The Importance Of A Central Office That Supports District Mission And Vision

The agenda was precise and followed routine procedures regarding presentation of information. As usual the local school board of Cullman City Schools was very clear and methodical in the presentation of the agenda and maintained a strong sense of professionalism throughout the meeting. The groups that asked questions and had concerns seemed to very pleased with the responses that they received from the school board. The information that was provided to the various groups and parents helped the various groups gain a better understanding of the school board’s position on specific topics all while providing a clear understanding of the overall outcome that the school is wishing to achieve. The announcement of another special called board meeting on October 9th, 2015, at 9:30 a.m. was made. This announcement was made to inform all individuals who wish to attend, the opportunity to once again be a part of the ongoing discussion and search for the next superintendent of Cullman City

The Wilson School District Board of Directors meets on the first and third Monday of each month to guide the operations of the district through six strategic vision planks. These planks seek to: improve upon or expand Wilson’s portfolio, grow Wilson regionally and nationally, increase organizational agility and capacity, engage in creative development of new and existing infrastructure, create a flatter organizational structure, and control for fiscal accountability. The following is a summary of the meeting which occurred on September 18, 2017, along with observations and conclusions from the perspective of a future district administrator.

We have to provide multiple opportunities for students to grow and learn. We need to be a culturally diverse school district that accepts everyone and encourages a pluralistic culture. We need to work together with our

Many hours of intensive effort have gone into the development of this plan, but the work is not finished. The district will continue to monitor and adjust this plan according to the changing needs of our school and community to ensure

Prior to coming to Hoke County, Dr. Williamson had already served in a plethora of diverse roles in his educational career (e.g., teacher, assistant principal, vocational-educational director, principal, director of secondary and middle school education, director of personnel, associate superintendent, and a boys and girls basketball coach), therefore becoming a superintendent was inevitable; the school board knew he could advance the Hoke County’s School System, however the “key” was: he was a willing vessel.

Walker-Davidson announced, “I am thrilled to serve the district and the community in this new capacity. For the past four years I have served as the ABC district middle school principal and I feel that has provided me with a great foundation for moving forward. I am excited to work with the administrative team and staff in order to continue the academic growth within our school district. It is my personal goal to increase the graduation rate, test scores, and the availability of career readiness programs, as well as obtaining and training expert staff members.” Dr. Walker-Davidson went on to explain her mission for the school district to be: success driven, education focused, and student centered. I plan on carrying out this mission with expert educators, dedicated staff members, and community involvement.”

Headland Middle School completed our School Improvement Plan in May 2014. The school leadership team (including parents) reviewed the 2013-14 School Improvement Plan to assess if implemented strategies have been met. This information has been shared with faculty members and interested parents. In September 2013, the school leadership team and school faculty met to examine state assessment data and other data.

The text states that it is essential that superintendents and school board members communicate effectively to find the best solutions to problems. Effective communication requiring everyone to be heard in an honest and forthright exchange of viewpoints has proven to be best for children. Therefore report on Curriculum by Dr. Byron Haynes and reports on start of the year were given by Principal J. Griffin, Principal B. Cleark and Principal M.

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

Your building is one of the larger buildings I have had the opportunity to critique and I thank you for that opportunity. A larger group can also harbor larger problems. Your center has approximately 700 hourly employees, 25 immediate supervisors and 6 senior executives spread out over 6 operational departments. The department structure in the building is very good and on a superficial level, it promotes the success of each department by grouping like functions together. This is important because the members of the department become familiar with the tasks in their respective area and become more productive in that area. Familiarity also harbors collaboration between the group and can lead to improvements in processes and procedures.

Echeverria and I were at the School Board Retreat at the District Office. This year our Superintendent invited union leaders to attend the retreat as a symbol of collaboration and change in the district. It was during this board retreat that I learned that many of the district administration were unaware of the districts vision and mission. Ms. Echeverria and I discussed how the district goes about changing the Districts vision and mission statement. 2 years ago our District Motto change over night from “Every Student, Every Minute, Every Day" into “Believe in the Power of Education” the change rocked the districted and put people in a very precarious position. Ms. Echeverria stated that the motto only changes after the district vision and mission changes, which is outlined in Board

Every school district has board meetings throughout the school year. Unfortunately, many parents, community members, & school personnel do not attend such important meetings because they don’t realize or understand the importance of such board meetings or how informative they can be. According to Kankakee School District (2017), the Kankakee School District Board of Education is composed of seven elected members, who were elected by the citizens of Kankakee to serve a four-year term that do not receive no salary for they services, are committed to ensuring a quality of educational excellence that will enhance the opportunities and challenges facing today’s student and additional responsibilities that board members include are selection of the District superintendent, developing general polices according to wishes of the community and requirements of law, hiring school personnel based upon recommendation of the Superintendent and the Assistant Superintendent of Personnel, adopts salary schedules, approves funds to finance school operations, must adopt and review the annual operating budget for the District, and setting the property tax levy to produce adequate funds to meet the District’s financial needs ranks among the responsibilities of the Board of Education (Retrieved from https://www.ksd111.org/domain/68). For this paper, the Kankakee School District board meeting will be used, information learned from board meeting, use of

In a study conducted by S.M. Johnson on the complexity of the superintendent’s role in school district leadership, she identified three types of leadership evident in the practice of successful superintendents: “educational leadership (focus on pedagogy and learning), political leadership (securing resources, building coalitions), and managerial leadership (using structures for participation, supervision, support, and planning)” (as cited in Fullan, 2006, p. 210). For the RTI change initiative, the superintendent showed these three types of

This division between vision and implementation undermines the efforts of the governing board by executive staff. The integration or division of labor is poorly demonstrated in this case study. We see management unable to address strategic goals due to a changing staff environment. For instance, turnover and conflict among educators forced the youth programs to be relegated under the volunteer operations. Further, as associate director of programs and exhibitions Alan Hankin states, that the lack of line-item funding suggests insufficient commitment to the diversity efforts in the youth program by administrators. A method of improving the long-term standing could be by creating a dialogue between administrators of how they’d like to see the goals of the board being implemented. A strategy session, or perhaps a strategic retreat, would allow educators to share stated and taboo goals.

Administrators and teachers must work together to develop the PLC plan addressing the needs of their students. This means administrators need to trust teachers and allow them to work in a way that is autonomous from leadership. Delegating more responsibilities to staff was a way of creating a more knowledgeable community that could cope with the diversity of demands created by schools moving from being relatively simple organizations to highly complex ones. It was also recognized as in accord with the rhetoric of distributed leadership recommended as a strategy for school improvement and raising pupil attainment (Bolam et al. 2005, Webb, et al.