaryeduca-ontoallstudents. .

Most important 66.76% 1,432

Important 31.24% 670

Neutral 1.82% 39

Not too important 0.14% 3

Not at all important 0.05% 1

Total 2,145

Ques-on4:Havingaclearvisionofwhatisneededtoprovideexemplaryeduca-ontoallstudents. .

Ques-on5:Crea-ngaposi-veclimateacrossallsegmentsoftheschoolcommunity. .

Most important 65.73% 1,410

Important 30.82% 661

Neutral 2.84% 61

Not too important 0.42% 9

Not at all important 0.19% 4

Total 2,145

Ques-on5:Crea-ngaposi-veclimateacrossallsegmentsoftheschoolcommunity. .

Ques-on6:Increasingtheacademicperformanceofallstudents. .

Most important 41.96% 900

Important 49.23% 1,056

Neutral 7.93% 170

Not too important 0.70% 15

Not at all important 0.19% 4

Total 2,145

Ques-on6:Increasingtheacademicperformanceofallstudents. .

Ques-on7:Possessingstrongfinancialskills. .

Most important 20.96% 450

Important 60.61% 1,300

Neutral 16.32% 350

Not too important 1.77% 38

Not at all important 0.33% 7

Total 2,145

Ques-on7:Possessingstrongfinancialskills. .

Ques-on8:Possessingstrongskillsintheareasofpersonnel,recruitment,andreten-on. .

Most important 27.60% 592

Important 59.53% 1,277

Neutral 11.56% 248

Not too important 0.98% 21

Not at all important 0.33% 7

Total 2,145

Ques-on8:Possessingstrongskillsintheareasofpersonnel,recruitment,andreten-on. .

Ques-on9:Communica-ngeffec-vely,bothorallyandinwri-ng. .

Most important 46.25% 992

Important 49.28% 1,057

Neutral 3.92% 84

Not too important 0.42% 9

Not at all important 0.14% 3

Total 2,145

Ques-on9:Communica-ngeffec-vely,bothorallyandinwri-ng. .

Ques-on10:Showingexperience,competence,andcommitmenttotheconceptofcon-nuousimprovement. .

Most important 46.53% 998

Important 48.07% 1,031

Neutral 4.80% 103

Not too important 0.51% 11

Not at all important 0.09% 2

Total 2,145

Ques-on10:Showingexperience,competence,andcommitmenttotheconceptofcon-nuousimprovement. .

Ques-on11:Understandingthelinkagesbetweenfinances,longrangeplans,academicgoals,andschoolbudgets. .

Most important 36.97% 793

Important 54.87% 1,177

Neutral 7.51% 161

Not too important 0.42% 9

Not at all important 0.23% 5

Total 2,145

Ques-on11:Understandingthelinkagesbetweenfinances,longrangeplans,academicgoals,andschoolbudgets. .

Ques-on12:Recognizingandcelebra-ngdiversityamongstudentsandstaff. .

Most important 24.71% 530

Important 46.43% 996

Neutral 19.95% 428

Not too important 5.69% 122

Not at all important 3.22% 69

Total 2,145

Ques-on12:Recognizingandcelebra-ngdiversityamongstudentsandstaff. .

Ques-on13:Involvingstakeholdersindecisionmaking.

.

Most important 26.85% 576

Important 48.39% 1,038

Neutral 20.05% 430

Not too important 3.36% 72

Not at all important 1.35% 29

Total 2,145

Ques-on13:Involvingstakeholdersindecisionmaking.

.

Ques-on14:Workingtoestablishaposi-verela-onshipbetweenmembersoftheboard. .

Most important 24.62% 528

Important 55.85% 1,198

Neutral 15.1% 324

Not too important 3.22% 69

Not at all important 1.21% 26

Total 2,145

Ques-on14:Workingtoestablishaposi-verela-onshipbetweenmembersoftheboard. .

Ques-on15:Possessingorac-velypursuingadoctoraldegree. .

Most important 7.88% 169

Important 20.09% 431

Neutral 41.12% 882

Not too important 15.57% 334

Not at all important 15.34% 329

Total 2,145

Ques-on15:Possessingorac-velypursuingadoctoraldegree. .

Multiple Choice Summary Disaggregated by Group

Superintendent Characteristics: Points of Consensus Question 18: Free Response

Recurring Survey Themes: Characteristics of the New Superintendent ➢  K-12LineofSight:

Improveandstrengthenacademicexcellenceforallstudentsinalldisciplines.Seethelinkagesamongacademic,emo-onal,andextracurriculargrowth.Maintainandstrengthenrigorininstruc-onalprograms,withembeddedprofessionaldevelopment,toassuresuccessinthenextgrade,nextcourse,andul-matelycollegeandcareerreadiness.A“trackrecord”thatdemonstratesa`ainmentofthesea`ributes.

➢  PersonalA`ributes:AnexperiencedandhighlyskilledleaderwithavisionofWallTownshipPublicSchoolsbecomingabenchmarkdistrictintheStateofNewJersey.Apersonwhoishonest,ethical,collabora-ve,respecdul,approachable,andcompassionate.Anaccomplishedcommunicatorwhoisresponsive,transparent,respondsina-melymannertoavoidcompoundingissuesandisa“goodlistener.”

Recurring Survey Themes: Characteristics of the New Superintendent(cont.)

➢  CultureandClimate:TheSuperintendentneedstorecognizethestrengthsofthedistrictandtheareasinneedofimprovementdistrict-wide,whileembracingtheneedtoaddresstheissuesofCultureandClimatethatneeda`en-onacrosstheen-reschoolcommunity.

➢  DecisionMakerandCensusBuilding:Anopen-minded,collabora-veconsensusbuilderwhotrulyvaluesotheropinionsandpointsofview.Whenappropriate,he/shemakesthedifficultdecisionsandexplainsthera-onale.

Recurring Survey Themes: Characteristics of the New Superintendent(cont.)

➢  OtherCharacteris-cs-“Out-of-BoxThinker”

-Exemplarycareerasaneducatorandadministrator-Financiallyastuteandfiscallysavvy-Visibleandcommunityminded-Abletorecruit,hire,nurture,andretainpersonnel-Holdsher/himselfandallothersresponsiblefortheirac-ons-Mindfulofthecommunitywithoutchildrenintheschools-SomeonewhowilllovetheWallCommunity.

Summary of the Forum Notes Coding is an important technique in qualitative research such as anthropology, ethnography and other observer and participant-observer methods. In summary:

❖  Identify and name codes with open coding. ➢  codes are identified without any restrictions or purpose other than to discover meaning

❖  Collect notes and ideas with memoing. ❖  Identify categories and sub-categories. A core category should:

➢  Be central, with many relationships to other categories. ➢  Be easy to relate to other codes and categories. ➢  Appear frequently in the data, denoting its importance. ➢  Supports theories that already appear and which might be proposed. ➢  Moves ideas forward as links and more meaning is uncovered.

❖  Find relationships with axial coding ➢  open coding is about identification and naming, axial coding is about links and relationships

❖  Seek the core category. ❖  Integrate categories with selective coding. ❖  Triangulate to confirm ideas for validity. (Used Survey Data Results) ❖  Iterate to develop a grounded theory. (Profile of Candidate)

Strauss, A. and Corbin, J. (1990). Basics of Qualitative Research, Newbury Park, CA: Sage

Identification of categories and subcategories - Themes 1.  Trustworthy2.  Respecdul3.  Rela-onshipbuilderamongstudents,staff,administrators,parents,BoardMembers,andcommunity.4.  Strategicanddeliberateinplanning/programming5.  Transparentinallac-ons6.  Excep-onalCommunica-onSkills7.  FinancialAcumen8.  Commi`edtoCon-nuousImprovement9.  UnderstandsInclusiveEquityandDiversity10.  EquitableandFair11.  Honest12.  StrongLeadershipandVisionthatwillinspireandmo-vate13.  Trackrecordofsuccess14.  ACollaboratorwhoseeksandvaluesinput/feedback15.  VisibleandPresent16.  StudentCenteredEducator

Find relationships with axial coding -Themes

1. Trustworthy + 2. Respectful +10. Equitable and Fair + 11. Honest = #1 High Personal Moral Character/Integrity

6. Exceptional Communication Skills +9. Understands Inclusive Equity and Diversity + Strong Leadership and Vision that will inspire and motivate + 13. Track record of success +14. A Collaborator who seeks and values input/feedback = #2 Strategic Leader 5. Transparent in all actions +7.Financial Acumen +8. Committed to Continuous Improvement = #3 Financial Acumen

3. Relationship builder among students, staff, administrators, parents, Board Members, and community. +4. Strategic and deliberate in planning/programming +15. Visible and Present +16. Student Centered Educator = #4 Educational Philosophy

5.Vision+11.Educa-onalfocusonfundamentalsaswellasSTEAMandtheArts+12.Visible+8.Financiallyandtechnologicallyastute=#4Educa-onalLeader9.Collaborate+13.Seeksandvaluesinput/feedback+14.Risk-taker+12.Visible=#5Collaborator

Themes of Survey Results vs Forum Notes- Triangulation for Validity

SurveyCategoryResults1.  K-12LineofSight2.  CultureandClimate3.  PersonalA`ributes4.  DecisionMakerandConsensus

Builder5.  OtherCharacteris-cs-

Financiallyastuteandfiscallysavvy;exemplarycareerasaneducatorandadministratorvisibleandcommunityminded

ForumNotesCategoryResults

1.  StrategicLeader2.  HighPersonalMoralCharacter/

Integrity3.  Educa-onalPhilosophy4.  FinancialAcumen

The Interstate School Leaders Licensure Consortium (ISLLC) ISLLC's Standards for School Leaders:

1. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. 2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and professional growth. 3. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 4. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, and mobilizing community resources. 5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. 6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Outliers- worth mentioning “BeinganadministratorfromWallTownship”bothproandcon

“Ifthenewsuperintendentsaysnewandexci-ngtheyshouldbefired!”

#1 High Personal Moral Character/Integrity

Trustworthy + 2. Respectful +10. Equitable and Fair + 11. Honest = #1 High Personal Moral Character/Integrity

“Pleasefindussomeonewhotrulywantstobeherewithusandwhowillsmileandsayhellotous.Loveseduca-on,loveskids,lovespeople,knowswhattheyaredoing,willingtogivesnowdaysandradiateshappiness.”WallHSStudents

BeabletobuildtrustwithinandamongALLcons-tuentgroups,Beabletoworkwithlaborgroups.Humanis-c/ethical.Genuineapprecia-onofeducators.Treatseveryonewithdignityandrespect.Professionalandbecompassionateandcelebratethatinothers,Celebratewhatisgoodandputspeopleintherightdirec-on.

#2StrategicLeader

6. Exceptional Communication Skills +9. Understands Inclusive Equity and Diversity + Strong Leadership and Vision that will inspire and motivate + 13. Track record of success +14. A Collaborator who seeks and values input/feedback = #2 Strategic Leader

Supports the needs of all students, a superintendent that advocates for everyone, can deal with the facility and financial issues as well as support the social and emotional awareness initiatives and mental health concerns. Leader – strong vision – able to sell and get buy-in .Actively seeks and values stakeholders input, empowers administrators with a management style that includes two-way communications and is able to work with political and government agencies to promote growth of district as well as community at-large

#3 Financial Acumen

5.Transparentinallac-ons+7.FinancialAcumen+8.Commi`edtoCon-nuousImprovement=#3FinancialAcumen.Abletoaddressunderperformingstaffmembers,haskeenfinancialandtechnologicalskillsandunderstanding,usesdataandresearchtohelpdriveini-a-vesandgrowth.Takecontrolofbudget/facili-esimprovement,manageresourcesefficiently.

#3 Educational Philosophy 3. Relationship builder among students, staff, administrators, parents, Board Members, and community. +4. Strategic and deliberate in planning/programming +15. Visible and Present +16. Student Centered Educator = #4 Educational Philosophy Anticipate the issues – respond, Be able to create team building, Utilize the team and your resources. Collaborative decision-making on all levels. Educational leader and proven track record of being a master teacher. Get out in front of issues but proactive, Good people skills, Pro-special education, general trust & comfort level with all abilities., Someone who will communicate rationale behind decisions, Deliver bad news personally, Admit mistakes, Be the Sole final decision when needed, have the courage to get in the middle, Bring unity – unite the schools and in doing so you will bring great pride back into the entire district. Someone who can inspire, Kids first – outcome driven

Strengths of the District

"Parent and Community involvement was high on the list of strengths." There is a large amount of employees who work for the Wall Schools, live in Wall Township. The faculty and staff are committed to the students and the students feel it. There is much stability in the community. Sports, Arts and Music are very strong and a school spirit to go along with the many opportunities for students to get involved. Student achievement is high,and the school district has a good reputation. People who grow up here, usually stay and raise their families here. Strong teacher-student-parent bond. There is a small town feel to Wall.

Weaknesses/areas for growth

Inconsistency in central office leadership over the past 15 years, has brought a concern regarding institutional fatigue. There is talk among various stakeholders that the climate and culture of the district can be negative. There is a wide spread feeling of the lack of trust and transparency within the district. A concern over the need to address the facility and financial needs of the district. Many stakeholders feel that their input and comments are not welcome by the governing structure of the district.