Weston Public Schools 2016 Superintendent Search Leadership Profile Report Executive Summary

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Weston Public Schools 2016 Superintendent Search Leadership Profile Report Executive Summary Weston Public Schools 2016 Superintendent Search Leadership Profile Report Executive Summary Prepared for the Weston Board of Education Superintendent Search Committee By Cooperative Educational Services Trumbull, CT 06611 March 7, 2016 WESTON SUPERINTENDENT SEARCH – 2016 LEADERSHIP PROFILE REPORT TABLE OF CONTENTS Executive Summary 2 Introduction 4 Demographics 5 Professional Experience 6 Achievement Record 8 Education Background 10 Significant Challenges 11 Personal Characteristics 14 Significant Issues 17 Appendix A (Focus Group Results) 20 1 EXECUTIVE SUMMARY The Weston Board of Education employed the services of Executive Search Services at Cooperative Educational Services to facilitate its search for a new superintendent of schools. The initial phase of the search process involved an online survey and focus groups in order to determine the most desirable attributes of a new superintendent. A total of 49 people participated in one of six focus group sessions that were conducted on February 24, 2016 and 313 participants completed an online survey that was accessible from February 10-26, 2016. Detailed results of both the online survey and focus groups follow this summary. The following selection criteria are derived from these results and are summarized here for the Weston Board of Education consideration. Recommended Selection Criteria: 1. Superintendent experience is preferred but not necessary if the candidate demonstrates the desired personal and leadership qualities. 2. The new superintendent should demonstrate an understanding of teaching and leading in a contemporary public school. 3. The new superintendent should be capable of supporting teachers and school leaders; meet the demands of various school reform initiatives. 4. The new superintendent will need to be able to build a positive school district culture that supports learning, teaching, innovation, promotes excellence, and engages in processes of continuous improvement. 5. The new superintendent will need to sustain strong relationships with town officials and community agencies through collaborative partnerships and effectively functioning teams. 6. The new superintendent must be an excellent communicator, advocating for students, staff and schools in a credible, sensible manner by being visible and active at school and community events. 7. A doctorate degree is not necessary for success in this position. Personal qualities such as experience, leadership skills and interpersonal skills are viewed as more important. All of these attributes being equal, the doctorate degree would be preferred. 8. The new superintendent should be adept at team building, using expertise wisely and faculty development in the context of long-term planning. 9. The new superintendent should possess acumen in all aspects of budgeting, especially in communicating budget issues in a clear, credible manner to various stakeholder groups. 2 10. The new superintendent will need to skillfully assess program effectiveness and address issues where performance expectations are not at a high level. 11. The new superintendent of schools should demonstrate the following personal characteristics: Excellent communication skills, inspirational Highly developed interpersonal skills, evincing a friendly and approachable demeanor to all stakeholders and students Strong ethical values; integrity, honesty, fairness Visionary Innovative; building on the successes of the district A process oriented person, collaborative and inclusive Strength of convictions, advocating for students, teachers and the community Thoughtful decision making; always having students’ best interest in mind Belief in the importance of education 12. The new superintendent will need to sustain and grow the culture of academic excellence in the schools. 13. The new superintendent will need to manage enrollment decline systematically but with sensitivity and credibility for all stakeholders. 14. The new superintendent will need to create a shared vision for the effective use of technology and take appropriate action to realize that vision. 15. The new superintendent should be committed to the district for a long-term relationship. 3 Introduction The Weston Board of Education has begun its search for a superintendent of schools. It is expected that the new superintendent will begin duties as soon as possible. The goal is to have a Superintendent on board as close to July 1, 2016 as is feasible. The election of a school superintendent is a state-legislated responsibility of the Board of Education. The Board’s goal is to find the most qualified person whose background and personal attributes best match the needs and expectations of the school district and the Weston Community. The Board of Education believes that assessing school and community opinion about desirable leadership attributes for a new superintendent will enable the development of a leadership profile to assist in the recruitment and selection of a superintendent of schools. To that end, the Board of Education has contracted with Cooperative Educational Services (C.E.S.) Executive Search Services. In order to develop this profile and community assessment, search consultants Tom Jokubaitis and James Ritchie prepared an online survey and conducted focus groups with school employees, students, and community members. In conducting the focus group sessions, C.E.S. consultants use a structured framework of questions. The intent of the framework is to seek opinions from each focus group as to what group members perceive to be the most desirable skills, qualifications, background of experiences, and personal qualities that Weston would like to see in the Superintendent. Six focus group sessions were conducted on February 24, 2016 for the following groups: (1) Public officials; (2) Administrators; (3) Elementary school teachers; (4) Secondary teachers; (5) High school students; and (6) Parents and community members. A total of 49 people participated in the focus groups. Each focus group began with introductions and clarification of purpose and the processes to be used in soliciting participant opinions. Consultants indicated they were there to listen to the opinions of the participants, to facilitate group discussion, and to answer questions about search procedures. Each focus group used guiding questions to frame their responses for the consultants. Responses were recorded and participants were asked to verify the accuracy of the record of responses to each question before moving on to the next. Questions focused on (1) Background experiences; (2) Achievement record; (3) Education background; (4) Expertise; (5) Personal qualities; and (6) Important issues. The record of opinions for each group can be found at the end of this report in Appendix A. In addition to the focus group sessions, an online survey was accessible to all Weston residents and school employees from February 10-26, 2016. The online survey utilized questions similar to those included in the focus group question framework. Data from the online survey and focus groups are blended in determining the recommended list of priority attributes for a new superintendent of schools. The Weston Community should take pride in the fact that 49 people participated in focus group sessions and 313 people responded to the survey. This report represents a composite of the Weston community’s vision of its next superintendent of schools. Upon review and acceptance 4 of this report by the Board of Education, it will be posted on the district website. The profile of the “ideal” superintendent presented in this report will serve as basic criteria for the Board of Education as it focuses on the recruitment and selection of a superintendent of schools. The consultants and Board of Education express their sincere appreciation for those who took time to attend focus group sessions and/or participate in the online survey. Demographics: A total of 313 people took time to complete the online survey that was accessible for thirteen days. Respondents may have checked more than one category (334 for all categories checked). Survey Demographics 190 200 150 100 52 34 30 21 50 2 Respondents 0 Resident, non- Parent of a Student Weston Public Weston Public Town Official parent Weston Public Schools, certified Schools, non- Schools student staff certified staff Demographics Response Percent by Category Category Number Percent Resident, Non-parent 30 8.98% Parent 190 56.9% Student 34 10.2% Certified Staff 52 15.6% Non-certified Staff 21 6.3% Town Official 2 0.59% Other 5 1.5% Total: 334 Others are represented by a parent of a former student, retired teacher, former student, parent of parochial school student, parent of future student, former non-certified staff member, and club advisor. 5 In addition to the online survey, six focus group sessions were conducted with participation rates as indicated below: Focus Group Participants Administrators 11 Elementary teachers 9 Middle and high school teachers 6 Parents and community 9 Public officials 6 High school students 8 Total: 49 Observations: The total number of online survey responses and their distribution across categories provides a breadth and depth of perceptions of school district stakeholders. Parents of school-age children and teachers represent the largest number of respondents, followed by students and resident non-parents. This demonstrates a high interest in the schools and the selection of a new superintendent of schools. It is noteworthy that the First Selectman participated
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