Stakeholder Input Report for

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submitted by

September 2016

7905 L St., Suite 310 Omaha, Nebraska 68127 Phone: 888-375-4814/402-991-7031 Fax: 402-991-7168 Email: mail@macnjake.com Website: www.macnjake.com

Charlotte-Mecklenburg Schools Charlotte, North Carolina District Stakeholder Input

Executive Summary On September 12,13 and 14, 2016, McPherson & Jacobson consultants had the honor of conducting school/community stakeholder sessions to gather input regarding the selection of a new superintendent for Charlotte-Mecklenburg Schools. One thousand eighty-six invitations were sent to various individuals inviting them to participate in one of the meetings. The team met with 43 small Stakeholder Groups, 2 private sessions and 3 large Stakeholder Group sessions that were held in the evening at West Charlotte High School Auditorium, South Mecklenburg High School Auditorium and North Mecklenburg High School Auditorium for a total of 48 meetings. In addition, input was received from telephone interviews and electronically from stakeholders who were not available to attend any session during the time the consultants were in Charlotte-Mecklenburg Schools. Each group was asked to respond to the four questions noted in bold below. Consultants provided a review of the timeline and selection process and stakeholders were given the opportunity to ask questions of the search consultants.

Consistent themes and ideas across stakeholder groups are captured in the Executive Summary below. Following the Executive Summary is a complete record of responses recorded for all stakeholder sessions as well as those submitted by telephone and electronically. In order to ensure honest input, responses are attributed only by question; no participants are named in order to maintain our promise of confidentiality.

1. Tell us the good things about the Charlotte-Mecklenburg community. Charlotte-Mecklenburg Schools located in the Charlotte, North Carolina region provides academic instruction, rigor and support each school day to more than 146,000 students in kindergarten through 12th grade in 170 schools throughout the cities and towns of Mecklenburg County. The diverse area supports an urban environment with close-knit communities where families live in neighborhoods and enjoy the feel of a small town. The diverse population of students represents more than 160 different countries with a variety of cultural and ethnic backgrounds. The area is very welcoming to new people with over 80% of Charlotte’s population being transplants. The community has the benefit of a strong faith-based community with over 700 churches located throughout the area. Close proximity to an excellent interstate highway system creates easy access to the mountains and to the seashore. The climate offers four-seasons with a moderate winter.

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The area offers a wide array of sports, a rich cultural center, and all the amenities of a large city without the challenges of a large city. The area provides easy access to higher educational institutions with many Universities, colleges and trade schools. There is a vibrant economy, often referred to as The Wall Street of the South with a reasonable cost of living. The community is very proud of its airport, which is the 6th largest in the United States with the 2nd largest hub for American Airlines. The Charlotte-Mecklenburg area boasts access to cutting edge health care from two systems, one being the 3rd largest in the country. Charlotte ranks in the top five cities of its size for promoting and supporting the arts. There is a sense of strong civic pride with a determination to remain competitive in the global marketplace. The community and business leaders maintain a strong commitment to invest in the schools with both volunteerism as well as with philanthropic endeavors.

2. Tell us the good things about the Charlotte-Mecklenburg Schools. Charlotte-Mecklenburg Schools are staffed by caring, passionate faculty, administrators, and support personnel, focused on the students’ welfare. The diversity of the student body requires the school district to support over 100 different languages. The programs are progressive with a large variety of course offerings. Both parents and teachers have high expectations of students. The staff has a must do attitude—always willing to do more in rising to the challenge. Teachers impact students through their focus on teaching and learning. Stakeholders report that teachers truly care about the students.

Charlotte-Mecklenburg Schools boast an academic program with college prep and Advanced Placement courses, Early College (9-13), Magnet, Charter, Language Immersion, Montessori, and Academy Schools available to meet the needs of students. There are many resources available for all children. Charlotte-Mecklenburg is a nationally recognized school district with a reputation for producing scholars. Significant technology initiatives are present and used in all schools. There is a successful one-to-one technology initiative using Chromebooks in grades 4-12. In addition, Project Lift has been an enormously successful program.

A healthy collaborative relationship exists between the district teachers and administrators and the community. The Parent Teacher Associations are strong, providing time, talent and financial resources to schools.

Positive collaborative relationships exist with Universities and Colleges. Charlotte-Mecklenburg Schools are often used for research and for initiating innovative programs that benefit the students.

Corporate engagement has assisted Charlotte-Mecklenburg Schools by focusing on the students from those receiving free and reduced lunch to providing scholarships for post-secondary education.

Charlotte-Mecklenburg Schools and its students benefit from collaboration and strong partnerships among the countywide library system, the business community, the non-profit community and the faith-based community.

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3. What are the issues the new superintendent should be aware of as s/he comes into the district? The need for more and for improved communication was prevalent among all stakeholder groups. Stakeholders perceived a lack of follow-through on decisions and a lack of transparency around decisions that has eroded confidence in the efficacy of all decisions. Charlotte-Mecklenburg Schools lack leadership and system thinking for sustainability. With the high turnover of superintendents within the last ten years, there is a clear lack of leadership, a lack of equity among schools and a lack of trust. The lack of system sustainability has led to many inequities among the schools.

Student assignment must be implemented properly equitably, and effectively. There is a need to understand the history and culture around student assignment, exponential growth and crowded classrooms. There are additional concerns over the aging state of facilities and the lack of funding and support from both the county and the state levels of government. To understand the funding process in North Carolina there is a need to understand the political governance at the state, county and local levels.

Changing demographics reflect an increasing diversity of students and illustrate the need to build bridges to various communities with neighborhood schools and to build trust with the African American community. The district also needs to employ a staff that better reflects the diversity of its changing student population.

There is a need to address the findings of the 2014 Harvard study placing Charlotte-Mecklenburg Schools 50th.

There are transportation problems with busing as many elementary school students have very long days due to a tiered busing system.

There is a need for a universal Pre-K program as the Smart Start program has a limited number of admissions.

Stakeholders indicate a concern over poor morale among all employees fueled by a perceived lack of leadership, fairness and transparency regarding decisions that impact them, including salary, benefits and salary caps.

4. What skills, qualities and characteristics will the new superintendent need in order

to be successful in Charlotte-Mecklenburg Schools? Charlotte-Mecklenburg stakeholders want an excellent communicator who builds trust with the staff and community as well as, promotes opportunities for communication between and among schools, parents and all groups within the community.

Stakeholders expect that the new superintendent is able to clearly communicate why decisions are made and how those decisions support educational excellence and educational equity throughout the district. Also, upgrading, expanding and improving facilities require clear, systemic and two-way communication across all elements of the district, county, and state level of governance.

The new superintendent needs to be a visionary leader who makes difficult decisions based on data to advance academic excellence and equity within the district. Stakeholders want the new superintendent to be visible both in the schools and in the community. It is important that the new superintendent be committed to the community, committed to

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remain within the community to embrace the changing demographics while serving as an advocate for meeting the needs of each child.

Charlotte-Mecklenburg stakeholders want a stable leader who listens, is culturally sensitive and has strong business acumen. The new superintendent needs to be able to assess the current administrative team quickly, fairly and then use the strengths of each member to build a better team to serve all students in the district.

The Stakeholders want a leader with intestinal fortitude who is not afraid to do what is right for all children. The new superintendent must be capable of building a winning team.

Stakeholders do not want a superintendent who has been trained by Broad, Gates or any national academy with a corporate focus. The community desires a leader who advocates for students.

Stakeholders want the new superintendent to develop partnerships with business for the benefit of the district. The ability to create opportunities through partnerships for scholarships, financial, or in-kind support of programs is important.

The new superintendent needs to be a people person who is approachable, friendly and encourages honest dialogue. Stakeholders desire an energetic leader who wants to build a career in the district. Possessing the ability to collaborate with community leaders and maintaining a positive working relationship with all staff is also a requirement for the new superintendent.

Stakeholders report that other desired personal traits include—honest, innovative, ethical, organized, energized, genuine, fair, and knowledgeable.

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Stakeholder Input Reported as received from each Stakeholder

1. Tell us the good things about the Charlotte-Mecklenburg community.

• City with a small time feel and all the positives of a small town • Airport 6th largest in the US and 2nd largest hub for largest airline (American) • Growing in all directions with much attention to details to make sure we grow in the

right way • Welcoming to new people and 80% of Charlotte’s population are transplants • Doesn’t matter where you came from or whom your family is/was (unlike Savannah

or Charleston) the town expects you to get involved and bring your skills to the table. • Lighthouse for education • Financial hub • Unique….no other town like us…quality of life is fantastic • Progressive with race relations • Beautiful town with trees, parks and close proximity to the mountains and the beaches • Easy to navigate • Nine miles already working on the light rail and more to open very soon with heavy

investment in the entire project • Reasonable cost of living • Wide array of sports, i.e. Panthers, NASCAR, etc. • Rich cultural center • Volunteerism strong • Civic Pride widespread • Robust relations with community and business leaders • Amenities of a large city without the challenges • Vibrant economy • Strong intellectual resources • Known as the Wall Street of the south • Global mentality • Not baked yet like other southern towns, such as Atlanta • Strong corporate investment in school district • Many opportunities for collaboration with all aspects of the community and the

school district • Very philanthropic • Best kept secret • Legacy of business building the city, not the politicians • Business community leaders keep the politicians in check • Cutting edge health care from two systems, one being the 3rd largest in the country • In the top five cities for promoting and supporting the arts • Access to higher education with many universities, colleges and trade schools • More churches than any other city of comparable size • Faith based community enhances Charlotte and very involved with improving race

relations

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• Uniquely and perfectly located within close proximity to anywhere you want to be • Welcoming feel • Very collaborative community • Individuals constantly work together • Great at helping the needy • Build relationships • Nurtures the family unity • Friendly people • Warm feeling • Plenty of caring people who financially invest in the district • Collaborative community • A large city with a small town-feel • Dynamic fast-growing • So much to offer as it relates to events and things to do • Great weather • Very urban • Lots of opportunities—great in resources • People are great • Ideal weather • Abundance of amenities • Community has appeal – many things to do that includes family • Productive community with a productive economy • State and city are both great with a great reputation • Citizens have the “We can do” attitude • Ideally located • Big city with a small town feel • Lots of dedicated organizations • A city of neighborhoods with different cultures • Tremendous diversity • An involved community with lots to offer • Neighboring spirit • Rich history to include African American History • Welcoming • Wealth of choices of things to do with family • Dynamic innovative culture and religion • Eager to welcome new people with fresh ideas • Continually growing community with a home feel • Affordable cost of living • Great climate • Rich cultural arts community • Enormous partnerships • Family-oriented • Strong faith community • Great community moving forward • Large enough to have all amenities • Very welcoming

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• Ideal location in close proximity to the mountains and ocean • Important history which is continually being shaped • Great airport • Very diverse population • Growing community • Opportunities for family and children • Ideally situated geographically • Large city with a small town feel • Strong sense of community • Civic pride • Higher education opportunities • Families relocate in Charlotte to provide a better life for their children • Business and industry invest in public schools • Diversity is a strength that is welcomed in the community • Size of the city—still has a small town feel • Amenities—arts, sports, cultural opportunities • Strong economic base • The community is committed to volunteerism—including service organizations, faith

community • People in the community are committed to making it better • Weather! • It is a city of neighborhoods—both good and bad • Committed to green space • Diverse population—strength and brings challenges • Proud of the Charlotte-Mecklenburg history • The banking industry • From a political standpoint Charlotte is a major player in the state • Excellent library system • Different at risk groups of men working with the community to assist young black

students • Strong faith community with a willingness to partner with CMS • City of transplants • Charlotte is a welcoming city • Southern hospitality • Anybody is welcome to become involved in civic leadership • City continues to reinvent itself after the 2008-2009 recession the city expanded its

business recruitment to look beyond the banking industry • Charlotte is a young city • Clean city • Diverse community • Location—ocean and mountains nearby • Neighborhoods are different and that is a good thing. • Community is growing • Big city with a small town feel • Great mix of people in Charlotte-Mecklenburg County • Lots of things for families to do—sports and arts

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• Second largest financial center in the United States • Great diversity in the city—African American, Latino, Asian • Opportunities for youth to gain internships with colleges and universities • Light rail is coming • Many opportunities to gain postgraduate classes/credits/degrees • Willingness to help each other • Recreational opportunities • The city/county is ripe for growth • The challenge is to not make the mistakes Atlanta made in dealing with growth • Large diverse school system • City cares about education • Stable Board of Education—not real politically charged • Business community supports education • Faith community partners with CMS • Philanthropic organizations support CMS • Family-oriented community • Charlotte is a plane ride away to anywhere. • Charlotte is more than banking. • Growing and changing community • Authentic feel • Acts like a village • Not so big that you get lost in the city • Diversity • Accommodating—always a lot to do • Charlotte has all the advantages of a large city yet retains the small town feel. • Charlotte welcomes newcomers • Affordable to live in Mecklenburg County • The unified school district is a plus. • Partnerships with various businesses and philanthropic organizations • Large companies have elected to locate in Charlotte • Quality of life—restaurants, the arts, sports, green space • Charlotte is unique, no other city looks like it • Charlotte is a combination of suburban and urban • There is an excellent foundation in Mecklenburg County/Charlotte to build upon. • Strong community organizations willing to partner and help the schools. • Neighborhood communities --We know each other • There is a willingness to do—If we see, we act. • Willing to dive into social justice issues. • Diversity • Strong energy sector • Tree canopy • Strong civic and cultural leaders • Cost of Living is good • Collaborative spirit • Progressive community • Highest net incomes in the south

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• Connected city • Affordable college and university tuition for instate students • Reasonable housing costs • Incredible resources available • Easy way of life • Access to recreation, Pro-sports, arts, theater

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2. Tell us the good things about the Charlotte-Mecklenburg Schools. • Strong school board • Little turnover of teachers • Technology present and used in all schools • School district provides tools for tutoring • Responsive about testing concerns • PTAs strong; providing time, talent and financial resources to schools • Wonderful and various programs, i.e., Cambridge continue to grow • Teachers have opportunities for advancement other than just administration positions. • Second largest work force in county • Constantly learning new ways to work together better • Lead the state in improving academic performance • Graduation rate continues to grow • Staff have great interpersonal skills • An urban Superintendent will be attracted to Charlotte. • Good relations with universities and colleges • Significant national educational research done here • Considered a sweet spot for research and innovations in education. • Project Lift has been enormously successful. • School district supports 100 different languages. • Many of the best programs are developed by existing staff. • Public schools selected by upper class parents rather than private schools. • Top notch technology with great support staff for all kids • Needs of special education population are well addressed. • Different options are available for students and more staff have been hired to meet the

identified needs. • Large group of people all working on the same goals for the district • Current Superintendent’s leadership and willingness to partner with the business

community has allowed the school district to find creative solutions to issues. • Vast selection of courses and extra-curricular activities • Corporate engagement has focused on the 50% of students receiving free and reduced

lunch • Paraprofessionals and support staff do a great job. • High school graduation held on a college campus sends a powerful message to all. • The gifted students are adequately challenged and motivated. • Loyalty to schools is strong. • Various cultures are encouraged to be celebrated in schools. • Large enough to provide a variety of course offerings. • Great number of organizations with resources are willing to help the schools. • Great economic and social capital • County-wide system • Well-structured district • Numerous opportunities • Good magnet schools • Dedicated professionals

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• Teachers truly impact students through learning. • Plenty resources for all children but must be able to navigate the district • Caring and concerned teachers • Welcome collaborating • Innovative district that is con the move • Student-centered mindset • Nationally recognized • Myers Park is “the best school” • Diverse student population • Many learning opportunities • Reputation for producing scholars • Dedicated instructors • The fastest growing school district in the nation from 1990-2000 • Good teachers • Dedicated parents • Student–focused on meeting the needs of all students • Experimented with many practices/initiatives • Charlotte values their kids and their education. • There is a “must do” attitude –always willing to do more in rising to the challenge. • The District does not tie the hands of the school. • In the framework the schools meet the needs of students. • Produce outstanding graduates who have many opportunities • Great teachers and great leaders who care about children • Progressive schools–always striving to do better • Parents and teachers have high expectations of students. • An abundance of tools and resources available • Great teachers and great leaders who care about children • Parents and teachers have high expectations of students. • A county library equips each child with access to the library via a student ID. • There is a heartfelt desire for all students to be successful. • The community is a great supporter of education • Collaborative • The school has received national recognition. • For a large district, CMS operates well. • Many languages • Dedicated to educating children in many ways • Learn through outcome-based measures • A great deal of community pride • Passionate and talented educators • Diverse populations from a variety of cultures • Quality of education is good • Great parent support • Some schools have great leadership • Strong effort is made to educate every child. • Instructional staff is passionate about kids. • Academy leaders are visionary.

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• A variety of programs are available. • A high percentage of educators are committed to their craft. • Good support for students and staff • Early college 9-13 program is successful. • Willing to look at new models • Good Collaboration with UNCC • Project Lift is excellent. • The options are good for some of the students and staff. • Schools are great—like the move back toward more neighborhood schools. • People are “flooding” back to the public schools because of the options that charter

and private schools cannot offer. • Principals have the flexibility to try new things. • Parent support is outstanding. • Magnet schools are a good option for some of the district’s students. • Many educational opportunities • Kids get a good education. • Students do not have to be tested to perform at a certain level to be eligible to attend a

magnet program—it is a lottery system. • Access to higher educational institutions for high school students • Dual enrollment is available as tuition is paid by the district. • Schools are family oriented. • Staff always has access to the current superintendent • Teachers—People that truly care about kids!! • It is a model school district. • A number of formal memorandums of understanding exist between various

agencies/educational institutions and CMS. • Some of the task forces from previous leaders are still in place. • Love our current superintendent. • Emphasis on reading from the district with support from the community. • Lots of data available to use in improvement efforts. • Always trying to get better. • The district does not hide data. • Read about the history of Charlotte—wonderful initiative. • The district replicates programs that are successful. • Diverse course offerings for students • The community is eager to support a successful leader. • Current superintendent is a professional. • Out of the district’s 146,000 students only 10% elect Charter schools. • Race matters for juvenile justice • Lots of initiatives • Excellent parent involvement—including various Dad’s groups • CMS is on the cutting edge. • Innovative • District feels as though they hear teachers. • Strong connection between teachers and district staff • CMS is on top of the game.

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• CMS is recognized on the national stage as an innovative/quality school district. • CMS has invested in its human capital—always looking for great staff. • Professional development for teachers and staff is available. • Neighborhood schools have tremendous pride. • The district tries to meet family needs where challenges exists, i.e., summer feeding

programs, breakfast and hot lunch programs, ESL, etc. • Layers and layers of support • The district has the data to drive instructional improvement. • Charlotte has both an urban and suburban feel. • Chromebook initiative for grades 4-12 is successful • Options for students via the myriad of programs offered—magnet schools, language

immersion schools, Montessori schools, traditional neighborhood schools, college and career ready, ROTC, etc.

• Some schools are achieving results. • Strong hospital and homebound programs for students • The district is willing to take risks. • Support for Counselors and Social Workers • Quality professional development • Vast number of opportunities for students through a variety of programs

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3. What are the issues the new superintendent should be aware of as s/he comes into the district? • Better induction programs for teachers • Better pay for teachers • High teacher turnover and retention of all staff • Many teachers are forced to buy their own supplies with their own limited funds. • Need to address the findings of the 2014 Harvard study placing CMS school district

50th • Upper class families moving their children out of the public school system • Sensitivity to boundary lines • Respect for the six smaller communities that make up the Charlotte-Mecklenburg

school district • Governance issues • Teacher morale poor • Lack of leadership • May not look attractive to high quality candidates because of the track record of five

Superintendents in ten years. • Transportation problems with busing: elementary children’s’ days are very long (9:15

until 4:15). • Older students arriving home much later than scheduled due to each bus having three

routes. • Overcrowding in some schools • Trailers not kept in good condition and have become a safety hazard. • Segments of population uneducated and unable to contribute to discussion about

improvement of schools • Dire need for better preschool programs • Tuition free perk needs to be implemented and expanded. • Inconsistent communication from teachers to parents • Poor school lunches • Unkempt facilities • Need for more guidance counselors at the secondary level • Testing unpopular with some teachers and parents • Homework excessive and redundant • Need for a universal Pre K program; existing program, Smart Start, very difficult to

get into unless you are a very savvy parent able to navigate the system. This leads to many of the students who need it the most not receiving it.

• Inability to have consistent leadership • Five Superintendents in ten years • Racial distrust simmers • Business leaders need an unified front and approach on educational issues. • Too political • Not all teachers are treated fairly. • Division between outer areas (rural and suburban) of CMS versus inner city • High concentration of poverty • Breach of trust, especially in the west corridor, must be repaired.

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• Parenting program not working. We need to figure out how to go into the homes and work with parents to get them involved.

• Two systems are colliding and the old agenda/system still exists. • Parental choice resulted in neighborhood schools. • The job (considered the 2nd most important job in the county) is bigger than one can

imagine. • There will not be a deputy superintendent position. • Lack of equity among schools • High turnover of superintendents • Huge gaps between social classes • Watch out for double swords although civility seems present. • A lack of trust-promises made by former superintendents were not honored. • Suburban against inner-city • Lack of funding at the state level • Address issues that affect groups. • Growing fear that public schools may not meet the needs of students. • Establishes policy through the court system. • The administration is running the staff off. • Gaps in income • Gaps in teacher pay • Narrowing of all gaps • Addressing the needs of teachers • Lack of trust with the last three superintendents • Too much nepotism • The district is extremely “top heavy” • Inequities within the district • Micro-management is a concern • Too many initiatives tried at one time. • Juvenile justice program • Assessing and evaluating every position at every level for efficiency and

effectiveness is needed. • Need to Study transportation– 90 bus drivers short. e.g. tiered busing is a problem. • Need more social workers • Address the Human Resource (HR) Department which is not a well-functioning

department. • Principals and employees must be accountable for learning growth. • The best principals need to be placed at low performing schools. • Equity between the “haves” and the “have nots” • Relieve some of the responsibilities of teachers. • Possess a helpful attitude so that every child can maximize his/her learning potential. • Stop using poverty as a reason for not enabling children to learn. • A dysfunctional school board • Low teacher pay • Hold parents responsible. • Discard practices that do not work. • Divided race

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• Student assignment must be implemented properly, equitably, and effectively. • Create a continuous plan for facilities throughout the district with priority given to

facilities that need the most attention. • Need technology assessment and update. • Must understand state-level political climate. • Must understand the history and culture around student assignment, exponential

growth, and crowded classrooms. • Teacher salaries, quality of instruction, and high turnover rate • A true listener who communicates with both internal and external partners. • Teacher morale needs attention. • Teacher quality • More retirees than recruits • Lateral/provisional licensure • Cultural efficiencies • Huge gap as to what is available to children in schools – how will the gap be closed? • Social issues need to be addressed. • Fragmented school board • A huge task–some schools achieving—some not • Eleven school closures eroded the trust of many. • Don’t have the course offerings beyond the school-based courses. • Division of trust discourages growth and opportunity. • K-8 is not a good idea—does not work well. • Unitary status caused more problems. • Segregated schools divided by race. • Educators do not need to cycle in and out of doors. • Large size of the district is a challenge within itself. • Transportation—well to do families are able to drive children to school. • Environment and morale • Teacher pay • Environment and morale • Mobility--economic mobility does not exist—upward mobility is a problem. • Problems exist when it comes to meeting the needs of every child. • Common practices on which all students may depend • Some principals are overwhelmed by all they have to do. • There is a cry and call for all children to go to a high performing school. • A level of mistrust among the African American community • Reaching out to parents • A Racial divide exists • Urban/Suburban divide exists • Some open wounds exist in the African American community. • Inequity • Southern district schools may leave the district. • Lack of resources • Investigate the departure of the previous superintendent. • Need a plan to end the poverty problem. • Children are left behind on both ends of the spectrum.

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• Culture of Charlotte is tough. • Student Assignment is a huge, divisive issue. • Wealth gap • Need a new organizational chart with clear lines of supervision. • Access to some programs is limited. • Drug and alcohol issues are pervasive. • Need the political will to do what is Right. • Community leaders are very influential. • Clean out central office. • Power rests in Raleigh. • Need to work with county government to get money for building repairs. • Misuse of test scores • Easy to rely on test data for placement • Need a Universal Pre-K program as Smart Start has a limited number of seats. • Lack of respect • Too many students are not reading on grade level by the end of grade 3, thus they are

doomed. • Marketing/Branding • Segregation • Lawsuit that challenged the magnet school selection process • Neighborhood schools are segregated based on socio-economic status and ethnicity. • Share the rationale for the new buildings and why they were built where they were

built and why schools were closed. • The district is increasing in the number of students in poverty daily. • The new superintendent will have the obligation to educate all children. • There was considerable distrust the last time the district went through student

assignment. • CMS is a very large school district with many needs. • The transportation schedule is NUTS. • STUDENT ASSIGNMENT • Community has lost confidence in CMS. • Understand the impact the lawsuit in the late 90’s early 2000’s had on CMS—just

knocked the district to its knees! • Develop a strategy to address the desegregation plan. • Poor teacher pay, teacher pay caps • Understand the relationship or lack thereof between the County Commissioners and

the district with respect for funding. • Title schools need attention on a myriad of fronts, i.e., teacher turnover, course and

program offerings, condition of facilities, etc. • There is no trust in the student assignment plan. • Conduct a forensic audit since the last two superintendents left the district quickly. • Principal of the year is very political. • Considerable confusion surrounds the Learning Communities, i.e., how are they

determined and why is there constant change within the boundaries of the Learning Communities?

• No upward mobility for the poorest students.

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• Lots of changes with no input or say from teachers • District hides the poverty issues by placing the poor performing students within a

population of high performing students. • SCHOOL ASSIGNMENT • Magnet program in many ways is solely viewed as a means to get out of lower

performing schools. • There is redundancy all over the district with respect to district or central office

administration. • Communication of where and how resources are deployed. • 19,000 Black males were suspended last school year vs. 1,400 White males. • New Superintendent need to be aware of the program My Brother’s Keeper. • Uniformity with the CMS structure, i.e., some schools have media specialists while

other schools have elected to use their dollars differently. This creates problems as the public does not always know where to go or who to ask for.

• Differences in the services offered in the Title One schools • Need a uniform discipline plan. • Need to do a better job with a diverse population. • Know about the disparities in wealth vs. poverty in CMS. • Communicate the WHY. • Not necessarily respond to the trend du jour! • Do not dismantle many of the programs that are in place. • Bond vote in the fall of 2017 • Upward mobility within the community and CMS is dismal. • Need more training around discriminatory practices for staff. • Dropout rate among black males is extremely high. • Schools of color need more resources. • STUDENT ASSIGNMENT—some folks all in favor and others not at all. • Understand the culture of the system. • Value Race Matters for juvenile justice. • Parents do not feel connected to the district. • How is information presented? There is a feeling that only the GOOD information is

shared. • District needs to put more information out to the community. • STUDENT ASSIGNMENT—the plan is cloudy, the entire district needs to be look

at. • Disconnect between the community and the district • Money is flowing to Charter and Private schools. • Very poor upward mobility—lowest of any major city • Fast growing city/school district—not nimble enough to keep up. • Vast differences in wealth—pockets of tremendous wealth and pockets of significant

poverty • Dealing with the issue of what parents want and what best practice and research tells

us are quite different. • State politics, county politics, school district politics learn how to navigate through

each of the entities • Five Superintendents in ten years!

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• STUDENT ASSIGNMENT—many are not happy and no one understands what is going to take place—very murky.

• Teacher retention and replacement—due to low pay • The impact of Charter schools on the district with respect to high socio-economic

status student migration out • Many like the neighborhood school concept yet, in many cases results in segregated

schools by both poverty and ethnicity. • Busing is limited and students have very long commutes to their school. • Trust between the district and the community is very low if there is any at all—the

closure of 11 school’s years ago is still very raw and folks have not forgotten. • High turnover of teachers in high poverty schools • Staff do not want a new leader that comes in with a plan that changes many of the

quality programs currently in place and are working well. • Address the performance of all schools. • More resources • The retrofitting of small facilities into K-8 buildings—not enough room for the older

students • Lack of school choice in parts of the district (West Charlotte) • Use data to drive decisions • Work with the Board of Education, do not be afraid of them. • Understand bullying—not just student to student, but staff to students and staff to

staff. • Understand and appreciate the history of CMS. • How staff are selected, want transparency. • How to train and grow principals • Love children. • Education should not be run like a business. • Income does not indicate intelligence. • How would the new Superintendent handle parents in specific areas of the district that

are not in favor of various plans or changes? • Encourage CMS to visit the community of the finalists before making a final

decision. • Involve parents. • More Black men should be encouraged/placed in the schools to serve as role models. • Trust is nonexistent between the community and the Superintendent and Board of

Education. • Need great teachers in our poorest schools—a large turnover rate within the teaching

ranks in our low SES schools. • Don’t base decisions on the lowest hanging fruit. • Reject the statement that Parents don’t care. • Need to return many of the Vocational programs. • Care about the city/community and invest in it

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4. What skills, qualities and characteristics will the new superintendent need in order to be successful in Charlotte-Mecklenburg Schools? • Strong urban leader • Career educator not someone from the business community • Hire from within the CMS system who understands our needs. • Good communicator with all aspects of the community • Multi/bilingual • Experience with similar size districts • Socially aware • Classroom experience of at least five years • Loves kids and able to build relationships with all of them. • Diverse perspective • Thinks outside of the box. • Innovator • Understands trend of charter schools. • Willing to commit to the CMS district for a long time. • Do not use Charlotte-Mecklenburg Schools as a stepping stone. • Strong manager and able to attract and retain staff • Can modify a message to different subgroups but able to communicate a common

vision and strategic plan to all aspects of the community. • Must be able to walk with Kings but not lose her/his common touch. • Be a realist and arrive with eyes wide open. • Allocate resources wisely and fairly. • Independent minded and will always put Charlotte-Mecklenburg Schools first. • Strong sense of integrity • Bold change agent • Great listener • Proactive and able to anticipate problems before they occur • Recognizes best practices and significant research that will work at Charlotte-

Mecklenburg Schools. • Creates opportunities for sharing best practices. • Possesses great organizational skills and pays attention to details. • Be supportive of the administration and the school board. • Understands and has experience with resegregation/desegregation. • Promotes and supports the arts in the schools not just the academics. • Works well with Raleigh leaders and the state budget. • Must have intestinal fortitude. • Community activist to fight for the district • Culturally sensitive • Strong business acumen • Great communicator • Can create a fellowship both internally and externally. • Respect and work with government officials • Collaborative • Good listener

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• A visionary • Stable • Transparent and consistent • Skilled at building the second layer • Recruits and places good leaders in positions who positively impact students. • Skilled in putting leadership development in place • Uses social media. • Create effective business and community partnerships. • Assesses the current team quickly and fairly. • Tell the story about the good things. • Re-evaluates policies. • Ensures that state funding is stronger and equitable. • Courageous leader who is not afraid of litigation. • Willing to think outside of the box • Try to see things out of the eyes of students. • The administration is running the staff off. • Gaps in income • Gaps in teacher pay • Narrowing of all gaps • Addressing the needs of teachers • Knows the history of the area and the schools. • Takes a look at the finances and conduct a strategic audit. • Transparency • Does not behold to any particular group. • Helps every child become successful. • Good listener • Revisits school policies • Mediates – a mediator of conflict • Supportive • Racially competent (goes back and learns history) • Has an outgoing personality – a people person • Knows the Charlotte-Mecklenburg Schools Story. • Work collaboratively with The Foundation for the Carolinas. • Appreciates an urban district • A problem solver • Holds employees accountable. • Strong visionary who knows and appreciates the history of the Charlotte-

Mecklenburg District. • Children-centered • Politically involved • Courageous decision -maker • One who loves and is committed to children. • Assesses current staffing status and aligns individuals with their areas of expertise. • Familiar with the history of Charlotte-Mecklenburg Schools • Politically savvy • Stop using poverty as a reason for not enabling children to learn.

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• A dysfunctional school board • Low teacher pay • Holding parents responsible • Discard practices that do not work • Divided race • Is the face for the school district • Great communicator • Excellent listener • Experienced success in overseeing a school district of this type • Organizational development and system change skills • When looking at student assignment, look at it through the eyes of the child—will the

child be in a safe environment? Will the child receive an equitable education? • A change agent—especially as it relates to cultural change realizing that it is a

process. • A visionary • Not fearful of litigation • Skilled in organization and culture transformation • Negotiates and gets things done on behalf of the district. • Convinces followers to buy in. • Believes in distributive leadership and values diverse ideas among the CMS faculty

and staff. • Develops an effective leadership team. • Respects and assess what is in place and what is working. • One who knows when to slow down and when to speed up—the philosophy slower

you go, the faster you will get there. • Understands how organizations work to create opportunities. • Prioritizes and does not try too many initiatives at one time. • Assesses the talents already in place—does not overlook talents. • Establish a good relationship with the school board. • An enhancer of board and superintendent relationships • One who works diligently to achieve equity among all students. • Has courage to say to the board, “Here is what I need you to support and why.” • Committed—does not use this opportunity as a stepping stone to another job or to

satisfy retirement. • Communicates the needs of the district. • Loves children, truly dedicated, treats education as a life or death situation, and will

prepare students to compete in a global market. • One who listens to all voices—even the loudest voice. • An individual who can be the face of Charlotte-Mecklenburg Schools. • Have an understanding of dynamics of being a Southern state. • One who is capable of building a winning team. • Strategically thinks out how things can be done. • Politically aware and astute • Experienced at dealing with other governmental entities to create partnerships • Knows the background and history of the district. • Insure that a difference will be made in the classroom.

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• Be aware as to what is going on in the district. • Manages schools that help low performing students with high performing students. • Must be a true navigator in the district. • Be creative to enable all voices to be heard. • Believes that schools are the heart of the community. • Puts strong leaders in the assistant superintendent positions. • Empowers and gives autonomy to principals. • Understands that there are many public and private partnerships. • Be able to navigate with and through the legislature. • Gets the district what it needs. • Politically savvy • Must be an educator. • Can develop relationships. • His/Her conversation is about kids. • Someone who has a strong resolve. • One who comes with a network of relationships • Builds on what is here and taps into every possible resource. • Must have experience as a Superintendent • Experienced skill set • Politically savvy—must do the Right thing for all children. • Leverage Resources—corporate, nonprofit • Leadership development • Do the work and get it done. • Progressive • Collaborative—work with the public and the private. • Understand the history. • Innovative, have a plan for alternative education—Turning Point Academy. • Listen • Advocate both publically and privately for children. • Culturally competent • Manage Raleigh. • Get the job done. • Make decisions in the best interest of the district/children. • Make a clear direction/plan and move forward. • Want stability • Someone who understands the business side of education and the academic side. • Talk to students—ask them what is wrong in order to fix it—Students are candid. • Forward thinking • Work with all county agencies to assist families in need. • Pay attention to educational research • Need an Internal Superintendent and an External Superintendent • Superintendent Needs to Drive the Strategies. • Needs to be a Strategic Thinker and Problem Solver. • Needs to set systems in place for sustainability. • Strong leader • Leverage the business community.

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• Bold • Be a Change Agent • Possess charisma • Connect with the community in a way that inspires confidence. • Clear Communicator • Visionary • Data Driven • Honest • Trustworthy • Need Actionable results • Do Something! • Do not maintain the status quo! • Advocate for all children! • Have a willingness and the courage to tell the truth about what needs to happen in

order for all children to learn. • Work to place the district in excellent position for the next twenty years. • Be a selfless person—this cannot be a stepping stone job • Think creatively. • Do not have a one size fits all management style. • Sense of humor • Treat all magnet schools fairly and equally. • Think outside the box. • Get the right people on staff and hold them accountable. • Be a good navigator. • Have the ability to Rally the Troops! • Be willing to commit to a long career at CMS. • No graduates of Broad, Gates or Pearson Academy—has been done and it didn’t

work. • Integrity—there is no trust from the staff. • Great communicator—deep and detailed • Know the goals and objectives of the district prior to arrival. • Have the ability to see the Big Picture—have a vision and communicate that vision to

the staff and community. • Build relationships. • Not always a “yes” person • Strong public relations skills • Allow courageous conversation to take place. • Hold central office personnel accountable. • Strong Board of Education/Superintendent relations • Know the latest research. • Market CMS. • Be transparent. • Appreciate a diverse population. • Have high integrity • Consistency • Check ego at the door.

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• Strong interpersonal skills • Inspire and empower. • Focus on what is best for children. • Trustworthy • Courageous leader—willing to have the tough conversations. • Connect on a human level. • Fight for the staff. • Passionate about education. • Flexible • Be a 21st century thinker. • Technologically savvy • Strong interest and comfort level surrounding cultural issues. • Know how to work with and leverage the media. • Experience as an educator • Go slow and move fast! • When good things are working “double down” and when they are not working, use

data to drive decisions for improvement. • Hold principals accountable to engage parents. • Build more relationships with parents and community leaders. • Be fearless! • Be visible in schools and the community! • Gain feedback from the staff. • Have empathy. • Highly educated and understand how to lead a large system. • Make a decision, stand tall and not be swayed. • Have a solid track record of success with ALL kids. • Have a background working with African American and Hispanic populations. • Have a willingness to invest in the classroom. • Have a willingness to place themselves in the shoes of parents and students. • Have high expectations for ALL students. • Have compassion. • Be passionate about education!