THE PART-TIME SUPERINTENDENT –IMPLICATIONS AND CONSIDERATIONS A PENNY WISE OR A POUND FOOLISH? Bradford  G. Saron, Ed.D....
GOAL Research: State of the Part-Time  Superintendency Goal: Produce Considerations for School  Boards     School      ...
TIMELINE AND INVOLVEMENT                                                 Accepted,                                        ...
HOW IS ALL OF THIS GOING TO GET DONE?
CONCLUSIONS              Delegation
CONCLUSIONS              Savings
CONCLUSIONS          Management vs.            Leadership
CONCLUSIONS              The Board
CHALLENGES
IMPLICATIONS (THE RESEARCH SUGGESTS)                 Vision is                 Neglected                 • ISLLC & NSBA
CCSSO’S ISLLC STANDARDS Vision  for Learning Culture of Learning and Professional  Growth Management Collaboration wit...
NSBA’S KEY WORK OF SCHOOL BOARDS
IMPLICATIONS (THE RESEARCH SUGGESTS)                 Delegation                 • Delegation Ecologies                 • C...
IMPLICATIONS (THE RESEARCH SUGGESTS)                 Time and                 Expectations                 • Unavailabilit...
SMALL SCHOOLS COMMITTEE         Positive                                   NegativeSource: Small School’s Committee
SMALL SCHOOLS COMMITTEE (CONT)               Cost Savings               Opportunities for Retired               Individual...
SMALL SCHOOLS COMMITTEE (CONT)                -Undue task delegation                -Fragmentation of school vision,      ...
SMALL SCHOOLS COMMITTEE (CONT)                -Inhibits the articulation of                policies developed by school   ...
SMALL SCHOOLS COMMITTEE (CONT)                -Reduces opportunities for                consistent and lasting            ...
SMALL SCHOOLS COMMITTEE (CONT)                -Decreases the likelihood of a                leader who has a true vested  ...
CRITICAL QUESTIONS     OPERATIONAL CONSIDERATIONS   Why are you considering this organizational    change -- organization...
CRITICAL QUESTIONS     OPERATIONAL CONSIDERATIONS (CONT.)   What will the new organizational    responsibility chart look...
CRITICAL QUESTIONS     ADMINISTRATIVE CONSIDERATIONS   How will you measure effectiveness of the part-    time superinten...
CRITICAL QUESTIONS     ADMINISTRATIVE CONSIDERATIONS (CONT.)   How will the school district legislative agenda    and its...
THE SECOND ACT (WISCONSIN ACT 10)            Evaluations                              Individually         Unprecedented B...
POWERPOINT   Questions?   Slideshare.com
DON’T HESITATE TO CONTACT US   Louis J. Birchbauer     lbirchbauer@wasb.org     414.218.2805   Bradford G. Saron     ...
Upcoming SlideShare
Loading in …5
×

The Part-Time Superintendent-WASDA/WASB

777 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
777
On SlideShare
0
From Embeds
0
Number of Embeds
291
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

The Part-Time Superintendent-WASDA/WASB

  1. 1. THE PART-TIME SUPERINTENDENT –IMPLICATIONS AND CONSIDERATIONS A PENNY WISE OR A POUND FOOLISH? Bradford G. Saron, Ed.D. Louis J. Birchbauer, Ph.D.
  2. 2. GOAL Research: State of the Part-Time Superintendency Goal: Produce Considerations for School Boards  School District Vision  Community  Kids
  3. 3. TIMELINE AND INVOLVEMENT Accepted, Published, Statewide and Study and Disseminated Composition of Document WASDA and WASB Collaboration WASDA Small Schools Committee
  4. 4. HOW IS ALL OF THIS GOING TO GET DONE?
  5. 5. CONCLUSIONS Delegation
  6. 6. CONCLUSIONS Savings
  7. 7. CONCLUSIONS Management vs. Leadership
  8. 8. CONCLUSIONS The Board
  9. 9. CHALLENGES
  10. 10. IMPLICATIONS (THE RESEARCH SUGGESTS) Vision is Neglected • ISLLC & NSBA
  11. 11. CCSSO’S ISLLC STANDARDS Vision for Learning Culture of Learning and Professional Growth Management Collaboration with Community Integrity, Fairness, Ethic Political and Cultural AdvocacyCouncil of Chief State School Officers
  12. 12. NSBA’S KEY WORK OF SCHOOL BOARDS
  13. 13. IMPLICATIONS (THE RESEARCH SUGGESTS) Delegation • Delegation Ecologies • Capacity, Certification, Training, or Aptitude
  14. 14. IMPLICATIONS (THE RESEARCH SUGGESTS) Time and Expectations • Unavailability, Task failure • Negotiation methodology, past practice adherence, consistent contract interpretation
  15. 15. SMALL SCHOOLS COMMITTEE Positive NegativeSource: Small School’s Committee
  16. 16. SMALL SCHOOLS COMMITTEE (CONT) Cost Savings Opportunities for Retired Individuals Consistency between Buildings Still have Some Leadership
  17. 17. SMALL SCHOOLS COMMITTEE (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 affects the school board governance process and negates the role of district leadership as a partner in governance
  18. 18. SMALL SCHOOLS COMMITTEE (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. 19. SMALL SCHOOLS COMMITTEE (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 change agent for the 21st Century.
  20. 20. SMALL SCHOOLS COMMITTEE (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. -Restricts leader by time from becoming a master level leader. -Pulled to attend more meetings and conferences to stay up-to-date with important information.
  21. 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. 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. 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 area function (hiring of staff, evaluation, monitoring of collective bargaining agreements and negotiation of staff wages and employment agreements) be handled?
  24. 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. 25. THE SECOND ACT (WISCONSIN ACT 10) Evaluations Individually Unprecedented BudgetNondiscrimination Contracted CutsPolicies Employees Merit Pay Handbook Implementation Promote Student Community Trust Educational Gains Communication with Stakeholders System Community Trust DevelopmentProblem Solving Processes Identify Judgment Criteria for Conflict Resolution
  26. 26. POWERPOINT Questions? Slideshare.com
  27. 27. DON’T HESITATE TO CONTACT US Louis J. Birchbauer  lbirchbauer@wasb.org  414.218.2805 Bradford G. Saron  saronb@cashton.k12.wi.us  608.654.5131 e. 201

×