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Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
Wasda wasb research presentation for wi rsa
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Wasda wasb research presentation for wi rsa

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  • 1. A PENNY WISE? OR A POUNDFOOLISH. IMPLICATIONS AND CONSIDERATIONS FOR THE PART-TIME SUPERINTENDENCY Bradford G. Saron, Ed.D. Louis J. Birchbauer, Ph.D.
  • 2. A PENNY WISE? OR A POUNDFOOLISH. IMPLICATIONS AND CONSIDERATIONS FOR THE PART-TIME SUPERINTENDENCY Bradford G. Saron, Ed.D. Louis J. Birchbauer, Ph.D.
  • 3. GOAL Research: State of the Part-Time Superintendency Goal: Produce Considerations for School Boards  As They Relate to School District Vision  As They Relate to Serving the Community  As They Relate to Kids  What about the profession of educational leadership?
  • 4. TIMELINE AND INVOLVEMENT Accepted, Published, Statewide and Study and Disseminated Composition of Document WASDA and WASB Collaboration WASDA Small Schools Committee
  • 5. CONCLUSIONS Delegation• Individuals in a part-time superintendent position, or compressed role, delegate responsibilities to a much higher degree.
  • 6. CONCLUSIONS $$$ • The primary motivation for a district going to a part- time is to save money.
  • 7. CONCLUSIONS Priorities• The administrative focus is on management tasks. Leadership work relating (instructional and curricular matters, long-range visionary planning, district cohesiveness and community relations) are most difficult to achieve.
  • 8. CONCLUSIONS The Board• The role of the school board changes when the superintendency moves from full-time.
  • 9. CHALLENGES (WORD CLOUD OF COMMENTS)
  • 10. IMPLICATIONS (THE RESEARCH SUGGESTS) Vision is Neglected • ISLLC & NSBA • The development, cultivation and implementation of an ethical and pedagogically aligned vision requires time, community engagement and positive school-district climate.
  • 11. CCSSO’S ISLLC STANDARDS Vision for Learning Culture of Learning and Professional Growth Management Collaboration with Community Integrity, Fairness, Ethic Political and Cultural Advocacy
  • 12. NSBA’S KEY WORK OF SCHOOL BOARDS
  • 13. IMPLICATIONS (THE RESEARCH SUGGESTS) Delegation • Already Stressed Delegation Ecologies • Capacity, Certification, Training, or Aptitude
  • 14. IMPLICATIONS (THE RESEARCH SUGGESTS) Time and Expectations • Responsibilities involuntarily forsaken, often because of unavailability or lack of presence • Uniform negotiation methodology, past practice adherence and navigation, and consistent contract interpretation
  • 15. SMALL SCHOOLS COMMITTEE -WIKI Positive Negative
  • 16. SMALL SCHOOLS COMMITTEE-WIKI (CONT) Cost Savings Opportunities for Retired Individuals Consistency between Buildings Still have Some Leadership
  • 17. SMALL SCHOOLS COMMITTEE-WIKI (CONT) -Undue task delegation -Fragmentation of school vision, mission or purpose -Loss of important peer support/collaboration -Increased stress levels -Multi-tasking overload -Loss of leadership for innovation -Administrative compression chips away at the significance of our domain of expertise. -Negatively effects the school board governance process and illegitimates the role of district leadership as a partner in governance
  • 18. SMALL SCHOOLS COMMITTEE-WIKI (CONT) -Inhibits the articulation of policies developed by school boards. (i.e., if there is not a district leader to fulfill the promise of well written and thoughtful policies) -Impedes consistent labor relations with unions : uniform negotiation methodology, past practice adherence and contract interpretation. -Diminishes capacity for political advocacy of schools who have compressed administrators since they don’t have time to be involved.
  • 19. SMALL SCHOOLS COMMITTEE-WIKI (CONT) -Reduces opportunities for consistent and lasting engagement with the community in an effort to initiate positive feedback cycles vs ongoing vicious cycles. -Downgrades district capacity to access a leader to assemble solutions for chronic issues (i.e., There is a systemic problem. Who will or have time to solve it?) -Minimizes the ability of the district leader to fulfill the role of both change agent for the 21st Century.
  • 20. SMALL SCHOOLS COMMITTEE-WIKI (CONT) -Decreases the likelihood of a leader who has a true vested interest in the community and who is committed to the long term fiscal health and sustainability of the school district. -Restricts the time available to cultivate, develop, or articulate vision, purpose, or strategic initiatives. -Curtails the role and function of translator (the superintendent) between the day to day operations of the school district and the overarching purpose of school board governance. -Requires leader to become jack of all trades but master of none. -Pulled to attend more meetings and conferences to stay up-to-date with important information.
  • 21. CRITICAL QUESTIONS OPERATIONAL CONSIDERATIONS Why are you considering this organizational change -- organizational effectiveness, community responsiveness, instructional improvement, improvement of teacher or staff supervision, curriculum leadership, school board effectiveness, budget reduction or something else? What will be the process to make school district decisions on fiscal matters, safety concerns and staff discipline when the part-time
  • 22. CRITICAL QUESTIONS OPERATIONAL CONSIDERATIONS (CONT.) What will the new organizational responsibility chart look like for remaining administrative staff, teaching and support staff, parents, students and community members? Does the change in leadership bring about different responsibilities for board members? How will you measure success of this organizational change?
  • 23. CRITICAL QUESTIONS ADMINISTRATIVE CONSIDERATIONS How will you measure effectiveness of the part- time superintendent as it relates to student achievement, and who will report the academic progress of students and the school district to the community? How will the school district’s human resources function (hiring of staff, evaluation, monitoring of collective bargaining agreements and negotiation of staff wages and employment agreements) be handled?
  • 24. CRITICAL QUESTIONS ADMINISTRATIVE CONSIDERATIONS (CONT.) How will the school district legislative agenda and its relationship with legislators be maintained? Who will promote and encourage a climate of learning, trust and professional growth in the district? Who will develop and sustain productive relationships with community members?
  • 25. THE SECOND ACT (WISCONSIN ACT 10) Evaluation of principals/teachers Individually contracted employees Merit/Contingency pay Nondiscrimination policies Handbook implementation and alignment Unprecedented reductions in revenue Unparalleled time for advocacy(RTI, Common Core, PBIS, SBAC, Google Apps)
  • 26. GOAL (REVISITED) School District Vision? Serving the Community? Rural Kids?  What about the profession of educational leadership?
  • 27. POWERPOINT Slideshare.com
  • 28. DON’T HESITATE TO CONTACT US Louis J. Birchbauer  lbirchbauer@wasb.org  141.218.2805 Bradford G. Saron  saronb@cashton.k12.wi.us  608.654.5131 e. 201

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