ACSA’ s Superintendent’s AcademyFebruary 13, 2016ACSA Sacramento

Jim Negri

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Identify Board of Education, community and staff expectations for a new superintendent.

Learn processes to assess leadership, change, budget, & planning needs of a new district.

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Acquire effective ways of working with staff (cabinet, management, certificated & classified), the board, including individual board members, politicians, community members and others.

Gain awareness of different constituencies in a school district and develop a plan to communicate with them.

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Gain awareness of the importance of the initial district assessment and the development of change plan.

Begin developing a plan of action for the first year as superintendent which includes identifying a mentor or coach.

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Identify historical changes.Develop a relocation plan.Recognize the warning signs. Understand the importance of

visibility.Provide participants with key questions to ask.

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On an index card, write one question that you would like answered by the end of the day.

Write as many questions as you wish or your brain can handle on a Saturday morning.

When you finish writing questions, turn in the cards.

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What do you really know about the board that just hired you?

What do you know about the district, the staff, and community?

DYKWYDKBN2K2S?

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DemographicsStrengthens and weaknesses

SWOT or SWAGAssessment data

Subgroups (LCAP) Trends

Curriculum (CCSS) Implementation Programs and interventions▪ Title I, RtI, EL, WASC

FCMAT Reports

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Professional developmentEmployer-employee relationsThe budget - LCFFThe budget - LCAPThe budget – Special Education

Do you have a great CFO/CBO?Do you have a great Ed Services?Friends and foes

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Where are the skeletons buried and who is going to tell you?

What do the unions know about you?Who gets to see your contract?How will you be introduced to the

staff, parents, and the community? Do you have a “stump speech” and/or vision statement?

Clare Boothe Luce once told President John Kennedy that a great man is a sentence. Video https://www.youtube.com/watch?v=AyRu7k70Jhc

What will be your sentence as a great superintendent?

Write your sentence on the worksheet.

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Form a triad and identify A, B & C.A reads his/her sentence and in 1

minute shares how the sentence drives your work while B & C listen without comment.

Repeat the process with B & C reading his/her sentence.

Each person has 1-2 minutes to reflect upon or share something he/she learn.

What will be your sentence as a great superintendent? (Daniel Pink) What have I done to achieve it? Has what I have done today been better than yesterday?

If not, what do I need to do?

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Do you know and understand why you were hired? Past Experience - Superintendent Curriculum, Instruction and Assessment Communication Community involvement Strategic planning Bond and parcel tax elections High school

What makes you marketable? (list 3 things)

Courage is not the absence of fear — it's inspiring others to move beyond it

Lead from the front — but don't leave your base behind

Lead from the back — and let others believe they are in front

Know your enemy — and learn about his favorite sport

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Keep your friends close — and your rivals even closer

Appearances matter — and remember to smile

Nothing is black or whiteQuitting is leading too

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Overestimating your strategic capabilities.

Valuing being right over being effective.

Failing to balance the what with the how.

Not seeing your impact on others.Believing the rules don’t apply to you.Thinking the present is the past.

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Failing to focus on the vital few.Taking for granted your team

model.Overrating the talent on your team.Avoiding the tough

conversations.Trusting the wrong individuals.Not developing real successors.

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Failing to capture the hearts and minds.

Losing touch with your schools.Treating information & opinion as

fact.Misreading the political

landscape.Putting personal ambitions before

the district (students).19

Changes to the status quo.Underestimating the

competition.Being overly optimistic.

Based on the work of Robert Bruce Shaw in Leadership Blindspots: How Successful Leaders Identify and Overcome the Weaknesses That Matter

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Promote YourselfAccelerate Your LearningMatch Strategy to Situation

Secure Early WinsNegotiate Success

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Achieve AlignmentBuild Your TeamCreate CoalitionsKeep Your BalanceExpedite Everyone

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Do you know and understand why you were hired?

Whatever the reason, you are now the cultural leader for the district. What does it mean to be the cultural leader?

What is the culture of the district? One tool

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Cultural Museum – Has been very valuable/useful, but has served its purpose and needs to be retired

For Sale – Willing to haggle and give it up

Toxic Dump – Hinders the operation of the district or creates problems

Not For Sale – A core value

Relationships first (too fast/too slow)

Honor the implementation dipBeware of fat plansBehaviors before beliefsCommunication during

implementation is paramount

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Learn about implementation during implementation

Excitement prior to implementation is fragile

Take risks and learnIt is okay to be assertive

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If the leader comes on too strong, the culture will rebel. If the leader is overly respectful of the existing culture, he or she will become absorbed into the status quo.

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Becoming a SuperintendentEffective Superintendents: ECRA

Literature ReviewRookie SmartsFemale Superintendent

LeadershipFamily Considerations

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Introduces you to the to the staff, parents, students, and community.

Provides some information, but critical information, about you.

Dispels rumors. Describes district goals. Explains where we are, where we want

to go, and how we will get there.Honors the past!

Sets a positive tone. Walk the talk/Talking the walk.

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What is the transition plan with the former superintendent? Can you talk with him or her? With whom can you talk? Who has the history? Who has the inside story? How much do you need to know? How do you find out?

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Is it different if you are already in the district? Yes, no, and, sometimes, maybe. You know the district and they know you.

You need to change, but they may or may not understand the change you must make.

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Whether you are replacing a previous, long-serving and popular superintendent or a short term, ran out-of-towner, your predecessor will have communicated a set of expectations, rituals and operating practices. 

Find out what they were, but you need to take charge of your leadership team by letting them know clearly how you will operate and what you need from them.

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As the new superintendent, list 10 critical stakeholders.

Assuming everyone is available to meet with you, prioritize the order in which you would meet with the stakeholders.

With one other person who was not part of the triad, share your top two and your rationale.

See if any stakeholder is unique on your list.

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Board membersAdministrative AssistantCabinet membersDepartment headsPrincipals/Leadership Team

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Union presidentsCTA/CSEA/SEIU/field reps

Parent/Foundation leadersCommunity leadersWho are they?What about the critics?

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County superintendent SELPA ROP JPAs

Community College DistrictsMedia

Keep the media in your corner. PIO Webmaster

Other “Influencers”

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Students are your most important stakeholders. Kids Come First

As superintendent, you are the chief advocate for every student in your district.

“We are educating the next generation of citizens in a democratic society.”

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What does the district do well?What does the district need to do better?

Where does the district need to be in three to five years?

What are your top three priorities?

Is there anything else that you think I should know?

Careful entry into the new settingListening to and learning from

those who have been there longer

Engaging in fact finding and joint problem solving

Carefully (rather than rashly) diagnosing the situation

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Forthrightly addressing people’s concerns

Being enthusiastic, genuine, and sincere about the change circumstances

Obtaining buy-in for what needs fixing; and

Developing a credible plan for making that fix

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What are your hopes and dreams for the district?

Why did you run for the board?Who are the key stakeholders in

the district?Who are your key constituents?

What are their issues and concerns?

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What are the best aspects of the Governance Team’s working relationships that we need to preserve?

What are some aspects that would make the Governance Team stronger? Don’t single out board members. Make it clear that you will not get

involved in board politics. In your opinion, what is the best thing

that I can do for the district this year?

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Use a weekly Friday Letter to let board know what is on the upcoming agenda and important events in the district. It gives them a “heads up” so that

are not caught by surprise at the store or soccer field.

TWTWTWYou can then always use the “if you

recall, in a recent update (or weekly newsletter) I reminded or informed you….

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Remember that you have 5 - if you are lucky – bosses.

Listen to each, but remember it takes 3 to direct you to do something.

Spend time with each board member getting to know them as people. It will give you great insight to their likes, vision for the district, what programs they support, etc.

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What are the most important things that I need to know about the work that you do?

What are the systems that have worked well in the past and that we need to retain?

What are the issues with which I need to address most immediately?

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Who are the opinion-makers in the district, at the sites and in the community?

In your opinion, what are the greatest strengths and the greatest needs for the district? (SWOT)

What is the best thing that I can do for the district this year?

How can I help you to be successful?

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Meet informally with all employees at their work locations.

Wander through your central office and say hello to people as they are working.

When you ask, “How’s it going?” be prepared for an earful. “Wear a Bullet Proof Vest”  

Manage by walking around.

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What is the most important thing that I need to know about your organization?

What is the most important thing that I need to know about the working relationship between your organization and the district?

In the past, what has worked well between your organization and the district?

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Are there some areas in which our relationship can be strengthened?

Who are your key constituents? What educational issues are important to them?

In your opinion, what is the best thing that I can do for the district this year?

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Tailor from previous questions, but adopt to the specific organization. PTA/Parent Clubs/Booster Clubs Educational Foundations Parents of African-American, Hispanic-Latino, Special Ed students

LCAP Steering Committee, DAC, DELAC

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Unless we find a way to address _________, then we will never _________.

Unless we find a way to address the impact of social and economic differences on educational achievement combined with the increasing diversity of our community, then we will never be able to ensure that every student succeeds in our district.

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If only we could __________, then we would have a school district characterized by ______. If only we could draw upon our ability to

create partnerships, together with the unique resources near us, then we would have a school district characterized by students acquiring knowledge, skills and attitudes through association with science and technology professionals.

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Develop a matrix to cross-reference responses.

Identify the “quick fixes.”Prioritize.

You can’t do everything the first year!!!

Send a hand-written thank you note. Have a distinctive note card.

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District LCAP, strategic plan & other Plans

Policy and Regulations manual Be certain to look at the Board Bylaws (BBs) in the 9000 section.

Find out if these BBs are currently followed.

Employee handbookSafety & Emergency PlansBudgets & Audits reports

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Employee contractsBoard minutes from the past several

months Facilities and construction plansAgendas and minutes

Cabinet, Management Principals, etc.

Student achievement data reports and planning documents

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Site plans and other plans (LEAP, Safety)

Decision-making models and other district processes

The documentation of a major issue/challenge/problem on which the district has addressed in the past 6-12 months

What else?

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Communications that are sent regularly by the District. What are they? Who writes them?

School newslettersLocal media including blogs

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Relationships will make or break you!How do you build the relationship?

With whom do you meet? Where do you meet? Do you have an open door/direct phone line policy?

How quickly do you get back to people?

Relationships will make or break you!

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Principals are the face of their schools, but a superintendent is the face of and the spokesperson for the district to many agencies, organizations, and individuals who don't currently have children in the schools, and even many of those who do. 

When new in the position, sitting in your office talking on the phone and sending emails can be important ways to get business done, but being visible at as many school and community events as you can calendar is essential.

What community organizations are critical to your success?

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Allows people to get to know you and you people.Be interested in people – everyone.Ask questions to gather

information, but listen!You can learn a lot by listening.Who said it?

Allows you to get to know people.Builds credibility & trust.

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Visit schools at least weekly, if not daily.

Spend time in Classrooms and on the playground with and without the principal.

Staff workrooms & lunchrooms. At the drop-off & pick-up spots. Staff & parent meetings.

Visit support staff.

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Buy a clock with 36 hours in a day.You may get 4 hours of sleep.

Create a balance between work and home.Eat right, exercise and relax.

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Meet individually and as a board ASAP. Try to have a board “retreat/workshop”

before staff returns to build a positive working relationship with the board.

Establish or clarify the mission, vision, and goals.

Establish board-superintendent protocols. Who does what and how. Board adopted?

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Establish goals and objectives District ▪Do they already exist?

Is there a strategic plan?▪“You will implement.”

Governance Team Personal▪Be clear & don’t over promise!

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Establish an evaluation process & timeline. Is it in your contract? Are there benchmarks?▪What’s past practice?▪Can you live with it?

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Be clear about your communication with the board. Friday Letter Email vs. Voice Mail vs. Text Message

1:1 meetings Board President meetings No surprises – but sometimes it still is a surprise!

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Limit board initiatives. Develop shared knowledge and expectations.

Go slow to go fast.Know each board member’s issues,

but remember you work for the board. Never play favorites! No surprises!

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Hold a Board/Superintendent Workshop to develop working protocols for the Governance Team The board that hires you this spring may not be the same board in December.▪SRVUSD▪MVWSD

Article: Board Relationships 101

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Board member-to-board member agreements At the board meetings & closed session Away from the meetings With the media, staff, and community Separating the role of parent from

Board member Handling complaints from staff,

parents, and communityWhen a member violates an agreement

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Conducting the business of the District Developing the agenda. Public comments in the meeting. Supporting the decision of the

majority. Meeting the requirements of the

Brown Act. The best way to communicate to all

Board members between meetings without violating the Brown Act.

Avoiding micromanaging.

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Establish expectations of the board for the board president. Define the role and function. Identify specific acts board members request of the president.

 The board’s expectations of the superintendent.

The superintendent's expectations of the board.

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Develop a written summary/set of protocols/Board Handbook.

Be clear about what things are the superintendent’s responsibility vs. what things are the board’s responsibility. What happens when there is a disagreement?

Be clear on your “non-negotiables.”

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Just because you have the title doesn’t mean that you have all of the answers.

And, when in doubt, always say to your board, “I don’t know, but I’ll find out” – and then find out and get back to them with the information as soon as possible.

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Identify two or three things on which you can “hit a homerun” relatively quickly.

Identify two or three things where you can make you unique mark on the district.

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Get a mentor or coach. Negotiate it.

Be involved with a local network of superintendents. Formal and informal

Engage in professional development. ACSA▪Leading the Leaders/ELC/Symposium

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Managing daily and long-term tasks is critical.

Have systems in place.Daily meeting with

administrative assistant.Ticker filesAnnual calendar.Board packet process.

Technology

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Follow up on ALLcommitments you

make and don’t make commitments that you cannot honor.

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Jim Negri, ConsultantJim Negri Leadership650.996.9173 (cell)ciaojim@att.netdoppiojim@gmail.comwww.jimnegrileadership.com (work in

progress)http://facebook.com/ciaojim@ciaojim (Twitter)