Entry Plan for the First 100 Days for Tari N. Thomas Interim of Schools Orange, Petersham and RC Mahar Regional
Orange, Petersham, R.C. Mahar Regional Schools Entry Plan for First 100 Days for Thomas The school committees have charged Interim Thomas with improving student achievement and making the three school districts systems more effective, efficient and aligned. In order to succeed in leading and achieving this mission, Thomas and the communities within the three consolidated districts must develop and implement strategic actions that are well informed. This entry plan guides the superintendent s first 100 days as the new leader of the Orange, Petersham and R.C. Mahar Regional School Districts and enables her to make informed short- and long-term decisions that are reflective of the communities priorities and expectation and, most importantly, in the best interest of our students. The focus of this entry plan is steeped in listening and learning activities with multiple internal and external stakeholders, as well as a review of data, processes and policies, to quickly gain a thorough understanding of the school districts, including strengths and challenges, their core business of teaching and learning, their business systems, their cultures and the districts partnerships within the communities. Goals: To establish a plan for approaching the first one hundred days as interim superintendent; To develop effective district governance policies and structures focused on student achievement through the formation of effective and positive school committeesuperintendent relationships; To lay the groundwork to build trusting, productive and collaborative working relationships with internal and external stakeholders, including elected officials, staff, parents, students, union leaders, institutions of higher learning, community organizations and the business sector To assess the system s strengths and challenges including the core business of teaching and learning, operational supports, business systems, finances and budgeting; To develop the initial framework for a comprehensive strategic planning process that will align the school district around student learning, align resources to ensure students are college and workforce ready and organize the district for high performance. Expected Outcomes: It is anticipated that the implementation of this entry plan will result in the following outcomes and therefore enable the superintendent to make informed decisions and recommendations: 1. A comprehensive summary of the feedback obtained from the stakeholders engaged during the listening and learning activities set forth by this plan. 2. Summarized and detailed findings from all audits, reviews and evaluations of the districts organizational structure, programs, processes, systems and finances. 3. Assessment of executive leadership and organizational structure and identification of any design/staffing changes needed to ensure optimal productivity, efficacy and efficiency. 4. The framework for a comprehensive strategic planning process to improve student achievement to be outlined in the 2013-2014 school year for development and implementation in the 2014-2015 and 2015-2016 school years, including a shared vision and mission, goals and priorities, and target outcomes and key metrics. 5. Each community committed to working together to do what is best for Orange, Petersham and R.C. Mahar Regional School students.
Structure and Timeline: The entry plan will be implemented from July through November 2013, which is approximately 100 days. This will allow the superintendent to meet with all stakeholders in various formal and informal venues, perform data analyses, program and systems evaluations and lay the foundation for a comprehensive process in the future focused on developing a strategic plan based on the mutual expectations and priorities of the communities. The entry plan s activities, based on goals and anticipated outcomes are organized into the following key areas: I. Governance Teams II. Organizational Capacity and Alignment III. Student Achievement IV. Community and Public Relations V. Operations and Finance I. Governance Teams The following activities are intended to establish working relationships with individual committee members and the Committee as a whole, ascertain the Committees priorities for the districts and lay the framework for a strategic process planned in the future that will further guide future district reforms. The work of leaders involves catalyzing the work, establishing the vision, and developing strategies for building leadership capacity within others. Copland, 2003 Educational Evaluation and Policy Analysis, In effective districts, the local board of education is aligned with and supportive of the non-negotiable goals for achievement and instruction. Marzano, 2009 Phi Delta Kappan Task Constituency Group Timeline Review roles and responsibilities of the Committee and (Review operating protocol) Clarify the Committee Chair role as compared to the entire Committee Establish an entry plan with input from the Committees and others Conduct school visits with committee members beginning in September Visit various community organizations with committee members Committee & September, October 2013 Committee & July, August, September 2013 Committee & July and August 2013 Committee & September, October 2013 Committee & September, Octoberr 2013 School Committee Interview Questions: (15 members between three committees) 1. Please give me a brief biographical sketch to help me know you. 2. Why did you seek election to the Committee? What do you hope to accomplish as a Committee member? 3. Please give me your own assessment of the school district s instructional program. To what extent do others hold these views in the community? 4. How do you assess the effectiveness of school personnel? 5. What do you see as the most important needs of staff?
6. What do you see as the two or three most important school system needs to be addressed by the Committee? By the staff? 7. What groups and individuals have major influences on the schools? 8. What are our system goals? Are they on target? What stands in the way of achieving them? How could we overcome the obstacles? 9. What are your expectations of me as superintendent? 10. What is most important to preserve in the public schools? What is the most important to change? 11. Describe a difficult decision you had to make. What was the issue? How did you reach a decision? What did other people think? Would you do anything differently now? II. Organizational Capacity and Alignment The following activities are intended to establish a strong and appropriately focused central office and administrative teams. Task Constituency Group Timeline June, July, August 2013 & Central Office Staffs Clarify roles and relationship of each person in the central offices for Orange, Petersham and R.C. Mahar Regional. Determine current organizational and operational norms. Thoroughly review each district s strategic plan, planning process, accountability or performance management system and project management structure. Determine how communication and decisionmaking will occur within the leadership team. Meet with key district office personnel (Business Mgr., HR, special ed., technology etc.) for an overview of their current area of responsibility, major initiatives under way, a review of significant or potential problems in each area of responsibility and major decisions that need to be made in one month, three months, and six months. Meet with each operational department: Food service, transportation, bldgs. & grounds for an overview of their current area of responsibility, major initiatives under way, a review of significant or potential problems in each area of responsibility and major decisions that need to be made in one month, three months, and six months. Conduct one-on-one interviews and review resumes and briefing reports with administrators, department heads and central office personnel. Initiate plans to establish key metrics for each division to assess alignment to core function and support for student achievement & Central Office Staff, Admin Team & Central Office Staff, Admin Team & Central Office Staff June, July, August 2013 July & August 2013 July, August & September 2013 & Others August & September 2013, Admin Team & Central Office Staff, Admin Team & Central Office Staff, Admin Team & Central Office Staff August & September 2013 August & September 2013 September & October 2013 Establish leadership team s standards of practice & Admin Team September & October 2013
Interviews and Briefings Interviews and briefings serve two different purposes. Interviews assist in helping me understand those things that are important to individuals relative to their roles and responsibilities. Briefings are intended to focus on issues and tasks that are more critical or urgent in nature. Both interviews and briefings will be conducted with Central Office Staff. Interviews for Central Office: 1. Please give me a biographical sketch to help me know you. 2. What would you most like to accomplish in your position? 3. What do you see as the key issues in program, personnel, and school-community relationships? 4. What is the nature of the relationships between the superintendent/central office, central office/principals and central office/community? 5. Who are the people and groups active in the schools? How do these people influence the schools? 6. What are our system goals? Are they on target? What stands in the way of achieving them? How could we overcome the obstacles? 7. What is most important to preserve in our schools? What is the most important to change? 8. What has been or is most difficult for you in your position? 9. What changes, if any, in working relationships or job structure do you see necessary? Briefings with Central Office: 1. Please describe your job in terms of scope and responsibility. 2. What are your most pressing short-term tasks? 3. What are your most pressing long-term tasks? 4. Please describe the recurring tasks in your area. 5. What special projects are you undertaking? 6. What tasks must be completed prior to the opening of school? III. Student Achievement The following activities are intended to understand current strategies as well as strengths and opportunities for improvement in the districts instructional program. The fundamental purpose of the school is to help all students learn the knowledge, skills, and dispositions most essential to their success. DuFour, et al., 2008 Revisiting professional learning communities at work: New insights for improving schools The impact of monitoring on student learning is nearly linear. More monitoring, more achievement. And effective monitoring will focus not just on test scores but on the adult practices that led to the test scores. Reeves, D. (2011) Finding your leadership focus: Transforming professional learning into student results, K-12 Task Constituency Group Timeline Meet with district instructional leadership team to discuss achievement data, instructional program alignment and current goals and priority action areas for the district -determine degree of alignment with common core standards -determine degree of rigor embedded in curricula Review district accountability plan for instructional areas September & October 2013 September & October 2013
Analyze patterns in student achievement data and achievement gaps in order to begin to assess current state of teaching and learning Assess current data and performance of all schools and determine quality of actions (School Improvement Plans or SIPs) designed for continuous improvement Identify chronically underperforming schools, departments, teams, etc and conduct a root cause analysis for low performance, then determine course for corrective action Assess current professional development systems, initially focusing on professional development for instructional staff and building administrators Discuss current status and focus of strategic plan Gain understanding of each school s context; academic and operational Listen to key issues and concerns school faces in the coming year Listen to how the work of principals can best be supported Survey school principals to gather information on the operation of the District Conduct administrative retreat to establish rapport, procedures and expectations Ensure all necessary plans and preparations are in place for an outstanding opening of schools (safety plans, staff and student handbooks) & School & School & School & School, and other administrators, and other administrators September, October & on monthly basis 2013-2014 October 2013 October 2013 August, September & October 2013 October & November 2013 August, September & October 2013 September & October 2013 September & October 2013 August & September 2013 August 2013 August 2013 Interviews with School Based Administrators or : 1. Please give me a brief biographical sketch to help me know you. 2. What are the accomplishments you look upon with pride as a principal? 3. What goal would you most like to achieve in your building and what makes achieving it difficult? 4. What is the current state of the working relationships between the superintendent/principals, principal/principal, and central office principals, system/community? 5. Please assess your building in terms of program and personnel. 6. What are our system goals? Are they on target? What stands in the way of achieving them? How could we overcome the obstacles? 7. What individuals or groups influence the system? How is that influence achieved? 8. What would you most like to see preserved in your building? In the system? 9. What would you most like to see changed in your building? The system? 10. What responsibilities are the principal s alone? What responsibilities are shared with other principals? 11. Are there areas of decision-making that are unclear? Curriculum, staffing, budgeting, maintenance, student services.
IV. Community and Public Relations A detailed communications and engagement plan has been developed to support Thomas entry into the school districts and the communities. The primary objectives of the engagement and communications plan are to introduce the new interim superintendent to the Orange, Petersham and RC Mahar Regional staffs and communities; create a strong presence; establish relationships/rapport and establish critical communications channels with each targeted stakeholder group. Targeted Stakeholders School Committees Parents Staff in all three districts Union Leadership for Orange, Petersham and RC Mahar Regional Students Elected Officials Town, County and State Community Partners/Organizations/Safety Officials/Business Leaders Higher Education Partners at MWCC, GCC and UMass-Amherst Other School Districts, s- Dayle Doiron at Pioneer, Anthony Polito at Athol-Royalston and Michael Sullivan at Gill-Montague Media- Athol Daily News and the Greenfield Recorder Communication and Engagement Opportunities for Staff: Task Constituency Group Timeline New Teacher Orientation session & Induction Program August 2013 Initial one-on-one meetings with leadership of all employee unions Group meeting with directors and coordinators Drop-in open-door office hours with sessions limited to 20 minutes; first come, first served, beginning in September Distribute Entry Plan survey to all staff to gather information on the operations of the districts via Survey Monkey. Visit each classroom in the three districts the first week of school Understand structure, membership and responsibilities of teacher groups (Collaboration process, grade level teams, department teams, committees etc.) & Union Leaders August & September 2013 Curriculum/Instruction & September & October 2013 & Staff September & October 2013 Late September 2013 Curriculum/Instruction & Curriculum/Instruction & August 2013 August, September, October 2013 Interviews for Teachers Unions: 1. Please give me a brief biographical sketch to help me know you. 2. What are the students like in Orange, Petersham or RC Mahar Regional? 3. What are the district(s) strengths and challenges? 4. What are the key issues for you in your own work with the school district(s)? 5. What is the current state of the working relationships between the superintendent/principals, principal/principal, and central office, system/community? 6. What are our system goals? Are they on target? What stands in the way of achieving them? How could we overcome the obstacles? 7. What individuals or groups influence the system? How is that influence achieved? 8. What would you most like to see preserved in our work together?
9. What would you most like to see changed in our collaboration? 10. What leadership has the of Schools provided in the past? What do you wish s/he would provide in the future? Survey for all staff via Survey Monkey: The purpose of this short questionnaire is to provide the new superintendent of schools with information about our school community. The information collected will be summarized and shared with the board of education. Some information will be used to develop district-wide priorities and goals. Thank you for your time and input. 1. What do you see as the school s greatest strengths? 2. What do you see as the school s greatest areas of growth? 3. Based upon your knowledge about our school community, what should the top three priorities be for the interim superintendent of schools and the school committee? 4. Please tell us about yourself. This information will help us to organize the responses. Check all that apply. Student Teacher PK-2 Orange Teacher 3-4 Orange Teacher 5-6 Orange Teacher K-6 Petersham Parent/Guardian Orange Parent/Guardian Petersham Parent/Guardian RC Mahar Regional District Resident Other school staff Food Service staff member Teacher assistant/para Students, Families & the Community: Non-negotiable district goals should be established through a collaborative goal-setting process that involves key stakeholders. Marzano, 2009 Setting the record straight on high-yield strategies A primary task in taking a company from good to great is to create a culture wherein people have a tremendous opportunity to be heard and, ultimately, for the truth to be heard. Collins, 2001 Good to Great Task Constituency Group Timeline Visit each school council (5), & School October & November 2013 Council Members Individual school PTO meetings and events as September December 2013 invited Curriculum/Instruction & Meet with Student Council, 9-12 & High School September, January and June Principal Visit district summer school programs & Director of Special July & August 2013 Services Community celebrations, including festivals, fairs, July December 2013 etc. -sponsored meetings with community organizations and groups/ meet & greets & hosts September December 2013
Parent/Student/Community Survey: The purpose of this short questionnaire is to provide the new superintendent of schools with information about our school community. The information collected will be summarized and shared with the board of education. Some information will be used to develop district-wide priorities and goals. Thank you for your time and input. 1. What do you see as the school s greatest strengths? 2. What do you see as the school s greatest areas of growth? 3. Based upon your knowledge about our school community, what should the top three priorities be for the interim superintendent of schools and the school committee? 4. Please tell us about yourself. This information will help us to organize the responses. Check all that apply. Student Teacher PK-2 Orange Teacher 3-4 Orange Teacher 5-6 Orange Teacher K-6 Petersham Parent/Guardian Orange Parent/Guardian Petersham Parent/Guardian RC Mahar Regional District Resident Other school staff Food Service staff member Teacher assistant/para Elected and Appointed Officials: Task Constituency Group Timeline Initial and on-going meetings with Orange Town & Town Starting August 2013 Administrator Administrators Initial phone call to each Select Board Chair in August, September & October 2013 Orange, Petersham, New Salem and Wendell, followed up with a meeting/tour of town Official phone calls to or meetings with county and state elected officials and agency directors, as appropriate September & October 2013 V. Operational Support and Business Systems The following activities are intended to understand the current strategies, strengths and opportunities for improvement in the districts operations and finance areas. A critical task for school boards is the allocation of financial resources to bolster students academic achievement Land, 2002. School Boards under Review: Their Role and Effectiveness in Relation to Students Academic Achievement Public schools are being asked to do more with less for an increasingly more needy clientele. Larry Lezotte, 2008. Effective schools; Past, present, and future.
Task Constituency Group Timeline Review all employee group contracts and participate in negotiations of renewals May, June, July, August, September 2013 Understand each district s information technology, Assistant August 2013 systems and plans for the future Curriculum/Instruction & Director of Technology Understand district accountability plan for & Central Office August & September 2013 operational areas Staff Review districts financial projections, resources allocation and budgeting processes & Business Manager May, June, July, August & September 2013 Assess how each district s budget and budgeting & Business Manager September 2013 process is aligned to support student achievement Meet with attorney to review any legal issues impacting the districts as well as to be briefed on & Attorney July, August & September 2013 existing and proposed laws and regulations that may impact the consolidated districts Review each district or school s safety and crisis, Facilities Directors July & August 2013 plans Review districts strategic communications plan & & Central Office Staff July, August & September 2013 Data Collection Methods: Identify and interview key personnel (Listed below) Review data related to student achievement and student activities Visit districts schools Analysis of survey data via Survey Monkey Individual and group discussions Interviews to be Scheduled/Individuals to Meet: Board members from all three districts (15) Building administrators Business manager Grants Manager Special Education Director Technology Director Athletic Director Association Presidents Community: o Town Administrator, Diana Schindler in Orange o Selectboard and Finance Committee Chairs in Orange, Petersham, New Salem and Wendell o Police chiefs in Orange and Petersham, County Sheriff o Fire chiefs in Orange and Petersham o State representatives o Service organizations o Select Individuals
Cara Deane former committee member Dana Kennan- former committee member Angela Littlewood former committee member Eileen Perkins former of Schools and current Finance Committee member Dr. Helen Vivian former of Schools Dr. Patricia Martin former of Schools Walt Owens Director Wheeler Memorial Library Dan Haynes - Auditor with Scanlon & Associates Cliff Fournier Council on Aging, Orange and former School Committee Chair Bob Andrews former Selectboard member /regional planning committee Frank Zak former principal Robert Haigh former principal or Enver Softic Kurt Enko former teacher Demil Kovacevic former teacher Dale Bull former town administrative assistant, Petersham Interview Questions for Various Stakeholders: 11. Please give me a brief biographical sketch to help me know you. 12. What are the students like in Orange, Petersham or RC Mahar Regional? 13. What are the district(s) strengths and challenges? 14. What are the key issues for you in your own work with the school district(s)? 15. What is the current state of the working relationships between the superintendent/principals, principal/principal, and central office, system/community? 16. What are our system goals? Are they on target? What stands in the way of achieving them? How could we overcome the obstacles? 17. What individuals or groups influence the system? How is that influence achieved? 18. What would you most like to see preserved in our work together? 19. What would you most like to see changed in our collaboration? 20. What leadership has the of Schools provided in the past? What do you wish s/he would provide in the future? Document Review: Strategic Plan/District Plan for each district Districts budgets Districts financial audit Salary schedules/placement guides for all three districts Administrative procedures Board policies, regulations and exhibits Administrator job descriptions Key personnel evaluations Content standards, curriculum maps and pacing guides for all three districts School improvement plans for all five schools Student and faculty handbooks for all three districts Federal grants and other funded grants for all three districts Capital Improvement Plan for all three districts Technology Plan for all three districts Crisis Management Plans for all five schools/three districts
Next Steps: To set the entry plan into motion, observing and meeting with individuals, holding focus groups, surveys and other forums to ask the guiding questions. Once achieved, the shares findings and compiles the data acquired. Then, along with the school committees and staff, works to identify priorities to inform the development of strategic plan in FY15 and FY16 with input from community and district stakeholders. Responses and planning can be framed around the following: What do we want the Orange, Petersham and RC Mahar Regional School districts to be best known for? How can we maintain momentum for the journey forward? leverage increased achievement given fiscal constraints? Report to School Committees planned for December 2013 Tari N. Thomas Interim of Schools Consolidated Districts of Orange, Petersham, RC Mahar Draft: July 9, 2013 Draft: August 7, 2013 Final: August 20, 2013