May 28, 2013

Mrs. Beth Light

Board President, Mansfield ISD

605 East Broad Street

Mansfield, Texas 76063

Dear Mrs. Light:

Enclosed in both electronic and hard copy formats is the information that will be used by the

board for the development of a superintendent profile for Mansfield ISD.

The report includes the background for the project, a desktop review of Mansfield ISD, the

forum and survey schedule and raw input, themes developed from that input, and

recommendations for consideration based on the themes from that input.

This has truly been a positive experience for Cambridge Strategic Services and for me

personally. We hope this information and these themes truly help the board in both developing

the profile and the district as it considers its next leader.

Please don’t hesitate to contact me should you need further information.

Sincerely,

David Baldner

Mansfield ISD Final Report

District Status and Leadership Characteristics for Superintendent

May 28, 2013

Section One: Background

Section Two: MISD Overview and Organizational Profile – Desktop Review

Section Three: Public Feedback

Section Four: Themes from Forums and Survey

Section Five: Potential Language for Profile or Job Description

Addendum: Forum Collective Comments

Section One: Background

“A full education is attained only by a process, not an act…. The training of a nation to fit itself

successfully to fulfill the duties of self-government is a matter, not of a decade or two, but of

generations.” Theodore Roosevelt

Background

Beth Light, president of the Mansfield ISD (MISD) Board of Trustees (board), contacted

Cambridge Strategic Services (CSS) in March 2013. The nature of the conversations was to

determine the types of services CSS might provide to develop a general snapshot of MISD’s

current direction as seen by stakeholders as well as build a profile for the next leader of MISD.

David Baldner, associate with CSS, attended the March 19, 2013 board meeting to present the

kinds of activities which may be used to get the information the board was seeking. The

discussion between Mr. Baldner and the board determined comfort with the activities as well as

the audiences that were to be involved in the sessions. There was also a desire expressed to

survey MISD (education and the overall community) for the purpose of expanding the

opportunities for input.

As a result of the input from the board, and in follow up conversations after the meeting, a

schedule was developed to solicit input and opinion from MISD’s stakeholders through a series

of forums and through an opinion survey.

About the Facilitator

David Baldner has had 31 years of experience in education not including his work with CSS

where he began in August 2012. He has had training and experience in several areas that

serve in this endeavor for Mansfield ISD. This training has been used in consultative services

with other districts throughout the state ranging in size from 95 students to 225,000. These

services include:

Curriculum Audit Training

Baldrige Examiner Training (Organizational Quality and Excellence)

ISO 9001 Training and Certification – Process Management

Cambridge Strategic Services Facilitator Training

Safe Schools Audit Training – Texas Safe Schools Center – Texas State University

Mr. Baldner served as an auditor and examiner for several entities, both public (education or

community college) and private.

Section Two: MISD Overview and Organizational Profile – Desktop Review

MISD is located south of Fort Worth in Tarrant and Johnson Counties. The district’s central

area is the city of Mansfield located in southern Tarrant County, but the district serves southern

Grand Prairie, Burleson, and Arlington as well as having large portions of unincorporated

Tarrant County. Indicators suggest that MISD is a stable organization that strives to meet the

challenges and demands of today’s educational environment. The status based on the

feedback from the forums and survey will be used in light of some of the factual conditions

indicated in the data based on past/current performance as well as trend data useful in the

overall profile of the district as of April/May 2013.

Census

Recent census data identifies Tarrant County as a fast growth county. MISD is experiencing a

gradual increase in its student population according to TEA’s ADA reports which is similar to

other districts in the county (Keller, Lewisville, Northwest). Rates of growth vary according to

these reports.

AEIS/AYP

MISD experiences success on the statewide test and accountability system overall based on the

reports from TEA. The district has shown that results among all students and various student

groups are at or above the state averages in many categories. Gaps may exist among student

groups, but these gaps are not as dramatic as seen in other districts throughout the state.

Several schools are in the “Missed AYP – Stage 1” category which is a challenge for MISD, but

it is not an uncommon challenge for many school districts in the state of Texas this past year.

FIRST

MISD maintains a financial rating of “Superior Achievement” throughout the history of the rating

system indicating financial health and integrity as a district.

Bond Program

MISD has had three bond elections in the past decade (2003, 2006, 2011) to address a variety

of needs that include growth, programs and other school/education issues such as safety and

extra-curricular activities.

Charter and Private Schools

There are five charter schools in the district and numbers for home school are not available.

Safe Schools

The district has maintained a focus on safe schools through training, crisis planning, and

through the recent strategic plan which had strategies to provide secure environments for

students and staff.

Strategic Challenges

Relief from the 83rd legislature is hopeful in terms of testing and reporting. The past several

years have seen challenges for districts of all sizes (from Class A – AAAAA) in terms of

advanced courses to meet the number of EOC tests and increased rigor in testing from TAKS to

STAAR which impacts decisions across the education spectrum. These decisions center on

curriculum and instruction, hiring qualified personnel to teach these subjects and others as well,

retaining qualified staff in a competitive market, providing resources for staff to address needs,

and other factors too numerous to mention. Public school systems face these growing

demands with fewer and/or lessening resources, increased competition from private, online, or

charter entities reducing ADA, and the increased demands of preparing college and career

ready graduates. In addition to these challenges, there is the challenge to meet these demands

and meet the expectations from local stakeholders.

Other challenges include meeting continued growth of the district with existing facilities and

projected needs for new facilities. Growth also infers challenges in changing population

demographics and needs that arise from that.

Strategic Plan

MISD engaged its educational staff, business clients, community and other stakeholders to

develop a strategic plan to focus its vision, energy, and efforts toward meeting those demands

mentioned in previous sections.

Section Three: Public Feedback from Stakeholders in Forums and Survey

Cambridge Schedule for Mansfield ISD

Monday, April 15

11:30 a.m. – 1:00 p.m. Leadership Luncheon @ Center

2:00 p.m. – 4:00 p.m. Directors/Coordinators @ Center

7:00 p.m. – 9:00 p.m. Community Forum @ Center

Tuesday, April 16

9:00 a.m. – 11:00 a.m. Elementary Principals @ Great Room

2:00 p.m. – 4:00 p.m. Intermediate/Middle/High School Principals @ Great Room

7:00 p.m. – 9:00 p.m. Community Forum @ Cross Timbers Intermediate School

Monday, April 29

11:00 a.m. – 1:00 p.m. SuperSAC Forum @ Great Room

4:30 p.m. – 6:00 pm. MISD Staff Forum @ Great Room

7:00 p.m. – 9:00 p.m. Community Forum @ Alice Ponder Elementary (w/Translators)

Tuesday, April 30

10:00 a.m. – 11:00 a.m. Executive Council Discussion @ Administration Office

4:30 p.m. – 6:00 pm. MISD Staff Forum @ Danny Jones Middle School

7:00 p.m. – 9:00 p.m. Community Forum @ Danny Jones Middle School

Friday, April 19, 2013

Survey Launch Date

Friday, May 3, 2013

Survey Closes

May 28, 2013

Cambridge Report to MISD Board of Trustees

Forum and survey participants were asked to participate in two discussions. The first asked for

participants to identify district activity in a keep/start/stop format (what the district should keep

doing, start doing, and consider stopping). Participants were then asked to identify traits or

characteristics the leader for MISD needed to possess.

Forum and Survey Participation

Total Forum Participants – 257

Staff – 157

Community – 71

Students – 29

Note: Parents would be in the community forum numbers. The community forums had most

participants refer to themselves as parents, but there were staff in attendance at community

forums as well as community members. Consequently, “Community” encompasses parents,

community members, staff and others.

Total Survey Participation – 1016

Staff – 455

Parent/Guardian – 370

Student – 268

Community – 77

Note: Some identified themselves in multiple categories (i.e. Staff/Parent Guardian), so the

numbers in all four categories are greater than the total number. Also, between 600 and 738

participants responded in “Keep/Start/Stop” on the survey while 1005 participated in rating

leadership characteristics.

1273 people provided information for CSS to primarily build a superintendent profile

based on feedback gathered in both.

Themes were developed based on redundancies in the survey and forums. These themes

became the basis for this report. The information gathered was placed in a comparative nature

to a review of the district’s data available online in TEA reports and MISD’s website, as well as

questions answered by MISD staff upon request by the facilitator.

Audiences were also made aware that the information provided in the organizational profile

(Keep/Start/Stop) was not necessarily a call for action by the board and new superintendent that

would need to be addressed but rather information that might be considered as the district

moves forward.

“Listening/learning and business strategy. In a rapidly changing technological, competitive,

economic, and social environment, many factors may affect students’ and other customers’

expectations and loyalty and your interface with students and other customers. This makes it

necessary to continually listen and learn. To be effective, listening and learning need to be

closely linked with your overall organizational strategy.” Baldrige Performance Excellence –

Customer Listening

“This may be more of a continuation of a conversation or the start of a conversation.”

- Participant in a forum

Keep

Ben Barber (keep or expand the program for more students)

iPad (Technology in general and educating students with and about technology)

Multicultural and other community activities

Early release days for professional development

Intervention

Start

Modify 8-period day

Communication (expand district calendar, visibility, approachability, open door policy)

Pre-AP (some kind of criteria or methodology for admission)

iPad (rules for use)

Consider modifying intervention (some wanted intervention stopped in current format)

Stop

8-period day

Pulling staff during instructional day (teachers from class, administrators from building,

better coordination in calendar use for these kinds of things)

Fast-Forword (keep in kindergarten)

Testing, testing, testing

In addition to the traits gathered in forums, the following traits were gathered as well on the

survey. These are the top traits based on having a higher percentage of responses (30% or

higher) among the choices to consider (ranges were from 5% - 43%). They were used in this

section as part of the overall theme development.

Approachable 43%

Communicator 43%

Listener 41%

Accountable* 41%

Positive 35%

(*In forums, this was most commonly described as a willingness to “report, explain or justify

something” as in “being accountable for one’s actions.”)

Section Four: Themes from Forums and Survey

In general, all groups in the public forums were positive. There were some differences of

opinion (some critical), but overall, the staff, community, students, parents, and community

leaders expressed positive observations about MISD, its staff, and the programs/activities

provided by MISD. The comments were reflective of data and information gathered from the

MISD Overview and Organizational Profile with no real conflict or contradictory information

between the organizational profile and public comments.

Superintendent Profile

“Senior leaders play a central role in setting values and directions, communicating, creating and

balancing value for all stakeholders, and creating an organizational focus on action. Success

requires a strong orientation to the future and a commitment to improvement, innovation and

intelligent risk taking, and organizational sustainability. Increasingly, this requires creating an

environment for empowerment, agility, and learning.” Baldrige Performance Excellence –

Leadership Criteria

The job description and/or profile that the board develops should consider the following

suggestions that came from both forums and the survey:

Learner-Centered – The word “student" is the word most often used in both the survey as well

as “student-centered,” “do what’s best for all kids,” and a variety of other phrases and comments

from all participants. This is the main reason the standards for the superintendency are most

applicable to this process because of the use of the phrase “learner-centered.” Most importantly,

it is impressive that all parties seem to communicate their thoughts, ideas, or concerns in a

manner that centers on students/learners.

Leadership – The participants in both the forums and survey participated most actively in the

characteristics for a leader. These characteristics primarily include: visionary; thinks

strategically; maintains high expectations for all; communicates consistently and effectively;

actively listens to all stakeholders; builds relationships with all stakeholders in the district;

sensitive to the needs of the district; able to articulate the common vision of MISD to all

stakeholders; be a visible presence in MISD; surrounds him- or herself with an effective team;

and is accountable for actions.

Effective Manager – Participants in both the forums and survey discussed programmatic

changes and offerings. The central key in these discussions comes from a desire to maintain

excellence (stated often) but to consider the pace of changes and the framework for these

changes. Data analysis, planning (current strategic plan and tactical plans), program

implementation and review of the effectiveness of these programs or activities were common

threads in discussions and articulated as well as characteristics of a leader.

Educator – Participants in both forums and survey also desire someone who is an educator with

experience in the education profession and understands the relationship between teaching and

learning and decisions that impact that relationship.

Technology – Technology is at the forefront of the desires among all participants, but

technology probably elicits the most opinion as well in terms of its use, the pace of training or

changes, the context of the use of technology (why it is being chosen, how it will be used, how it

will impact teaching/learning, and what its limits are), and the balance between traditional

learning and technology in the classroom.

Community – A thread throughout the conversations was the idea of seeing the district as the

larger community that it is. Students, community leaders and members, parents, and staff at all

levels have a desire for the leader to be a visible community leader who creates relationships

with and keeps Mansfield ISD at the forefront of the community regardless of the location of the

school or city/community in which it resides. Sensitivity to the greater business community as

well was discussed.

Change Management – The forums and the survey indicate a desire for an organization that is

responsive to changes in society, the profession, the economy, and political changes all of

which impact school. As was mentioned in “Effective Manager,” there were numerous

comments regarding the pace of changes and training for those new programs or tools for

teaching and learning. Skills specifically in the areas of change and organizational adaptability

will serve the next superintendent well in MISD.

Section Five: Potential Language for Profile or Job Description

Superintendent Standards from Texas Administrative Code for Superintendent Certification

The themes from the input is translated into the language of the standards for superintendent

certification as well as supporting criteria in this section. This will be helpful to the board as it

designs a job profile and description for the superintendent in that this language is codified and

worded in the language of job descriptions.

Themes

Themes mainly fell into four of the superintendent standards from comments: Organizational

Leadership and Management; Leadership and School District Culture; Communication and

Community Relations; and, Instructional Leadership and Management.

A further breakdown of the themes from discussions or online input can be found under each

category below. The standards are comprised of criteria. Those criteria which resonated the

most with the themes have been bold-faced for the board to consider when developing the job

profile and job description. The themes are useful because they contain language that would be

useful in a job description.

Organizational Leadership and Management. A superintendent is an educational leader who

promotes the success of all students by leadership and management of the organization,

operations, and resources for a safe, efficient, and effective learning environment.

(1) implement appropriate management techniques and group processes to define roles,

assign functions, delegate effectively, and determine accountability for goal attainment;

(2) implement processes for gathering, analyzing, and using data for informed decision

making;

(3) frame, analyze, and resolve problems using appropriate problem-solving techniques

and decision-making skills;

(4) develop, implement, and evaluate change processes for organizational effectiveness;

(5) implement strategies that enable the physical plant, equipment, and support systems to

operate safely, efficiently, and effectively to maintain a conducive learning environment

throughout the school district;

(6) apply legal concepts, regulations, and codes for school district operations;

(7) perform effective budget planning, management, account auditing, and monitoring and

establish school district procedures for accurate and effective fiscal reporting;

(8) acquire, allocate, and manage resources according to school district vision and priorities;

(9) manage one's own time and the time of others to maximize attainment of school district

goals; and

(10) use technology to enhance school district operations.

Leadership and School District Culture – an educational leader who promotes the success of all

students and shapes school district culture by facilitating the development, articulation,

implementation, and stewardship of a vision of learning that is shared and supported by the

community.

(1) establish and support a school district culture that promotes learning, high

expectations, and academic rigor for self, student, and staff performance;

(2) facilitate the development and implementation of a shared vision that focuses on

teaching and learning;

(3) implement strategies for the involvement of all stakeholders in the planning processes and

facilitate planning between constituencies;

(4) conduct and analyze school district/campus climate inventories for effective and responsive

decision making;

(5) institute and monitor planning processes that include strategies designed to ensure

the accomplishment of school district goals and objectives to achieve the school

district's vision;

(6) facilitate the use and allocation of all available resources to support the implementation of

the school district's vision and goals;

(7) recognize and celebrate contributions of staff and community toward realization of

the school district's vision;

(8) demonstrate an awareness of emerging issues and trends affecting the education

community;

(9) encourage and model innovative thinking and risk taking and view problems as

learning opportunities; and

(10) promote multicultural awareness, gender sensitivity, and the appreciation of

diversity in the education community.

Communication and Community Relations – promotes the success of all students by

collaborating with families and community members, responding to diverse community interests

and needs, and mobilizing community resources:

(1) develop and implement an effective and comprehensive school district internal and

external communications plan and public relations program;

(2) analyze community and school district structures and identify major opinion leaders

and their relationships to school district goals and programs;

(3) establish partnerships with parents, area businesses, institutions of higher education,

and community groups to strengthen programs and support school district goals;

(4) implement effective strategies to systematically communicate with and gather input

from all stakeholders in the school district;

(5) communicate effectively with all social, cultural, ethnic, and racial groups in the

school district and community;

(6) develop and use formal and informal techniques to obtain accurate perceptions of the

school district staff, parents, and community;

(7) use effective consensus-building and conflict-management skills;

(8) articulate the school district's vision and priorities to the community and to the

media;

(9) influence the media by using proactive communication strategies that serve to enhance and

promote the school district's vision;

(10) communicate an articulate position on educational issues; and

(11) demonstrate effective and forceful writing, speaking, and active listening skills.

Instructional Leadership and Management. A superintendent is an educational leader who

promotes the success of all students by advocating, nurturing, and sustaining a school district

culture and instructional program conducive to student learning and staff professional growth. A

superintendent understands, values, and is able to:

(1) apply knowledge and understanding of motivational theories to create conditions that

empower staff, students, families, and the community to strive to achieve the school district's

vision;

(2) facilitate the implementation of sound, research-based theories and techniques of classroom

management, student discipline, and school safety to ensure a school district environment

conducive to learning;

(3) facilitate the development of a learning organization that supports instructional

improvement, builds and implements an appropriate curriculum, and incorporates best

practice;

(4) facilitate the ongoing study of current best practice and relevant research and

encourage the application of this knowledge to school district/campus improvement

initiatives;

(5) plan and manage student activity programs to fulfill developmental, social, cultural,

athletic, leadership, and scholastic needs (i.e., guidance and counseling programs and

services);

(6) institute a comprehensive school district program of student assessment,

interpretation of data, and reporting of state and national data results;

(7) apply knowledge and understanding of special programs to ensure that students with

special needs are provided quality, flexible instructional programs and services;

(8) analyze and deploy available instructional resources in the most effective and equitable

manner to enhance student learning;

(9) develop, implement, and evaluate change processes to improve student and adult

learning and the climate for learning; and

(10) create an environment in which all students can learn.

Full Superintendent Standards from Texas Administrative Code

Superintendent Certification Standards

Learner-Centered Values and Ethics of Leadership – promotes the success of all students with

integrity, fairness, and in an ethical manner.

Learner-Centered Leadership and School District Culture – an educational leader who promotes

the success of all students and shapes school district culture by facilitating the development,

articulation, implementation, and stewardship of a vision of learning that is shared and

supported by the community.

Learner-Centered Human Resource Leadership and Management – promotes success of all

students by implementing a staff evaluation and development system to improve the

performance of all staff members.

Learner-Centered Policy and Governance – promotes the success of all students by

understanding, responding to, and influencing the larger political, social, economic, legal, and

cultural context and by working with the board of trustees to define mutual expectations,

policies, and standards.

Learner-Centered Communication and Community Relations – promotes the success of all

students by collaborating with families and community members, responding to diverse

community interests and needs, and mobilizing community resources.

Learner-Centered Organizational Leadership and Management – promotes the success of all

students by leadership and management of the organization, operations, and resources for a

safe, efficient, and effective learning environment.

Learner-Centered Curriculum Planning and Development – promotes the success of all

students by facilitating the design and implementation of curricula and strategic plans that

enhance teaching and learning; alignment of curriculum, curriculum resources, and assessment;

and the use of various forms of assessment to measure student performance.

Keep/Start/Stop Notes for Organization and Leadership Profile

Mansfield ISD

April 2013

Note: “*” indicates a theme among several groups

Leadership Forum

Keep

Appreciate working on staying on the cutting edge in technology (iPad example) –

consensus agreement*

Tarrant County College/Ben Barber CTA partnerships and how that benefits students

with college experience*

Educating educators in tech to keep students involved*

Maintain keeping the community involved*

Maintain consistent quality of facilities

Continue to be good stewards of the tax money

Continue to keep/maintain current trust level

Consistent effort to maintain and build academic excellence*

Hire and retain educators of excellence*

Maintain current fiscally healthy path

Start

Teaching other “life skills” (i.e. skills not attached to college or career ready but attached

to life)

Learning agility – take on new concepts quickly

Learning and teaching models and not just technology

Modify after school programs for low-socio economic children/students

Start International Baccalaureate Program

Provide programs for parents to assist their children

Focus on intentional relationships between community stakeholders and other service

providers*

Be a leader to build the relationships that have developed between

district/teachers/administrators*

Everyone on the same page and receives the same information

Open-door policy at the district to resolve internal issues*

Expand role of BBCTA in technology due to demands that are growing

Growing partnerships with industry and other communities you serve*

Sensitive to all communities MISD serves

Low-socio economic (awareness, programs, etc)

Federal lab systems and other partnerships

Stop

Dissemination of misinformation to citizens/stakeholders

Teaching to the test

Demographic changes and prepared to deal with those (Facilitator Notes: This was

given at stop although it may have been stated more of stop ignoring these changes and

begin to prepare for those changes.)

Leader Skills Needed

Approachable to all stakeholders – available physically and mentally to new ideas*

Be able to articulate strategy and be part of the process*

Be able to listen*

Look at district from business perspective as well as educational

Visionary – a global manager: See organization from a global perspective. One body

among many governmental bodies*

Administrative Groups (Central Office, Campus – a compilation of all comments from all

three groups)

Keep

Calibrations

Schools Views (observations done by staff to observe, etc.)

Interventions (RTI programmatic activities) tied to School Views

Common local assessments between schools

Phase-in

iPad initiative*

Maintain communication methods

Early release for professional development*

Community involvement for activities – i.e. Multicultural festival

All stakeholders – groups like SuperSAC – maintain those

Maintain “forward-thinking” but with caution (Facilitator’s Note: There will be

considerable commentary about the rapidity of implementation of programs to address

various needs within MISD)*

Co-teach (teaching strategy for students in need)

JPS school clinic

Education foundation program

Long-range planning for professional development (several groups in this meeting and

across the board from administrators)*

Keep student nutrition maintained in house

Forward Thinking (educational program)*

Focused instructional initiatives (Facilitator’s Note: Related to methodical approaches to

implementing programs)

Grow our own talent*

Continue curriculum scope and sequence (update as appropriate)

Keep strong instructional leader with people skills

Value our opinions

Focus on staff development (Grown Your Own)*

Reading specialist at each campus

Professional development to principals

Keep time development for teachers (Early Release)*

Continue tech initiatives*

Elementary leader to lead elementary schools (consensus among the entire group)

Accountability for principals (maintain high standards and expectations) (Facilitator’s

Note: This was seen as a positive.)

District-wide C&I purpose and focus (consensus within group)

6 of 8 schedule

District philosophy of over-communication (various methods stressing the same points

reduntantly)

Grow Our Own Talent*

Site-based decision-making

Community outreach*

Vertical and horizontal leadership design

Technology initiatives*

Co-teach strategies (for all special ed)

Intervention

Start

Employee clinic

Improve morale (culture and climate)*

Expand co-teach to all levels

Magnet and school of choice (explore this since these exist in other districts)

Improve technology infrastructure

Start finger-printing auxiliary staff

Standardized internal processes and systems (business processes specifically)

Think of the district as a large district not a small town

Refine current initiatives before starting new ones

Standardized school supply list

Develop and start a method for program evaluation. Consider a template for the start

and methods for measuring success and evaluate periodically.*

Intervention – an academic camp prior to school starting to prepare students

Professional development – focus on all students

Tech support staff district wide – technicians who can help with hardware and software

Treat with respectful dialogue*

Consistent and create policy dealing with staff absences (auxiliary specifically)

Staff special education at all levels (appropriately and comparatively)

Incentive for after-school professional development

Incentive for employee attendance

Provide staff for new initiatives

Grow and improve current initiatives*

Use district calendar

Staff special education to meet needs

Professional development plan and professional development department

Implement smaller learning environment (student numbers) at all levels

Have consistent date and time for community and campus activities such as Meet the

Teacher, Open House, Registration)

Pay teachers stipend for afternoon Professional Development rather than substitutes

Start expanding behavior intervention programs

Standard definition about what a “school zone” is (not boundaries but a phrase common

to MISD – “school zone”) (Facilitator’s Note: Strong consensus among this group.)

More communication from the superintendent

Give campuses flexibility and time to develop initiatives to meet campus needs

(Consensus)

Math specialist at every campus (consensus)

Math ability screener (for students)

Professional test writer for MISD

Hire instructional specialist coach

Extra personnel for co-teaching

Use of a well-publicized district administrative calendar

Better examination of transfer requests – detailed process

Consistent grading policy at every level

Stop

Fear of the vocal minority (Facilitator’s Note: There is a strong perception that teacher

groups and other outside entities may comment about issues and be given too much

credence for their comments.)

Fast-Forward (strong consensus mostly campus administrators)*

Overbooking principals (meetings, professional development, etc.)

New initiatives

Continuous change and procedures*

Credit recovery in current design in summer school

Pulling teachers out of class for training*

Special Ed content mastery

Cookie cutter approach, especially from the business office

Summer school in current form

New initiative until current are refined (evaluated and refined)*

K-1 report card

Outside consultants when current staff can do the job

8 period day – increase class time

Having board meetings the night of STAAR testing

Giving un-due power to outside groups

One-size fits all initiatives

8 period day for lower levels

Administrative moves on campuses

Pre-AP for 5th grade for all four core subjects (take out science and social studies)

Leadership Skills Needed

Someone who surrounds themselves with a good team

Grounded – remembers from where they came

Child centered

Visionary (Facilitator’s Note: strong consensus)*

Someone who wants MISD to be the best

Campus-based experience

Unifier

Sense of humor

Articulate the vision to stakeholders*

Can build the vision into plans of action*

Consensus builder*

Research and planning in decision making

Build relationships*

Acknowledge all employees

Be visible and compassionate*

Integrity – doing what is right all the time

Respect all staff, parents, and community

Student welfare above all

One that thinks things through thoroughly*

Distinguishes between elementary and secondary

People person

Has an understanding of diverse groups and can celebrate those differences

Can articulate district activity and build support*

Strong instructional background

Encourages/inspires

Cautious – moves at a slow pace (reflective of the initiatives and comments made in the

past apparently)

Progressively conservative

Strategic – looks at district and plans for growth*

Wisdom, integrity, and discernment

Effective communicator*

Empathy

Effective listener*

Familiar with the district

Fair in treatment of staff

Makes a difference for each child

Visible and accessible and approachable

MISD Staff Forums

Keep

Competitive pay* (raises)

Modify the iPad program

Reading specialist at each campus

The strategic plan as it is

AVID

Elementary interview program

Robotics

Technology*

I-Stations

Reading specialists*

Modify the intervention program

Upgrade technology programs

Training and opportunities for advancement

Visibilty

Paid training and improving technology

New teacher program

Summer conference

Programs for kids music, art, athletics*

KEEPS*

More integrated SDCE Training throughout the school year (hosted by MISD)

2 conference periods

Employee recognitions

Taking care of teachers

Convocation

Start

Pre-requisite for Pre-AP including teacher recommendation*

New/reformed dual language program (possibly expand)

Block scheduling/accelerated block*

DEIC that involves staff input with interviews

Math specialist on every campus

Hiring administration based on experience/not a yes-person

Consistency with program initiatives (ex: Ron Clark) (Note: broad consensus on this)

Improve climate

Modify homework/grading policy

More overall technology training

Paid afterschool training instead of paying a day “sub rate”

Mail 6-weeks report cards or midterm is affordable

Substitute incentives

Mandatory trainings during school hours

RTI position on each campus

Uniforms K-8

Make the sick bank more widely available

Extra-curricular activities into the weekly school calendar and avoid weekend/family

times

New time cards for paraprofessionals

Electives to plan across the district

After school programs for elementary with specific curriculums aimed for each student.

Instructional coaches/specialists

More vocational programs

One conference to observe other teachers/team & dept/ see other teachers with your

kids

More dialogue before proposed implementation of new things/ideas

No new programs without adequate training

Stop

Intervention – need basis and time should be determined by campus

“Gotcha” mentality with teachers from campus administrators

Moving principals around so frequently*

Emailing campus reassignments

Second year of KEEPS

Jumping headfirst into programs

TRS Active Care

Teachers off campus (pulling from class for meetings/trainings)*

Number of initiatives*

Fast-Forword*

Consistency in student/employee policies

Open enrollment for Pre-AP*

Homework policy

Teachers after school time

Strain on teachers to keep up with assessments

Overcrowding the classrooms

Late work

Decrease college hours for subs or increase pay*

Leadership Skills

Listens*

Do what is best for students*

Represent our district well

Generalist – knowledgeable*

Brings out the best in everyone

Surrounds themselves with a good team

Someone who is not about themselves. Look at the district’s needs.

Strong leader

Back up staff concerning parents*

Keeps us as a top district

Benevolent dictator (assertive and diplomatic)

Motivator

Strong sense of community

Team oriented

Approachable

Puts words into actions

Experienced – fair and balanced across all departments

Proven teacher OR 20 years of experience as a teacher

Teacher friendly v parent friendly

Passionate about education/kids

Community – April 15 and 16

Keep

Maintain quality staff

Level of technology – keep strivigng and ahead of the curve of technology

Refine programs and build upon those in place

Rewarding teachers – maintain education foundation

Ben Barber CTA (expand)

8 period day (modify to 7)

Flip classroom (expand training)

Community events

AP classes but modify to have standards

Start

Open transfers (with or consider fee)

Obtain corporate sponsorships of schools

Magnet schools

Reward teachers with additional compensation or bonus

Programs geared to top 5% (critique that those students are not challenged)

District-wide 504 process

Stop

Curriculum-based assessments and the layers of testing

Not putting the kids first

Leniency toward fighting

The amount of assessments that are occurring (CBAs)

iPads – too much technology

Standardized “BYOD”

Reduce trainings to reduce teacher absences

Leadership Skills Needed

Ability to communicate – open or develop communication lines*

Develop a better of decisions made at central office and the impact those have on

students and staff

Examine effectiveness of intervention (consider changes to the program)

Reconsider block scheduling (or go to 7-period day)*

Examine class size in 5th and 6th grade

Communicate more clearly on scheduling for online classesIn touch with

staff/community/students/parents

Understands the impact of decisions and outcome of those decisions*

Innovative

Able to admit what is and is not working

Approachable, personable

Value stakeholders

Previous success as a superintendent

Strong curriculum background

Common sense, not touchy feely

Listens and thoughtful*

Not hasty in making decisions*

Able to communicate*

Knows and understands educational trends

Demands excellence

Community April 29 and 30

Keep

Content mastery

Back to basics*

iPad – be more consistent

High performing teachers

Summer ACT/SAT camps

8-block ok for grades 8 and younger

Skyward

iPads – technology*

Parents involved and valued

Innovation but don’t overwhelm

Students education number one

Homework schedule – proportioning

PSAT – summer - expand

Start

Block at HS

Textbooks home

Better communication

Meet needs of GT students

Criteria for Pre-AP

Hire and promote quality*

Allow teachers to critically think/autonomy

Focus on teacher quality and not cost*

Focus on quality instruction

Evaluate administrative needs (concern about number)

Better training on new tech initiatives

Communicate how new technology is to be used

Explain detailed educational benefit to students of new technology and how it will be

used

Collaborating with other high performing districts (GPISD, HEB) for what works with a

great curriculum

Use a good curriculum like HEB does

Additional time in core classes

Enforcing a dress code in HS (sagging pants) and maybe greater emphasis on parental

involvement

More recruiting emphasis on academic grades and efforts on scholarships

Stop

Allowing everyone in Pre-AP

Intervention and co-teaching

Politics

Building schools

8-period day at HS

Rigid defined scope and sequence*

Common based assessment (CBA)*

45-minute classes

45-minute conferences (teachers cannot grade 200 papers in 45 minutes)

8 period days (less electives) and return to block

Excessive initiatives

iPad non-educational application

Too much emphasis on EOC

Political hirings

Modify inclusion

Leader Skills

Visionary* with 5, 10, 15 year vision for school district

Put children first* (variety of comments regarding students, student needs, etc)

Listens to community and teachers

More emphasis on academics rather than sports

Effective communicator*

Focus on teaching and learning

Parents as collaborators, not the enemy

Values teachers and their experiences*

Not wowed by the flavor of the month

Willing to make a decision and stand by it

Maintaining confidentiality about district issues

Values transparency

Student Forum

MISD April 2013

What makes a great school?

Good communication between students, teachers, and administrators

Honesty in students, teachers and administrators

Allowing students to pursue passions via funding and teachers

A place for everyone and an environment for everyone to feel needed or wanted

Teachers that care and go the extra mile

Extracurricular – gives you the opportunities to try new things and discover/develop your

talents

How the school functions in order for the students to enjoy school – the rules need to be

enforced to insure that all students are benefitting from the education.

The maintenance of the building – effects the overall energy throughout the building

Encouragement to have a good education

Great support

Teamwork

Administrators that actually care and want the best education for all students

Sports/fine arts programs – recreation and expressing yourself outside of education

Engaging setting where it is not just bookwork in the classroom, but creative projects

and field trips

What could make your school better?

Getting kids to be more involved

Communication between students, teachers and administrators

Trampoline hallways, segways, no dress code….

More positive outlook in high schools (better work ethic and supporters)

Interactive administrators

More spirit throughout the school

Keep kids more accountable

Better food

More of a family, not a divided family

More teacher interactions with students

Leadership Traits

Responsibility

Communication

Humility

Inspirational

Interactive

Honesty

Active leader that gets involved

Be open to opinions before they make a huge decision (good listener)

Involvement

Innovative

More connected with schools and students