JEFFERSON UNION HIGH SCHOOL DISTRICT Leadership Profile Report April 19, 2016 Introduction This report presents the finding of the Leadership Profile Assessment conducted by Hazard, Young, and Attea & Associates (HYA) in April 2016 for the superintendent in the Jefferson Union High School District. The data contained herein was obtained from input the HYA consultants received from individual and group meetings as well as the online survey. The survey, interviews, and focus group meetings were structured to assist the Board in determining the primary characteristics desired in the new superintendent. Additional information was also collected regarding the strengths and challenges the District is facing or will be addressing in the future. The information collected during the interviews and focus group closely align to the information in the on line survey. Participation The following presents the number of stakeholders who participated: Group Personal Interview & Online Survey Focus Groups Board 5 4 Administration 30 17 Community 20 23 Parents 7 223 Teachers &Support 14 156 Staff Students 56 209 Total 132 632 Note: The individuals interviewed personally as represented by community include county, district, and community officials. Teacher and Support staff focus group categories were merged. The detailed comments from individuals and group meetings were provided to the Board are available in the District Office for public review. The responses provided by individuals and focus groups are included in Consistent Themes below. The on-line Survey results can be found on page 6. The first draft HYA: Hazard, Young, Attea & Associates Page 1
of the Superintendent Characteristics to be discussed with the Board can be found on the accompanying document. It should be emphasized that the data is not a scientific sampling, nor should they be necessarily be viewed as representing the majority opinion of the entire population as a whole. Items are included if in the consultants judgment they warranted the Board s attention. Items are in alphabetical order. CONSISTENT THEMES: STRENGTHS OF THE DISTRICT Active and involved Board, open to change and new ideas Administrative leaders emerge from within the District Bond approved to support facilities renovation and parcel tax to provide programs Camaraderie among staff throughout the District Commitment to the continuation of a strong arts and athletics program Community based school district with support and engagement with multiple organizations Dedicated, collaborative staff committed to students and loyal to the District Diversity of students, school, and communities Effective instruction engages students Instructional leadership in implementation of Common Core Open enrollment provides school and program choice for students including the charter school Parental support of teachers and schools Programs and services that promote students, staff and families Schools reflect the expectations of their respective communities Size of the District enhances sense of the small town communities Union committed to the welfare and success of the District Vertical articulation efforts with elementary districts HYA: Hazard, Young, Attea & Associates Page 2
CHALLENGES, CONCERNS, AND ISSUES FACING THE DISTRICT Address numerous Board governess issues including: impact of Board behavior at Board meetings on staff morale, defining Board and Superintendent roles and relationships, establish clear protocols for effective governance, and commitment to participating in governance training with the new superintendent Clarify and enhance the District s relationship with the Charter School Communicate the complexity of the District s finances to parents, staff and community Competing with surrounding high-wealth, higher paying districts to attract the most qualified and talented candidates for all staff positions Continue to enhance the K-12 vertical instructional practices Define the District s instructional decision making process and role of teachers in that process Develop strategies to create a strong JUHSD brand in the community, celebrating the District, schools, staff, and student accomplishments Examine internal equity issues regarding programs, resources, and services among the schools Improve communication between District Office, sites and community Initiate transparent and open process to define the District s vision with a defined implementation plan. Investigate strategies to use District property to increase revenue and/or provide staff housing opportunities Investigate ways to reduce reliance on in house administrative promotions to provide opportunities for some external hiring Maintain balance between a Districtwide instructional policy and school autonomy in providing programs and instruction for students Provide professional development to support new initiatives including technology and common core Review Chain of Command protocols for addressing parent complaints and concerns Strategize ways to increase District revenue: parcel taxes, property use, a schools foundation Strengthen academic opportunity and performance of all students and increased A-G compliance Strengthen communications with all stakeholders including parents, community, staff and students HYA: Hazard, Young, Attea & Associates Page 3
DESIRED SUPERINTENDENT CHARACTERISTICS Addresses the disconnect between the District Office and the schools perceptions Addresses the impact of declining enrollment on finances, compensation, programs, maintenance, and possible closing of a school. Articulates a clear vision of educational excellence Builds effective, collaborative teams: board, cabinet, principals, staff, parents, students and community Builds strong district office and district-wide administrative team; delegates authority with accountability Collective bargaining experience, working in partnership and nonadversarial relationships with union and staff Creates environment for improved staff morale Decisions are student centered and made through collaboration, seeking staff input where appropriate. Develops and maintains a trusting relationship with Board, staff and community Enjoys working with high school students and staff Experience and comfort working with diverse cultures Experience with facilities and bond implementation Experience working with community groups and governmental agencies to improve support and funding Fiscal and financial management expertise including parcel taxes, bonds, foundations, business partnerships, and property use for augmenting revenue High school teaching and leadership experience preferred Honest, humble, and personable Instructional leader in high school curriculum with knowledge of current research based best practices Integrity Proven record of innovation and accomplishments Recruits and retains outstanding personnel Skilled communicator and building effective communication plans Strategic Planning and district goal setting and implementation experience and expertise Takes time to learn about the District before seeking change Uses technology and social media to communicate with parents, staff, students, and community Visible and engaged in schools, classrooms and community HYA: Hazard, Young, Attea & Associates Page 4
Correlation Between Interviews and Survey The top rated characteristics that online respondents selected correlate strongly with the themes expressed in the individual and focus group interviews and in order of importance, included the following: Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators Have a clear vision of what is required to provide exemplary educational services and implement effective change. Hold a deep understanding of the teaching/learning process and of the importance of educational technology. HYA cannot promise to find a candidate who possesses all of the characteristics desired by respondents. However, HYA and the Board intend to meet the challenge of finding an individual who possesses most of the skills and character traits required to address the concerns expressed by the constituent groups. We will seek a new superintendent who can work with the Jefferson Union High School District to provide the leadership needed to sustain the high academic standards and student performance while meeting the challenges the District faces at this time. The consultants would like to thank all the participants who attended focus group meetings or completed the online survey. In addition, we would like to thank all of the District office staff members who assisted with our meetings. Respectfully submitted, William Levinson Barbara Young HYA: Hazard, Young, Attea & Associates Page 5
Jefferson Union High School District Online Superintendent Profile Survey Results The Superintendent Profile survey was completed by 632 stakeholders. Over a third of respondents were parents (35 percent). Thirty-three percent were students, and another 19 percent were teachers. The rest were support staff, community members, administrators, and Board members. Stakeholder Group Frequency Percent Administrator 17 2.7 Community Member 23 3.6 Parent 223 35.3 Student 209 33.1 Support Staff 36 5.7 Teacher 120 19.0 Board Member 4.6 Total 632 100.0 Percentages may not add to one hundred percent due to rounding. The top-rated characteristics respondents selected for a superintendent were: Listen to and effectively represent the interests and concerns of students, staff, parents, and community members. (CE) Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. (CC) Have a clear vision of what is required to provide exemplary educational services and implement effective change. (VV) Hold a deep understanding of the teaching/learning process and of the importance of educational technology. (IL) Percentages of respondents overall who selected each item, as well as percentages by stakeholder group, are given in the tables on the following pages. Benchmark results from over one hundred and twenty comparable districts, incorporating the ranking of over sixty thousand stakeholders, are also provided in the table to allow for a comparison of results to national norms. HYA: Hazard, Young, Attea & Associates Page 6
In addition, differences were examined for statistical and practical significance to determine whether the mean scores by stakeholder group differed. Results indicate that, for many items, the various stakeholders were in agreement. On the other hand, there were several items that certain stakeholders valued more than others. Students were significantly more likely than community members and teachers to choose the Vision & Values item Strive for continuous improvement in all areas of the District. Parents were significantly more likely than students and teachers to choose the Vision & Values item Promote high expectations for all students and personnel. Parents and students were significantly more likely than teachers to choose the Instructional Leadership item Increase academic performance and accountability at all levels and for all its students, including special needs populations. Community members and teachers were significantly more likely than teachers to choose the Community Engagement item Be visible throughout the District and actively engaged in community life. Students were significantly more likely than teachers to choose the Community Engagement item Identify, confront, and resolve issues and concerns in a timely manner. Students and teachers were significantly more likely than parents to choose the Community Engagement item Maintain positive and collaborative working relationships with the school board and its members. Community members were significantly more likely than parents to choose the Community Engagement item Develop strong relationships with constituents, local government, area businesses, media, and community partners. Support staff and teachers were significantly more likely than parents and students to choose the Communication & Collaboration item Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. Support staff and teachers were significantly more likely than community members, parents, and students to choose the Communication & Collaboration item Lead in an encouraging, participatory, and team-focused manner. Teachers were significantly more likely than parents and students to choose the Communication & Collaboration item Involve appropriate stakeholders in the decision-making process. Teachers were significantly more likely than students to choose the Management item Effectively plan and manage the long-term financial health of the District. Administrators were significantly more likely than students to choose the Management item Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. Parents and students were significantly more likely than teachers to choose the Management item Guide the operation and maintenance of school facilities to ensure secure, safe, and clean school environments that support learning. HYA: Hazard, Young, Attea & Associates Page 7
Percentage of Respondents Who Selected Each Item (By Subgroups) Number indicates rank order by overall results Listen to and effectively represent the interests and concerns of students, 1 staff, parents, and community members. National HYA Benchmark ALL (632) Admin. (17) Comm. (23) Parent (223) Student (209) S.S. (36) Teacher (120) Board (4) 45% 56% 47% 65% 56% 57% 69% 52% 50% 2 3 Foster a positive professional climate of mutual trust and respect among faculty, staff, and administrators. Have a clear vision of what is required to provide exemplary educational services and implement effective change. 40% 42% 47% 57% 30% 27% 67% 78% 50% 39% 39% 41% 43% 45% 33% 31% 40% 25% 4 Hold a deep understanding of the teaching/learning process and of the importance of educational technology. 5 Identify, confront, and resolve issues and concerns in a timely manner. 35% 38% 41% 26% 38% 46% 22% 33% 0% 31% 38% 18% 22% 41% 47% 22% 29% 25% 6 Recruit, employ, evaluate, and retain effective personnel throughout the District and its schools. 33% 38% 71% 39% 44% 30% 47% 33% 0% 7 8 Hold a deep appreciation for diversity and the importance of providing safe and caring school environments. Increase academic performance and accountability at all levels and for all its students, including special needs populations. 9 Be visible throughout the District and actively engaged in community life. 10 Strive for continuous improvement in all areas of the District. 11 Maintain positive and collaborative working relationships with the school board and its members. 12 Lead in an encouraging, participatory, and team-focused manner. 13 Promote high expectations for all students and personnel. 30% 37% 41% 35% 38% 42% 19% 32% 50% 33% 35% 29% 35% 45% 37% 25% 18% 0% 33% 34% 29% 57% 25% 33% 33% 48% 0% 31% 32% 35% 9% 30% 42% 33% 22% 50% 25% 32% 24% 30% 22% 40% 28% 38% 50% 31% 31% 35% 17% 20% 31% 50% 49% 75% 34% 30% 41% 35% 41% 24% 19% 23% 25% HYA: Hazard, Young, Attea & Associates Page 8
Percentage of Respondents Who Selected Each Item (By Subgroups) Number indicates rank order by overall results Guide the operation and maintenance of school facilities to ensure secure, 14 safe, and clean school environments that support learning. Communicate effectively with a 15 variety of audiences and in a variety of ways. 16 Align budgets, long-range plans, and operational procedures with the District s vision, mission, and goals. 17 Effectively plan and manage the longterm financial health of the District. Provide meaningful guidance for systematic and comprehensive 18 district-wide curriculum, instructional services, assessment programs, and professional development. 19 20 Encourage a sense of shared responsibility among all stakeholders regarding success in student learning. Seek a high level of engagement with principals and other school-site leaders. 21 Involve appropriate stakeholders in the decision-making process. Develop strong relationships with constituents, local government, area 22 businesses, media, and community partners. 23 Be an effective manager of the District s day-to-day operations. 24 Act in accordance with the District s mission, vision, and core beliefs. Utilize student achievement data to 25 drive the District s instructional decision-making. National HYA Benchmark ALL (632) Admin. (17) Comm. (23) Parent (223) Student (209) S.S. (36) Teacher (120) Board (4) 22% 30% 12% 26% 37% 33% 22% 16% 0% 27% 28% 29% 13% 22% 32% 25% 33% 50% 24% 27% 35% 30% 26% 30% 25% 22% 0% 30% 26% 18% 17% 25% 22% 22% 38% 0% 27% 24% 24% 26% 25% 26% 33% 18% 50% 33% 24% 29% 17% 26% 27% 14% 22% 25% 21% 23% 24% 13% 26% 24% 19% 20% 25% 23% 22% 41% 26% 16% 15% 28% 38% 25% 22% 20% 12% 43% 14% 23% 14% 25% 25% 21% 19% 18% 35% 19% 17% 14% 19% 50% 27% 16% 18% 13% 13% 20% 19% 14% 0% 17% 14% 24% 4% 13% 19% 8% 10% 0% HYA: Hazard, Young, Attea & Associates Page 9